Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (6)
- Psychology (5)
- Early Childhood Education (3)
- Educational Psychology (3)
- Sociology (3)
-
- Teacher Education and Professional Development (3)
- Child Psychology (2)
- Clinical Psychology (2)
- Counseling Psychology (2)
- Developmental Psychology (2)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (2)
- Arts and Humanities (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Christian Denominations and Sects (1)
- Clinical Epidemiology (1)
- Counseling (1)
- Counselor Education (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
- Education Economics (1)
- Education Policy (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Sociology (1)
- Elementary Education and Teaching (1)
- Family, Life Course, and Society (1)
- Health Psychology (1)
- History (1)
- Medicine and Health Sciences (1)
- Institution
Articles 1 - 8 of 8
Full-Text Articles in Education
Workforce Well-Being: Personal And Workplace Contributions To Early Educators' Depression Across Settings, Amy M. Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma Iruka, Susan Sarver
Workforce Well-Being: Personal And Workplace Contributions To Early Educators' Depression Across Settings, Amy M. Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma Iruka, Susan Sarver
Buffet Early Childhood Institute Reports and Publications
Building on research demonstrating the importance of teachers' well-being, this study examined personal and contextual factors related to early childhood educators' (n =1640) depressive symptoms across licensed child care homes, centers, and schools. Aspects of teachers' beliefs, economic status, and work-related stress were explored, and components of each emerged as significant in an OLS regression. After controlling for demographics and setting, teachers with more adult-centered beliefs, lower wages, multiple jobs, no health insurance, more workplace demands, and fewer work-related resources, had more depressive symptoms. Adult-centered beliefs were more closely associated with depression for teachers working in home-based settings compared …
Farley, Seth Thomas, Jr., 1917-1999 (Mss 617), Manuscripts & Folklife Archives
Farley, Seth Thomas, Jr., 1917-1999 (Mss 617), Manuscripts & Folklife Archives
Manuscript Collection Finding Aids
Finding aid only for Manuscripts Collection 617. Correspondence, documents, news clippings and ephemera from Seth Thomas Farley, Jr., a life-long educator. This collection includes a good deal of information about Farley’s teaching career prior to his work as a professor at WKU, his involvement in organizations that fought alcoholism and gambling (particularly the lottery in Kentucky), his church work, and his service on a committee to choose a federal magistrate for the western district of Kentucky. The collection includes an entire box of assessment related material related to Fort Knox Dependent Schools in the mid-1960s.
Depressive Symptoms In Mexican-Origin Adolescents: Interrelations Between School And Family Contexts, Prerna G. Arora, Lorey Wheeler
Depressive Symptoms In Mexican-Origin Adolescents: Interrelations Between School And Family Contexts, Prerna G. Arora, Lorey Wheeler
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
This study, as guided by cultural-ecological frameworks, examined multiple contextual stressors, including subjective economic hardship, acculturation, discrimination, and negative perceptions of school safety, as simultaneously linked to adolescents’ depressive symptoms, as well as the role of gender, familism values, family cohesion, and school connectedness on these associations. Data come from the Children of Immigrants Longitudinal Study (Portes and Rumbaut 2012) that included second-generation 8th- and 9th-grade children of foreign-born parents from the Mexican-origin subsample (n = 755; 52% male; time 1 M age = 14.20 years). Adolescents were either born in (60%) or immigrated prior to age 5 to …
Immersive Cultural Plunge: How Mental Health Trainees Can Exercise Cultural Competence With African American Descendants Of Chattel Slaves A Qualitative Study, Clandis V. Payne
Immersive Cultural Plunge: How Mental Health Trainees Can Exercise Cultural Competence With African American Descendants Of Chattel Slaves A Qualitative Study, Clandis V. Payne
Antioch University Dissertations & Theses
This qualitative study utilized ethnographic techniques to explore the potential for change in mental health trainees resulting from the participation in an in vivo Immersive Cultural Plunge (ICP) within the African American Descendant of Chattel Slave community. The ICP combined Multicultural Immersions Experiences (MIE) of Cultural Immersion (CI) and Cultural Plunge (CP) to contribute to the developing body of research utilizing MIEs that incorporate contextual, experiential, and historical knowledge to teach the skill of cultural sensitivity. During the 12- hour ICP the participants experienced an orientation, a lecture, a tour/community interaction, a multimedia presentation within an African American community. In …
Faculty Perceptions Regarding The Inclusion Of Military-Connected Children Into Educator Preparation Curriculum, Brianna Conway, Connie L. Schaffer
Faculty Perceptions Regarding The Inclusion Of Military-Connected Children Into Educator Preparation Curriculum, Brianna Conway, Connie L. Schaffer
Educational Leadership Faculty Publications
The current study researched university faculty members’ knowledge and perceptions regarding military-connected children in the public-school setting. Faculty members from seven departments at a local university participated in the study. Faculty members completed a short survey regarding general knowledge of military-connected children and their families, as well as their inclusion of information about this population of students into their curriculum. Results suggest faculty members at the university received little to no educational training regarding military-connected children in their pre-service education. Furthermore, many faculty members at the university did not include information on military-connected families in their coursework, but were open …
Do College Students Use Online Self-Help? A Survey Of Intentions And Use Of Mental Health Resources, Michael E. Levin, Krista Stocke, Benjamin G. Pierce, Crissa Levin
Do College Students Use Online Self-Help? A Survey Of Intentions And Use Of Mental Health Resources, Michael E. Levin, Krista Stocke, Benjamin G. Pierce, Crissa Levin
Psychology Faculty Publications
Online self-help may help increase the reach of mental health services for college students, but little research has examined students’ actual interest/use of these resources. An online survey of 389 college students examined intentions and use of online mental health resources as compared with other support options. Findings indicated the highest intentions/use of informal supports (e.g., parents, friends) for mental health problems and lowest intentions/use for online self-help. However, a subset of students showed a preference for online self-help over other forms of support. Participants were also more likely to request online self-help resources (21%) than in-person therapy resources (9%) …
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff
Early Childhood Education
This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who …
Consequences Of Job Stress For The Psychological Well-Being Of Teachers, Irvin Sam Schonfeld, Renzo Bianchi, Peter Luehring-Jones
Consequences Of Job Stress For The Psychological Well-Being Of Teachers, Irvin Sam Schonfeld, Renzo Bianchi, Peter Luehring-Jones
Publications and Research
This chapter examines research on the relationship between job stressors and mental health (depressive symptoms, burnout, and mental disorders such as depression) in teachers. Teachers are exposed daily to job stressors (e.g., student disruptiveness) that have been linked to adverse mental health effects. Epidemiologic research indicates that when compared to members of other groups, teachers experience higher rates of mental disorder, although some studies question that conclusion. Large-scale studies indicate when compared to members of other occupational groups, teachers are at higher risk for exposure to workplace violence, with its adverse mental health consequences. Longitudinal research has linked teaching-related stressors …