Tác nhân gây căng thẳng cho người làm can thiệp với trẻ rối loạn phát triển

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Tác giả: Thị Lệ Chu, Thị Lệ Hằng Đồ

Ngôn ngữ: Vie

Ký hiệu phân loại: 150 Psychology

Thông tin xuất bản: Tâm lý học 2022

Mô tả vật lý: 34 - 49

Bộ sưu tập: Metadata

ID: 396084

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Căng thẳng của người làm can thiệp với trẻ có nhu cầu giáo dục đã được chú ý nhiều trong các nghiên cứu trên thế giới. Tuy nhiên, nghiên cứu liên quan đến căng thẳng ở người làm can thiệp với trẻ có nhu cầu đặc biệt ở Việt Nam là tương đối hiếm. Nghiên cứu này nhằm phát hiện những tác nhân phổ biến gây căng thăng ở giáo viên làm can thiệp với trẻ có rối loạn phát triển. Phiếu khảo sát được gửi online tới các trung tâm làm can thiệp tại Hà Nội, Hải Phòng, Bắc Ninh, Ninh Bình, Thanh Hóa và Nghệ An. Tổng cộng có 190 người làm can thiệp tham gia trả lời. Thang đo The Pullis Inventory Teacher Stress (PITS) được sử dụng đế xác định các tác nhân gây căng thẳng ở người làm can thiệp, trong đó có 4 nhóm tác nhân gồm đặc điểm của trẻ rối loạn phát triển, khối lượng công việc phải đảm nhận, đặc điểm nghề và sự vận hành của trung tâm làm can thiệp. Nghiên cứu cũng cho thấy cần có những nghiên cứu sâu hơn về căng thẳng và kiệt sức của người làm can thiệp với trẻ có nhu cầu đặc biệt/trẻ rối loạn phát triển để có chiến lược đối phó và phòng ngừa hiệu quả., Tóm tắt tiếng anh, The stress of interventionists for children with educational needs has been noticed by many researchers around the world. However, studies related to stress in interventionists with children with special needs in Vietnam are relatively rare. This study aims to identify common stressors in teachers who intervene with children with developmental disorders. Questionnaires were distributed online to intervention centers in Ha Noi, Hai Phong, Bac Ninh, Ninh Binh, Thanh Hoa, and Nghe An. A total of 190 interventionists responded. The Pullis Inventory Teacher Stress (PITS) scale was used to identify stressors of interventionists, in which there were four groups of factors including characteristics of children with developmental disorders, and workload assurance, occupational characteristics and operation of the intervention center. The study also suggests that further studies are needed on stress and burnout of interventionists with children with special needs/children with developmental disorders in order to have effective coping and prevention strategies.

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