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Détail de l'auteur
Auteur O. O. JAGUN |
Documents disponibles écrits par cet auteur (1)
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Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools / A. T. OLAGUNJU in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
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Titre : Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools Type de document : Texte imprimé et/ou numérique Auteurs : A. T. OLAGUNJU, Auteur ; M. A. AKINOLA, Auteur ; B. FADIPE, Auteur ; O. O. JAGUN, Auteur ; T. O. OLAGUNJU, Auteur ; O. O. AKINOLA, Auteur ; O. P. OGUNNUBI, Auteur ; O. J. OLUSILE, Auteur ; O. Y. OLUYEMI, Auteur ; G. A. CHAIMOWITZ, Auteur Article en page(s) : p.1131-1141 Langues : Anglais (eng) Mots-clés : Burden Emotional distress Psychosocial wellbeing Special schools Teachers Index. décimale : PER Périodiques Résumé : While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate?=?70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs?=?.3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles. En ligne : http://dx.doi.org/10.1007/s10803-020-04606-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1131-1141[article] Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools [Texte imprimé et/ou numérique] / A. T. OLAGUNJU, Auteur ; M. A. AKINOLA, Auteur ; B. FADIPE, Auteur ; O. O. JAGUN, Auteur ; T. O. OLAGUNJU, Auteur ; O. O. AKINOLA, Auteur ; O. P. OGUNNUBI, Auteur ; O. J. OLUSILE, Auteur ; O. Y. OLUYEMI, Auteur ; G. A. CHAIMOWITZ, Auteur . - p.1131-1141.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1131-1141
Mots-clés : Burden Emotional distress Psychosocial wellbeing Special schools Teachers Index. décimale : PER Périodiques Résumé : While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate?=?70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs?=?.3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles. En ligne : http://dx.doi.org/10.1007/s10803-020-04606-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445