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首页> 外文期刊>Journal of Molecular Psychiatry >Preparation for teacher collaboration in inclusive classrooms – stress reduction for special education students via acceptance and commitment training: A controlled study
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Preparation for teacher collaboration in inclusive classrooms – stress reduction for special education students via acceptance and commitment training: A controlled study

机译：在包容性教室中为教师合作做准备–通过接受和承诺培训减轻特殊教育学生的压力：一项受控研究

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BackgroundThe education system in Germany is beginning to witness a sea change, lately, owing to the country’s ratification of the United Nation’s Convention on the Rights of Persons with Disabilities. The enactment is aiming at making provision for special education teachers to share the same teaching platform and institution with other teachers for teaching children from all backgrounds, irrespective of their needs. While promoting the benefits of collaborative teaching, this provision would also effectively establish role demarcation among teachers. However, the level of participation and adaptiveness displayed by individual teachers would play a major role in determining the success or failure of the intended collaborative framework.Collaboration also becomes challenging due to the level of stress involved in the teaching profession. The fact that only 65?% of teachers in Germany reach retirement age while still in service, primarily due to psychiatric illness, has posed questions on adopting the collaborative framework for teachers from diverse backgrounds. In other words, it can be stated that the process of collaborating with teachers from different professional backgrounds and with varying levels of skills will potentially lead to further stress. The stress-related psychological states, developed through the collaborative processes, might affect the biological stress-response systems of the participating teachers. With stress-response contributing directly to the pathogenesis of stress-related diseases and disorders in the long term, it would be important to contain the ripple effect of collaborative framework that the enactment intends to establish between SEN (special educational needs) teachers and others. MethodsIn addition to impacting the long-term health of teachers, the collaborative framework is also suggestive of having similar effects on students studying special education (SEN students). A study was conducted to examine the stress levels associated with the collaborative framework. An expression in terms of two (group affiliation)?×?2 (measurement time) between subjects design was implemented to examine the effects of an Acceptance and Commitment Training on the subjective tension of a sample ( N =?68) of SEN students. The sample was split into an intervention and a control group (IG and CG). The effects of the training on collaborative competence were examined using the Chi-square test. Questionnaire and role plays were used to assess the collaborative competence and the subjective tension. ResultsThe participants had significant stress levels and displayed an uncooperative attitude during the initial assessment. However, these results reversed after the Acceptance and Commitment Training. Significant decrease in stress levels and improved cooperation were evident among the participants in the intervention group, as opposed to the participants of the control group. ConclusionsThe findings of this study show that the Acceptance and Commitment Training is an appropriate medium to establish and develop collaboration skills, and an effective technique to reduce high levels of subjective stress. Furthermore, the training evaluation and feedback indicate that it is well-accepted by all participants. The training is also endorsed as a practically relevant medium to help SEN students collaborate and combat stress.
机译：背景技术最近，由于德国批准了《联合国残疾人权利公约》，德国的教育系统开始发生巨变。该法令旨在为特殊教育教师提供与其他教师共享同一教学平台和机构的条件，以便为来自各个背景的儿童提供教学服务，而不论他们的需求如何。在促进合作教学的好处的同时，该规定还将有效地建立教师之间的角色分界。但是，个别教师所表现出的参与程度和适应性将在决定预期的协作框架的成败方面起主要作用。由于教学行业的压力水平，协作也变得充满挑战。在德国，只有65％的教师达到退休年龄而仍然在职，这主要是由于精神病，这一事实对采用不同背景的教师的合作框架提出了质疑。换句话说，可以说与来自不同专业背景，技能水平各异的教师合作的过程有可能导致进一步的压力。通过协作过程建立的与压力有关的心理状态可能会影响参与教师的生物压力反应系统。从长远来看，由于压力反应直接导致了与压力有关的疾病和失调的发病机理，因此重要的是遏制该法案旨在在特殊教育需要教师与其他教师之间建立的协作框架的连锁反应。方法除了影响教师的长期健康外，协作框架还暗示着对学习特殊教育的学生（SEN学生）有类似的影响。进行了一项研究，以检查与协作框架相关的压力水平。受试者设计之间以两个（组隶属关系）××2（测量时间）表示，以检验接受和承诺训练对有特殊教育需要的学生样本（N =？68）的主观张力的影响。将样品分为干预组和对照组（IG和CG）。使用卡方检验检验了培训对协作能力的影响。通过问卷调查和角色扮演来评估协作能力和主观张力。结果参加者在初次评估时有明显的压力水平，表现出不合作的态度。但是，在接受和承诺培训之后，这些结果相反。与对照组的参与者相比，干预组的参与者之间的压力水平显着降低并且合作得到改善。结论：本研究的结果表明，接受和承诺培训是建立和发展协作技能的适当媒介，也是减少高水平主观压力的有效技术。此外，培训评估和反馈表明所有参与者都接受了培训。该培训还被认可为实用的媒体，可帮助有特殊教育需要的学生协作并应对压力。

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