مدل مفهومی سواد سلامت روان معلمان
محورهای موضوعی : آموزش و پرورش
1 - گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد کازرون ، کازرون، ایران
کلید واژه: سلامت روان, سواد سلامت روان, نظریه زمینه ای ,
چکیده مقاله :
چکیده
مقدمه و هدف: معلمان به عنوان مهمترین عنصر فرایند آموزش نقشی اساسی در شناخت، پیشگیری و درمان مشکلات روانی دانش آموزان دارند. در همین راستا پژوهش حاضر به منظور ارائه الگوی سواد سلامت روان معلمان دوره متوسطه انجام شد.
روش شناسی پژوهش: پژوهش به صورت کیفی با استفاده از روش نظریه داده بنیاد انجام شد. شرکت کنندگان پژوهش 23 نفر از معلمان باسابقه بودند که به روش نمونه گیری هدفمند انتخاب شدند. حجم نمونه بر اساس قاعده اشباع نظری تا جایی ادامه یافت که یافته جدیدی پدیدار نشود. داده های پژوهش با استفاده از روش مصاحبه نیمه ساختاریافته جمع آوری شد و بر اساس کد گذاری نظریه داده بنیاد به روش استروس و کوربین تحلیل شد.
یافتهها: بررسی نتایج نشان داد به دلیل تغییرات سبک زندگی خانواده ها، الزام حرفه ای معلمی و تحولات جامعه (عوامل علی) باید سواد سلامت روان معلمان در ابعاد دانش و نگرش ( مقوله محوری ) رشد داد. البته شرایط مدرسه و نظام آموزشی (عوامل زمینه ای ) و شرایط اجتماعی و فرهنگی (عوامل مداخله گر ) این مساله را تحت تاثیر قرار می دهد. لذا به منظور توسعه سواد سلامت روان معلمان می توان از راهبردهای حمایت سازمانی و آموزش در قالب برگزاری دوره های ضمن خدمت استفاده نمود که نهایت منجر به بهزیستی روانشناختی معلم و شاگرد ، بهزیستی آموزش و بهزیستی اجتماعی (پیامد) خواهد شد.
بحث و نتیجهگیری: در صورت توجه به عوامل زمینه ای و مداخله گر و استفاده از راهبرد ها سواد سلامت روان معلمان توسعه خواهد یافت و پیامدهایی چون بهزیستی تحصیلی و روانشناختی برای فراگیران محقق خواهد شد
Abstract
Introduction: Teachers, as the most important element of the education process, play an essential role in recognizing, preventing and treating students' mental problems. In this regard, this research was conducted to provide a model of mental health literacy for secondary school teachers.
research methodology: the research was carried out in a qualitative way using the Grounded theory. The research participants were 23 experienced teachers who were selected by purposive sampling. The sample size was continued based on the rule of theoretical saturation until no new findings emerged. The research data was collected using semi-structured interview method and analyzed based on the Grounded theory coding by Strauss and Corbin method
Findings: The analysis of the results showed that the changes in the lifestyle of families, the professional requirement of teaching and changes in society are the causal factors of the mental health literacy model of teachers which is influenced by the background factors of teachers' knowledge and attitude about mental health and the intervening factors of school conditions and the view of the education organization. Strategies such as supporting mental health literacy improvement programs and implementing in-service training courses can be used Finally, improving the mental health literacy of teachers leads to the psychological well-being of teachers and students, well-being of education and social well-being (consequence)
Conclusion: Paying attention to contextual and intervening factors and using strategies will develop teachers' mental health literacy, and consequences such as academic and psychological well-being for learners will be realized.
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