ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 53
- 试验地点
- 2
- 主要终点
- Change in the Self-effectiveness of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)
研究概览
简要总结
This study looks at school employees' mental health, well-being, and effectiveness before and after completing a professional development workshop. The participants' schools are offering the Cultivating Awareness and Resilience in Education (CARE) professional development workshop to all teachers, staff, and administrators. CARE will be presented in three in-person training sessions over two to three months during the school year.
People who participate in CARE are asked to answer questions about their demographic information, mental health, well-being, and effectiveness before the workshop and two times after completing the workshop. This consent form provides the necessary information for people interested in answering these questions to make an informed decision. This consent form is not for the professional development workshop. Taking part in the workshop and questionnaires is optional.
This study is being conducted because teachers, school staff, and children's mental health has declined since the beginning of the COVID-19 pandemic. The investigators hope to use information collected in this study to tell schools, local public health officials, and state leaders how best to support teachers' mental health and well-being.
There are minimal risks associated with this study. The greatest risk of this study is loss of confidentiality.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Adult participant, defined as an adult (18 years or older) employed by a school working with youth in kindergarten through 12th grade.
- •Fluent in the English language
排除标准
- 未提供
结局指标
主要结局
Change in the Self-effectiveness of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Total scores range from 1 to 9, with higher scores indicating a greater sense of efficacy. Scores are also calculated for three subscales measuring engagement, instruction and management.
Change in Efficacy in Student Engagement of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Student engagement scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.
Change in Efficacy in Instructional Strategies of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Instructional strategies scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.
Change in Efficacy in Classroom Management of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Classroom management scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.
Change in Emotional Exhaustion (EE) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 54. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently.
Change in Depersonalization (DP) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The DP subscale has a minimum score of 0 and maximum score of 30. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently.
Change in Personal Accomplishment (PA) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The PA subscale has a minimum score of 0 and maximum score of 48. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
Change in Anxiety in Teachers After Completion of the CARE Workshop Using the Generalized Anxiety Disorder 7 (GAD-7) Scale.
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The GAD-7 measures generalized anxiety traits. Scores range from 0 to 21, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Change in Depression After Completion of the CARE Workshop Using the Patient Health Questionnaire 8 (PHQ-8) Scale
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The PHQ-8 scale is used to provide a brief report on depression symptoms. Scores range from 0 to 24, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Change in Stress After Completion of the CARE Workshop Using the Perceived Stress Scale (PSS) Scale
时间窗: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention
The PSS scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 0 and maximum score of 16. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
次要结局
未报告次要终点