BACKGROUND:
There are obvious effects of war trauma on students 'life performance causing long lasting impact when occur before adulthood. Early recognition and treatment are vital.
AIM:
To assess knowledge, attitude and practice of secondary school teachers’ toward psychological support to their student and the factors that affect them.
METHODS:
Cross sectional study conducted in Baghdad 2018 by using a structured questionnaire developed upon WHO guidelines and the International Federation of Red Cross and Red Crescent Societies guideline for psychological support. A total of 235 teachers completed the questionnaire.
RESULT:
Mean age of participants was 44.51±9.17 years, 75.7% were female, 70.2% college graduate, 72.8%married, 80.1% had 1-3children, and 30.2% had 26 and above years of experience. Only 8.5% of participants had training on psychological support. Good knowledge was found in 66.8% of participants. Accepted attitude toward positive- adaptive behavior was found in 80.0%, discovering students’ weak points in 70.2% of them. Indeed, 83.0 % of teachers had good practice about students’ psychological- support. The association between teachers’ knowledge, attitude and practice and their psychological- support-training were statistically not significant, while significant association was found between teachers’ knowledge about Supporter-teacher stress relive points with their psychological support providing, significant association was found between teachers’ attitude about discovering weak points with their psychological- support- providing.
CONCLUSION:
Most of the teachers had good knowledge but only nearly one-tenth of them had training on psychological support, also nearly one-third of participants said that Psychological Support guideline is available in their school.
|
- Azgheir J M, Ali N S., The impact of War and violence on mental health of a sample of Adolescent students in AL-Sadder City. Thesis submitted to the scientific council of psychiatry. 2011.[unpublished thesis, library of Iraqi board]
- UNICEF, Unit for children 2006. A Quality Education in Iraq [homepage on the internet]. c2018 [cited 2018 may 9]. Available from https://www.unicef.org/education/files/UNICEF_Iraq_in_Action_Education
- Central Statistical Organization (CSO), Kurdistan Regional Statistics Office (KRSO), Ministry of Health, United Nations Children’s Fund. Iraq Multiple Indicator Cluster Survey 2011 Preliminary Report [cited 2018 June 4]. April 2012 https://reliefweb.int/sites/reliefweb.int/files/.../MICS4_Iraq_PreliminaryReport_Eng
- Shultz JM, Forbes D. Psychological First Aid: Rapid proliferation and the search for evidence. Disaster Health. 2014; 2(1):3-12. doi:10.4161/dish.26006. https://www.ncbi.nlm.nih.gov/pubmed/28228996
- World Health Organization (2011, August). Young people: Health risks and solutions. Fact Sheet N 345. WHO Media Centre. http://www.who.int/mediacentre/factsheets/fs345/en/.
- Utama, Budhi. Mental Health and Community Violence among Adolescents in Indonesia (School-Based Study). Master thesis, University of Oslo, 2014. http://hdl.handle.net/10852/44115.
-
- Eustache E, Gerbasi ME, Smith Fawzi MC, et al. Mental health training for secondary school teachers in Haiti: a mixed method, prospective, formative research study of feasibility, acceptability, and effectiveness in knowledge acquisition. Global Mental Health. Cambridge University Press; 2017; 4: e4. Doi:10.1017/gmh.2016.29.)
https://www.ncbi.nlm.nih.gov/pubmed/28596905
- Reinke W M, Stormont M, Herman K C, Puri R &Goel N. Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly. 2011; 26(1): 1-13. Doi.org/10.1037/a0022714. http://psycnet.apa.org/record/2011-05095-001
- Greenwood, C. R., Kratochwill, T. R., & Clements, M. (2008). School wide prevention models: Lessons learned in elementary schools. The Guilford Press: New York. http://psycnet.apa.org/record/2008-12116-000
- Wyn J, Cahill H, Holdsworth R, Rowling L, Carson S. Mind Matters, a whole-school approach promoting mental health and well-being. Aust N Z J Psychiatry 2000:34:594-601. https://www.ncbi.nlm.nih.gov/pubmed/10954390
- Iraq Country Programme 2016 - 2019. UNICEF in Iraq. https://www.unicef.org/iraq/overview.html
- World Health Organization. Principles of support and Psychological First Aid: For Psychosocial care for those traumatized by violence and disasters. Iraq: World Health Organization; 2009.
- Psychological first aid: Guide for field workers. WHO, 2012. http://apps.who.int/iris/bitstream/handle/10665/44615/9789241548205_eng.pdf?sequence=1wwmoh.gov.iqwww.emro.who.int/iraq
- International Federation of the Red Cross (2009) Module 5: Psychological First Aid and Supportive Communication. In: Community-Based Psychosocial Support, A Training Kit (Participant’s Book and Trainers Book). Denmark: International Federation Reference Centre for Psychosocial Support. Available at: ifrc.org/psychosocial
- Gerard Feltoe, Wendi Beamish and Mike Davies. SECONDARY SCHOOL TEACHER STRESS AND COPING: INSIGHTSFROM QUEENSLAND, AUSTRALIA. International Journal of Arts & Sciences. 2016; CD-ROM. ISSN: 1944-6934: 09(02):597–608. https://core.ac.uk/download/pdf/143872741.pdf
- Semra UNAL, PROFESSIONAL STRESS OF TEACHERS, ITS INDICATORS AND COPING ATTITUDES. J. of Ed 19. 2000; Hacettepe ـniversitesi Eğitim Fakültesi Dergisi 19: 149-155. http://dergipark.ulakbim.gov.tr/hunefd/article/download/5000048977/5000046298
- Reker, Kassandra, "Trauma in the Classroom: Teachers' Perspectives on Supporting Students Experiencing Child Traumatic Stress". Dissertations submitted to The faculty of the graduate school in candidacy for the degree of Doctor of philosophy, LOYOLA UNIVERSITY CHICAGO. 2016; Paper 2146. http://ecommons.luc.edu/luc_diss/2146
- Sienna Fawn Falk, COUNSELING SKILLS FOR TEACHERS. A Thesis Presented to The Faculty of Humboldt State University. 2009. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.890.3640&rep=rep1&type=pdf
- Eva Alisic. Teachers’ Perspectives on Providing Support to Children after Trauma: A Qualitative Study. School Psychology Quarterly. 2012; 27(1): 51–59. DOI: 10.1037/a0028590. http://www.apa.org/pubs/journals/features/spq-27-1-51.pdf
- Mosley, J. Quality Circle Time. Cambridge: LDA (1996). https://manchester.rl.talis.com/items/57FF9AE5-1A4F-08B1-321E- 5CB4A40B7D7C.html.
- Abd AL-Aziz, B, and Ali N S. Thesis submitted to scientific council of psychiatry, (2010) Anxiety and Depression among adolescent students in Baghdad. Thi-Qar Medical Journal (TQMJ): Vol (11) No (1)2016. https://www.iasj.net/iasj?func=fulltext&aId=124209
- Headley C, & Campbell M A, Teachers’ Knowledge of Anxiety and Identification of Excessive Anxiety in Children. Australian Journal of Teacher Education, 2013: 38(5).
|
