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- Bjärehed, Jonas, et al.
(författare)
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Compassion fatigue in teachers: Introduction to a novel concept and findings from a study in Swedish teachers
- 2024
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Konferensbidrag (refereegranskat)abstract
- Compassion fatigue (CF) in teachers is a novel concept with potentially high relevance in relation to the work-life demands on teachers today, and the associated challenges of long-term well-being and work-life satisfaction for the profession. CF was originally studied in mental health settings and captures the possible adverse effects on professionals’ empathic capacity and ability to care for clients, that can be compromised by working closely with traumatized patients and patients with complex needs and difficulties.CF has recently received attention in research on teachers, notably there was a recent systematic review published that summarizing the current literature in relation to teachers (Ormiston et al., 2022). The review concludes that CF in teachers can be defined as “a reduced empathic capacity from being exposed to students’ experiences (including student trauma histories) and a reduced sense of self-efficacy to respond to the trauma (due to multiple exposures or because of inadequate personal and/or systemic resources), that can reduce a teacher’s job satisfaction and performance” (p. XX). Findings also include that that teachers appear to experience compassion fatigue much in the same way as other helping professions, and that it might be common. There have also been recent theoretically based conclusions suggesting that the concept has utility and impact on both individual teachers, as well as whole school well-being (Paterson et al., 2021). Hence, CF is not only useful to describe and understand the experiences of individual teachers, but it also introduces viable strategies for support and management at the organizational level.In this presentation, we will give a brief literature overview of the concept of CF and the current findings in relation to teachers. We will also present some preliminary data from our recent study examining CF in 270 Swedish primary and secondary school teachers. To the best of our knowledge, this is the first Swedish study of its kind. Results will include the rates of CF in the sample, as well as its association to different teacher demographics, and related constructs (such as school climate, teacher’s professional self-efficacy, teachers’ professional self-care, teachers’ well-being). We will discuss the relevance of CF and our findings in light of the challenges facing teachers and teacher training today and in the future. We will also outline possibilities for further research on CF in the Swedish context. Finally, we give some suggestions and ideas for self-care strategies, and strategies for supporting teachers that could be readily implemented.
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| 3. |
- Bjärehed, Jonas, et al.
(författare)
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Competitive racing in virtual cycling : Is it possible, realistic, and fair?
- 2022
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Ingår i: Journal of Electronic Gaming and Esports. - : Human Kinetics Publishers Inc.. - 2836-3523. ; , s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- Competitive racing through virtual cycling has established itself as an entirely new discipline within cycling. This study explores what equipment racers use and examines important power metrics for racing. Data were collected from three different races from the current ranking of the most highly regulated and professionally organized race series on the virtual cycling platform Zwift. Power output data from 116 race participants, over five power durations (5 s–20 min), and two separate power measuring sources were collected and analyzed using the Bland–Altman method. The findings indicate that the physiological efforts of these races are comparable to those found in traditional competitive cycling. Furthermore, findings also support that the equipment typically used produces similar power outputs with good agreement between different power meters for most measurement points. Finally, the implications of these results for the status of virtual racing are discussed.
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- Bjärehed, Jonas, et al.
(författare)
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Teacher Responses to Peer Aggression – Links to Empathy Fatigue, Professional Self-Care, Work Satisfaction, Professional Self-Efficacy, and School Climate
- 2023
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Konferensbidrag (refereegranskat)abstract
- IntroductionThis study is part of an international collaboration that investigates teachers’ attitudes and responses to vignettes depicting school bullying situations. As per Bandura's model of reciprocal determination, attitudes and behavior in these situations can be influenced by individual and contextual factors. This study specifically examines several factors related to teachers ‘professional situation and abilities, and how these factors influence their responses to the vignettes. The factors include a) experience of empathy fatigue; b) usage of different strategies for professional self-care; c) experience of general work satisfaction; d) perceived ability to manage difficult classroom situations; e) and the social climate in their classroom.MethodThe study utilizes survey data from 240 Swedish teachers who responded to an electronic questionnaire. The questionnaire collected demographic information, teachers’ perceptions, and responses to a bullying situation (ratings of the perceived seriousness of the situation, the tendency to blame the victim, and the likelihood of intervening). It also included questions on compassion fatigue (Compassion Fatigue Inventory, CFI, Eng et al, 2021), classroom and school climate (Teacher Perceptions of School Climate; Brand et al., 2008); teacher efficacy (Ohio State Teacher Efficacy Scale, OSTES, Tschannen-Moran & Hoy 2001), and teachers’ professional self-care (measured with a new and adapted version of the Self-Care Assessment, originally developed by Dorociak et al., 2017).ResultsResults from statistical analyses of the relationships between the assessed factors and teachers' perceptions and responses to the bullying situation will be reported and discussed.Implications for Research/PracticeThe implication of teachers' professional situation for the management of bullying in a school setting may be an important area for consideration in order to develop more efficient anti-bullying practices. The findings may also aid further research by validating and exploring the relevance of these constructs. The study may also have relevance for practices in the school context, both on an organizational level and for the individual teachers' practices. The implications for formal training of new teachers and school administrators (e.g., principals) will also be addressed.
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- Alsaadi, Sarah, 1987-, et al.
(författare)
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Collective moral disengagement at school : A validation of a scale for Swedish children
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study was to evaluate a recently developed classroom collective moral disengagement scale (CMD). The 18-item scale was evaluated on a sample of 1626 fourth grade students in Sweden. Through confirmatory factor analysis, the unidimensional structure of the scale was verified, and the internal consistency was good. The scale is related to individual moral disengagement and to bullying behavior both on an individual level, which supports the criteria validity of the scale and on class level, which supports the construct validity of the scale. Multigroup analyses demonstrated measurement invariance across gender. These results indicate that the scale can be used in studies on CMD, and girls’ and boys’ mean scores may be compared.
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| 9. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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A longitudinal study of growth of verbal bullying across late childhood : Associations with moral disengagement
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction:There is strong empirical support for the link between moral disengagement (MD) and bullying in late childhood. However, only a few studies have examined these associations longitudinally. Given that previous research suggest that verbal bullying is the most common type of bullying in adolescence, with increasing prevalence during the childhood years, understanding factors associated with verbal bullying during these years may be of great importance. This study examines changes in verbal bullying across late childhood, focusing specifically on associations between moral disengagement and the individual child’s change trajectory.Method:A total of 1214 Swedish children completed a web-based questionnaire at three time points (in grades 4, 5, and 6). Multilevel growth modeling was used to examine unique trajectories of groups(classrooms) and individuals.Result:The results showed that verbal bullying increased between grades four, five, and six, and that bullying scores were positively associated with MD scores over time. In addition, the bullying trajectories of children with higher levels of MD were higher and steeper, indicating that these children scored higher on bullying in general as well as increased more in bullying over time, compared to children with lower levels of MD.Discussion:Our findings add to the literature, by exploring temporal and dispositional aspects of moral disengagement. The results are discussed in relation to the literature and the socio-cognitive perspective of bullying behavior as a result of reciprocal interplay between personal and social influences.
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| 10. |
- Bjärehed, Marlene, et al.
(författare)
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A Short-Term Longitudinal Study on the Development of Moral Disengagement Among Schoolchildren: The Role of Collective Moral Disengagement, Authoritative Teaching, and Student-Teacher Relationship Quality
- 2024
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 15, s. 13
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.
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