Journal articles: 'Teacher's health'

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AKADA, Taro, Kazuhiro SHIGENOI, Hironori KOMASA, and Hisao TOMOHISA. "Nursery Teacher's Mental Health:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2AM081. http://dx.doi.org/10.4992/pacjpa.74.0_2am081.

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Zhara, Hanna. "COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION." Innovative Solution in Modern Science 8, no. 44 (January 9, 2021): 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.

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The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The peculiarities of the components of individual health preservation competence formation in the process of continuing pedagogical education are shown, in particular, during the study of the course “Technologies of teacher's individual health preservation and professional burnout prevention” and the preventive program “Teacher's Health”.The proposed measures of formal and non-formal education, which are focused on the formation of the components of individual health preservation competence in future teachers and teachers-practitioners, allow to influence the formation of professional competencies defined by current standards.Kеуwоrds: teacher, health, individual health preservation competence, professional standard, continuous pedagogical education.

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Andrusova, Irina V., Zhanna V. Smirnova, Elena A. Chelnokova, Olga N. Nikeitseva, and Anna N. Tsaregorodtseva. "Health-saving technologies in teacher's activity." Revista de la Universidad del Zulia 11, no. 31 (October 1, 2020): 461–72. http://dx.doi.org/10.46925//rdluz.31.29.

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The state, society and the labor market are making ever higher demands on teaching staff. Compliance with the established requirements forces students to increase energy consumption, the rate of development of the data, which entails a violation of biological rhythms, poor health and poor performance. Therefore, there is a need to improve the competencies of teachers related to mastering ways to improve the functional state and human health. The relevance of health-saving technologies implementation in vocational education is growing. Since there is no special course for their study, additional training courses on this topic become popular. Purpose of the article: designing the content of the course for additional professional training of teaching staff, ensuring the achievement of the development of health-saving technologies and their use in professional training. The aim of the course is to promote development of the competencies of teaching staff in the field of health-saving technologies application. The article reveals the possibilities of health-saving technologies, the role in preparation of an efficient, highly qualified specialist who meets modern requirements and is able to carry out professional activities at a high level. The study, in which experts selected from among the teachers of a higher educational institution, contributed to the solution of the problem of selecting the content of the course of additional professional training. When selecting the course content, an expert opinion on the established criteria was taken into account. As the planned results of the course, we determined a list of competencies that ensure the ability and willingness of teachers to systematically implement health-saving technologies.

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Spitzer, W. O. "The teacher's teacher: a personal tribute to Alvan R Feinstein." Journal of Epidemiology & Community Health 56, no. 5 (May 1, 2002): 328–29. http://dx.doi.org/10.1136/jech.56.5.328.

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SAGAIDAK, V., and V. GRYNOVA. "CREATION OF A COMFORT ZONE FOR A TEACHER IN A NEW UKRAINIAN SCHOOL." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 175–80. http://dx.doi.org/10.33989/2075-146x.2020.26.227641.

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The modern teacher of the New Ukrainian School is constantly immersed in his work, and thus forgets about the priority personal needs. From here we can say that the comfort zone is extremely important, because it performs many functions, and, above all: reduces psychological and mental fatigue, helps the teacher to relieve stress and renew their emotional and physical resources; prevents professional burnout. We considered the teacher's room as a comfort zone for teachers in the New Ukrainian School. The modern requirements for the arrangement of the teacher's room as a place of work and rest are analyzed. The author's project "Equipment of a teacher's room as a comfort zone for teachers in the New Ukrainian School" was developed in compliance with all standards and recommendations. In the process of creating the author’s project, the technique of “zoning” and “flow of space” was used, which promotes the preservation of health and prevents the professional burnout of teachers of the New Ukrainian School.

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Dubovyk, Olena M., and Violetta Y. Dubovyk. "HEALTH OF THE TEACHER OF HIGHER EDUCATION INSTITUTIONS (EFFICIENCY – DEVELOPMENT)." Wiadomości Lekarskie 74, no. 3 (2021): 773–76. http://dx.doi.org/10.36740/wlek202103239.

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The aim: Of the work is to find a scientifically based approach to improve the health of teachers on the basis of a comprehensive socio-hygienic analysis of the factors that affect the state of their health. Identify the main aspects of psychological work with teachers to support the mechanisms of self-regulation of their psychological health. Materials and methods: Theoretical and methodological analysis of psychological and pedagogical literature; сomparison; generalization; systematization. The article presents the current problem of modernity – the mental health of teachers of higher education. Criteria, quality categories, levels, principles of ensuring the mental health of the teacher as a person are analyzed. The components of mental health are compared. Conclusions: The concept of professional psychological health as a process of scientific understanding of the teachers practice involves the development of a comprehensive program for teacher's health care, which will include all areas: informational, preventional, diagnostical, rehabilitational and treatment. Higher education teachers are active participants in the preservation and promotion of health at the state, social and personal levels. They should form the concept of health in students during the process of their professional activities. Teachers use various forms of organizational, educational, volunteer work and different new technologies to preserve their own health and create the environment with the appropriate social conditions, where students can take responsibility for their own actions, deeds, work, leading a healthy lifestyle.

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Torkachenko, Yu V. "Health Culture of a Teacher as a Condition and Opportunity for the Implementation of Health-Preserving Behavior in the Educational Environment." Psychological-Educational Studies 12, no. 4 (2020): 19–33. http://dx.doi.org/10.17759/psyedu.2020120402.

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The article actualizes the question of the need to attract the attention of teachers to their own health, as a key condition for the implementation of health-preserving behavior at school. The article presents the results of a study aimed at studying patterns of behavior in the field of health of participants in educational relations. The study involved 84 teachers who took advanced training courses at RSAE SPE “Kamchatka Institute of educational development”, and 570 high school students (grades 9-11) Kamchatka the Region secondary schools. Questionnaires aimed at assessing patterns of behavior in relation to various aspects of health are adapted from the generalized scale of attitudes by I.N. Gurvich, transnational youth health studies (HBSC, ESPAD) and include the following indicators: screen time, use of psychoactive substances, sleep adequacy, eating behavior, physical activity. A comparative analysis of the patterns of behavior of the respondents of both groups was carried out; significant differences were assessed using the angular Fisher transformation. The data obtained is structured in accordance with the research question: are there differences in health-preserving and risky behaviors in the group of teachers and high school students? Taking into account the responsibility imposed by the state on teachers for the formation of a value attitude to health, we assume that in the field of teaching, risky behaviors in relation to various aspects of health are less common than among high school students. Comparative analysis shows that high school students and teachers alike have the same behaviors associated with health risks with regard to tobacco consumption, lack of sleep, and screen time at the computer (gadgets).Considering the fact that the teacher's attitude to his own health is decisive in the professional readiness for the implementation of health-preserving behavior at school, a contradiction arises between the responsibility assigned to the teacher to form a value-based attitude to health and the low culture of the teacher's health. From a practical point of view, the study of behavior patterns in the field of health contributes to the choice of effective ways to prevent ill-being in the school environment, as well as the effective solution of the problems of improving the qualifications of teachers.

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Maryanenko, L. "Interpersonal interaction and the process of formation of the structure of educational and cognitive activity of students." Fundamental and applied researches in practice of leading scientific schools 29, no. 5 (August 31, 2018): 40–44. http://dx.doi.org/10.33531/farplss.2018.5.05.

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The article substantiates the definition of the teacher's ability to form the cognitive activity of students, in accordance with the structure of the phenomenon of cognitive activity. The results of the empirical research are described in detail. On the basis of the correlation analysis carried out, positive and negative qualities were identified, in particular, the types of interpersonal interaction that influence the teacher's ability to form the cognitive activity of the schoolchildren. According analysis positively on the ability of teachers to shape cognitive activity of pupils depends on the teacher’s ability to form cognitive motivation of students, promote positive emotional well-being of students in the classroom, the achievement of teacher interpersonal interaction with students through a democratic style of pedagogical communication; the ability to generate the mental abilities of the students. Also positively influenced by the presence of his own style of pedagogical communication of a teacher high in self-esteem of their own creativity and health. According to the correlation analysis, on the ability of the teacher to shape the cognitive activities of students negatively impact the liberal style of communication, responsibly-generous type of behavior, conformity, adaptive behavior; incredulous-skeptical type the behavior of teachers, namely the tendency to criticism, resentment, suspicion, disappointment in children.

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John, Martha Tyler. "Chapter Four: Teacher's Role." Activities, Adaptation & Aging 11, no. 3-4 (August 10, 1988): 91–107. http://dx.doi.org/10.1300/j016v11n03_05.

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Khamim, Khamim, and Wresni Pujiyati. "PENGARUH KONSEP DIRI DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KUALITAS PROSES PEMBELAJARAN." Edum Journal 1, no. 2 (September 30, 2018): 106–17. http://dx.doi.org/10.31943/edumjournal.v1i2.481.

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The main focus of this research is on the self-concept and pedagogical competence of the teacher and its influence on the quality of the learning process both partially and double. The research method used is a survey method in which the authors go directly to the empirical level by distributing questionnaires to 47 teachers. The processing and analysis techniques used are linear and multiple regression. The results of the study show that: (1) There is a positive and significant influence of the teacher's self-concept on the quality of the learning process (2) There is a positive and significant influence on the teacher's pedagogical competence on the quality of the learning process. (3) There is a positive and significant effect of self-concept and pedagogical competence of teachers together on the quality of the learning process. Therefore, the authors suggest: (1) So that the teacher improves health and appearance because the results of the study show that the weakness of the teacher's self-concept is in the appearance and significance of the body. So that the teacher needs to be given enlightenment related to how to maintain health and fitness through the implementation of joint gymnastics or conducting group discussions related to the dirt to maintain a prime body. (2) To face future competition and improve the quality of education it is deemed necessary to further increase the pedagogical competence of teachers, especially those related to planning and evaluation of learning.

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Chun, Nami, Jae Hee Yoon, Chae Yoon Kim, Nami Hwang, Young Sook Kim, Moon Sook Hwang, and Hyun Ju Chae. "Seoul Teacher's Satisfaction with and Needs for Health Examination and Health Promotion Programs." Journal of Korean Academy of Community Health Nursing 23, no. 2 (2012): 155. http://dx.doi.org/10.12799/jkachn.2012.23.2.155.

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Falkenbach, Danielle, Helen D'avila, and Elza Mello. "Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food." International Journal of Nutrology 11, no. 01 (January 2018): 021–29. http://dx.doi.org/10.1055/s-0038-1646942.

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Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.

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Chandler, Harry N. "Student Assessment: A Teacher's Approach, Part I." Journal of Learning Disabilities 19, no. 4 (April 1986): 254–55. http://dx.doi.org/10.1177/002221948601900415.

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Chandler, Harry N. "Student Assessment: A Teacher's Approach, Part II." Journal of Learning Disabilities 19, no. 6 (June 1986): 381–82. http://dx.doi.org/10.1177/002221948601900616.

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Surya, Dedy. "To form children health behaviour during the Covid-19 Pandemic: Teacher's strategy and obstacle." Aṭfāluna: Journal of Islamic Early Childhood Education 3, no. 2 (December 29, 2020): 105–12. http://dx.doi.org/10.32505/atfaluna.v3i2.2209.

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The Covid-19 pandemic is forcing everyone to change their behaviour to become more concerned about their health. This study aimed to illustrate the teachers’ strategy and the obstacle in shaping health behaviours of children in school. By using a qualitative approach, the data was collected through in-depth interviews involving 9 participants (6 teachers and 3 parents). The results showed that to shape health behaviour, the teachers formed a conducive environment through a commitment with parents to implement a healthy lifestyle. This health behaviour campaign was carried out through creative means such as using stories and singing regularly and consistently. The teacher also engages other pupils to reprimand the child who committed the offence. This conducive environment will support the formation of health behaviours. Conversely, incompatible environments such as lack of facilities and the parent's inconsistency in at home intervening behaviour will damage the habits that have been established at school.

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Nugraheni, Hermien, Aryadiva N. Prayoga, and Wanda Nur Aida. "Peran Guru dalam Kegiatan Promosi Kesehatan Pencegahan Obesitas pada Siswa Sekolah Dasar." Jurnal Promosi Kesehatan Indonesia 14, no. 1 (November 21, 2018): 53. http://dx.doi.org/10.14710/jpki.14.1.53-67.

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Background: Primary school-aged children are at risk of having health problems. One of the health problems that can cause disruption of growth and development is obesity. School is one of the parties who play an important role in providing health education for children which aims to improve healthy living habits of children. The role of school primarily teacher was very important to prevent children obesity. The purpose of this study was to identify the role of teachers in health promotion activities in elementary schools for prevent obesity Method: This study was conducted using descriptive analytical design with cross sectional approach, complemented with qualitative data. The population in this study were teachers in elementary schools who appointed as health school teachers in the working area of Kedungmundu Health Center, Semarang City. Sample of this study was selected purposively by the criteria of active and inactive school health programs. The total sample was 14 teachers for each group, therefore totally 28 teachers involved in this study. Data was collected using face to face interview with trained enumerator and participants signed informed consent before interviewed. Results: level of Knowledge and attitudes of teachers about health promotion schools for preventing student’s obesity were higher between active and non-active school health program. Teacher's age and education were significantly associated with active school programs with p value 0.039 and 0.040 respectively. Teachers from active school health programs were younger (<30 years old) and have higher education (bachelor) than those who are not active school. Teachers from active school health programs are more initiative to run activities which support nutritional behavior such as provision healthy canteens and physical activities outside the class course rather than only waiting for activities from the health center.

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Kardeliene, Laimute, and Arturas Razbadauskas. "SELF-EVALUATION OF PHYSICAL EDUCATION TEACHERS' HEALTH AS A FACTOR FOR QUALITY OF PROFESSIONAL ACTIVITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 25, 2018): 75. http://dx.doi.org/10.17770/sie2018vol1.3213.

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Physical education teacher, as a profession, has various duties, which impact teacher's physical and emotional health. This may have an effect on quality of lessons. The aim of the research is to establish the self-evaluation of PE teachers' health. The following indicators of health self-evaluation were chosen: taking care of one's health, health condition and its evaluation. Questionnaires were used to self-evaluate PE teachers' health, to point out diseases such as having a cold, also various somatic and psychosomatic disorders. The sample of the research was 324 PE teachers, randomly chosen from high schools in Lithuania. The average age of the participants was 44,59 ± 0,57 years old, their pedagogical work experience - 20,52 ± 0,58 years. It was found that only 29,1 per cent of female and 18,3 per cent of male participants rated their health as good. Teachers who evaluated their health positively more seldom experienced various somatic and psychosomatic disorders. Teachers with more than 20 years of work experience rarely evaluated their health as good. In addition, they more frequently experienced various disorders.Women, when compared to men, are more prone to health disorders. Furthermore, women with more than 20 years of work experience more rarely fell into the group of long-term somatic and psychosomatic disorders.

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Sitthichai, R., V. Wanpen, S. Wacharasindhu, and M. Belfer. "Teacher's perspectives regarding child mental health problems in schools in Thailand." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S223. http://dx.doi.org/10.1016/j.neurenf.2012.04.507.

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Carlson, Steven A., and Rita Silverman. "Microcomputers and Computer-Assisted Instruction in Special Classrooms: Do we Need the Teacher?" Learning Disability Quarterly 9, no. 2 (May 1986): 105–10. http://dx.doi.org/10.2307/1510358.

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As microcomputers in special education classrooms become increasingly common, teachers are faced with having to make decisions about when, under what conditions, and with whom to use microcomputers. This is particularly true when teachers are considering the use of computer-assisted instruction (CAI) with students expected to learn essential skills. In this article the microcomputer is presented as an important but currently limited piece of instructional technology. Guidelines for deciding when and how CAI should be used are offered with an emphasis on the teacher's role as decision maker and instructional manager.

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Karpova, Ol'ga L., and Irina P. Uymanova. "TEACHER'S READINESS AS A PRIORITY CONDITION FOR THE STUDENTS' HEALTH-SAVINGFORMATIONINUNIVERSITYEDUCATIONAL SPACE." Культура физическая и здоровье, no. 1 (2021): 93–95. http://dx.doi.org/10.47438/1999-3455_2021_1_93.

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Sleet, Kaysha, Susan B. Sisson, Dipti A. Dev, Charlotte Love, Mary B. Williams, Leah A. Hoffman, and Valarie Blue Bird Jernigan. "The Impact of Responsive Feeding Practice Training on Teacher Feeding Behaviors in Tribal Early Care and Education: The Food Resource Equity and Sustainability for Health (FRESH) Study." Current Developments in Nutrition 4, Supplement_1 (September 20, 2019): 23–32. http://dx.doi.org/10.1093/cdn/nzz105.

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ABSTRACT Background Establishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices. Objective We aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE teachers in a Native American (NA) community in Oklahoma. Methods Nine tribally affiliated ECE programs were randomly assigned to 1 of 2 interventions: 1) a 1.5-h teacher-focused responsive feeding practice training (TEACHER; n = 4) and 2) TEACHER plus an additional 3-h training to implement a 15-wk classroom nutrition curriculum (TEACHER + CLASS; n = 5). Feeding practice observations were conducted during lunch at 1 table in 1 classroom for 2- to 5-y-olds at each program before and 1 mo after the intervention. The Mealtime Observation in Child Care (MOCC) organizes teacher behaviors into 8 subsections. Descriptive statistics and the Shapiro–Wilk test for normality were calculated. Paired t tests were calculated to determine change in each group. Results A mean ± SD of 5.2 ± 2.0 (total n = 47) children and 1.7 ± 0.5 (total n = 14) teachers/center were observed at baseline, and 5.6 ± 1.7 (total n = 50) children and 1.7 ± 0.7 teachers (total n = 14) were observed/center postintervention. Total MOCC scores (max possible = 10) improved for TEACHER (6.1 ± 0.9 compared with 7.5 ± 0.3, t = 4.12, P = 0.026) but not for TEACHER + CLASS (6.5 ± 0.8 compared with 6.4 ± 1.0, t = −0.11, P = 0.915). No other changes were observed. Conclusions Teacher intervention–only programs demonstrated improvements in responsive feeding practices, whereas the programs receiving teacher and classroom training did not. Greater burden likely decreased capacity to make changes in multiple domains. We demonstrated the ability to implement interventions in NA ECE. Further research with larger communities is necessary. This trial was registered at clinicaltrials.gov as NCT03251950.

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Veghari, G., and A. Mansourian. "The Study of Breastfeeding Knowledge among Northern Iranian Teachers." Journal of Nepal Paediatric Society 31, no. 1 (January 11, 2011): 39–43. http://dx.doi.org/10.3126/jnps.v31i1.3411.

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Introduction: Breastfeeding provides all essential nutrients for the first 6 months of life and plays an important role in ensuring health in neonates and mothers. This study was carried out among northern Iranian primary school teachers to determine the knowledge about breastfeeding. Materials and Methods: This is a descriptive-crossectional study and where 745 subjects were chosen by random and cluster sampling. Data was collected by questionnaire about social-demographic and the optimal food awareness at fist 6 months of age. Data was analyzed by SPSS win soft-war. Chi-2 test was used to compare groups. Results: Teacher's knowledge about exclusive breastfeeding and breastfeeding with breast milk substitutes as the best diet was 81.6% and 17.6%, respectively. There was no statistical difference between the teachers who were non-university graduates (78.0%) or those who were university graduates (83.3%). The knowledge of breastfeeding among Turkman and Non-Turkman was 85.1% and 80.2% and male to female was 80.6% and 82.6%, respectively. There were no statistical differences between these variables. Conclusion: The teacher's knowledge about advantages of breastfeeding was low and that it was influenced by social-economic factors. Further studies need to be carried out in this area for determining the difficulties of breastfeeding. Key words: Breastfeeding; Teacher; Knowledge; Ethnicity; Iran DOI: 10.3126/jnps.v31i1.3411J Nep Paedtr Soc 2010;31(1):39-43

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Young, J. "Book Review: Teachers DO Make a Difference: The Teacher's Guide to Connecting with Students." Emotional & Behavioural Difficulties 10, no. 3 (September 1, 2005): 239. http://dx.doi.org/10.1177/136327520501000309.

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Rossi-Barbosa, Luiza Augusta, Ana Cristina Côrtes Gama, and Antônio Prates Caldeira. "Association between readiness for behavior change and complaints of vocal problems in teachers." CoDAS 27, no. 2 (April 2015): 170–77. http://dx.doi.org/10.1590/2317-1782/20152013088.

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Purpose: To verify the association between readiness to behavioral change and self-reported vocal problems of teachers in schools from the municipal education network of Montes Claros, Minas Gerais, Brazil. Methods: The URICA-VOICE scale was used to measure the motivational stages of 138 teachers. Readiness to change was the variable outcome, whereas the independent variables referred to sociodemographic, economic, occupational, lifestyle, general health, and teacher's own voice factors. Results: The majority (59.4%) of teachers were in the pre-contemplation stage of the URICA-VOICE scale. The variables use of medication, perception of voice failure, and demand for speech and language therapy were retained for the final model. Conclusion : The low readiness to change showed the need for increased awareness of the risks and benefits related to the voice and general health. The results can provide public health intervention strategies that deal with individuals at various stages in the decision-making process.

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Mulligan-Ault, Marilyn, Doug Guess, Lynne Struth, and Barbara Thompson. "The Implementation of Health-Related Procedures in Classrooms for Students with Severe Multiple Impairments." Journal of the Association for Persons with Severe Handicaps 13, no. 2 (June 1988): 100–109. http://dx.doi.org/10.1177/154079698801300206.

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One-hundred fifty teachers of students with severe and multiple impairments were surveyed to identify the prevalence of health-related procedures being used in the classrooms, the person(s) routinely responsible for implementing the procedure(s), and the persons the teachers felt should be responsible for implementing the procedures. In addition, the survey identified the source of the teacher's information concerning health-related procedures for individual students, types of correspondence with the school nurse and the family physician, the teachers' awareness of the availability of school policy for implementing health-related procedures, the teachers' source of training on health-related procedures, and the relationship of the classroom location to visits by the school nurse. Seventy percent of the questionnaires were returned. Teachers indicated that all but one of the procedures listed were occurring in one or more of the classrooms. The teachers ndicated that, for the most part, they were primarily responsible for implementing the procedures on a routine basis. The teachers' responses indicated that they felt they should be responsible for a specific group of procedures with the nurse and paraprofessional, or nurse and teacher in combination responsible for a different set of procedures. The family was used most often as a source of information for the health-related procedures. Contact with the school nurse was variable. Classrooms in integrated or rural settings were reported as visited less often by the school nurse than classrooms in either more segregated or urban settings. Only 21% of all the classroom teachers responding were aware of local district guidelines for the determination of who should be responsible for the implementation of health-related procedures.

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Ramvi, Ellen. "Out of control: A teacher's account." Psychoanalysis, Culture & Society 15, no. 4 (November 29, 2010): 328–45. http://dx.doi.org/10.1057/pcs.2009.7.

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KITAHARA, Teruyo, Kazushi TAODA, Reiko TACHIIRI, and Katsuo NISHIYAMA. "Change in a Teacher's Hoarseness Caused by School Lessons." SANGYO EISEIGAKU ZASSHI 41, no. 6 (1999): 204–5. http://dx.doi.org/10.1539/sangyoeisei.kj00002990460.

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Hargrove, David S. "Narrative and clinical reality: A teacher's new journey." Families, Systems, & Health 18, no. 4 (2000): 467–68. http://dx.doi.org/10.1037/h0091870.

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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.

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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.

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Agius, M. "P02-198 - Teaching medical students psychiatry ; one teacher's perspective." European Psychiatry 25 (2010): 822. http://dx.doi.org/10.1016/s0924-9338(10)70813-0.

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Verma, Neha, Meena Jain, Nisha Rani Yadav, Souryaa Poudel, Ankur Sharma, and Vishal Jain. "School Teacher's Knowledge, Attitude and Practices Regarding Oral Health in Ballabhgarh Block, Faridabad." Indian Journal of Public Health Research & Development 10, no. 3 (2019): 169. http://dx.doi.org/10.5958/0976-5506.2019.00480.7.

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김정연 and 황지현. "Preservice Secondary Teacher's Perceptions of the Students with Health Impairments and their Educations." Journal of Inclusive Education 10, no. 1 (May 2015): 121–40. http://dx.doi.org/10.26592/ksie.2015.10.1.121.

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Gagnon, Nathalie, Carolle Bernier, Sylvie Houde, and Marianne Xhignesse. "Teaching and learning clinical reasoning: a teacher's toolbox to meet different learning needs." British Journal of Hospital Medicine 81, no. 3 (March 2, 2020): 1–8. http://dx.doi.org/10.12968/hmed.2019.0406.

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Clinical reasoning is an essential part of medical practice and therefore should be an important part of clinical teaching. However, it has been and is still a challenge for clinical teachers to support learners in the development of their clinical reasoning skills. As learners progress in clerkship, so do their learning needs. As a result, teachers need multiple tools to foster the development of clinical reasoning and should know when and why to use them. This article presents tools gathered as part of a clinical teacher's toolbox aimed at coaching learners towards the next step in their clinical reasoning development as well as helping teachers diagnose clinical reasoning difficulties and meet the diverse learning needs of their learners. The article focuses on three tools that were developed by faculty at the University of Sherbrooke Faculty of Medicine and Health Sciences: the iSNAPPS-OMP Technique, the Anticipatory Supervision Technique and the Clinical Sudoku or table of discriminating clues. This article uses the term ‘tools’ as a generic expression to signify ‘items in a toolbox’. It includes all kinds of resources (techniques, strategies, models) that were gathered to help clinical teachers with the teaching of clinical reasoning.

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de Witt, Marike W. "Africa's orphan crisis — is it the teacher's concern?" Journal of Child & Adolescent Mental Health 19, no. 1 (June 2007): 75–82. http://dx.doi.org/10.2989/17280580709486637.

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Parra, Gerby, and Emily Tan. "Teachers' Physical Activity: A Necessity for Stability of Schools' Culture During the COVID-19 Pandemic." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 183–91. http://dx.doi.org/10.31686/ijier.vol9.iss4.3039.

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The recent COVID-19 outbreak has caused confusion and uncertainty to many educational organizations worldwide, forcing school leaders to weave through many school priorities. As schools take on online teaching, teachers were compelled to sit on their chairs, interacting with students using the screens for more than four hours every day. This has resulted in a decrease in physical activity, affecting their health and quality of teaching. Unfortunately, the dichotomy is as teachers care for their students' physical and mental health, teachers' physical well-being is not a priority in most schools' culture during this pandemic. This paper aims to address this gap in teacher's lack of Physical Activity, which is necessary to help stabilize the school culture during this pandemic. It will highlight school leaders' critical role in promoting physical well-being as part of the school culture. Moreover, it will discuss the benefits of teachers staying active, and it will also present possible ways to foster a culture geared toward teachers' involvement in physical activities.

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Lenz, B. Keith, Gordon R. Alley, and Jean B. Schumaker. "Activating the Inactive Learner: Advance Organizers in the Secondary Content Classroom." Learning Disability Quarterly 10, no. 1 (February 1987): 53–67. http://dx.doi.org/10.2307/1510755.

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The success of current mainstreaming efforts for LD adolescents is dependent, in part, on the environmental supports available in regular secondary classrooms. The present study investigated the effects of the regular teacher's delivery of an advance organizer prior to each lesson on LD students' retention and expression of information from a given lesson. The results indicated that teaching techniques used by regular secondary teachers can benefit handicapped students in their classrooms, but, in the case of advance organizers, only when students are taught to make use of such techniques.

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Asetova, Zhannur, Saltanat Abildina, Albina Zh Anesova, Zaure Kystaubayeva, and Anar Ryskeldina. "Spiritual Culture Formation of Young Teachers in the System of Higher Education: The Way for Social Maturity Development." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 650–56. http://dx.doi.org/10.6000/2292-2598.2020.08.04.7.

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The formation of spiritual culture should be based on the principles that guide every teacher in the implementation of their pedagogical skills in direct learning. The purpose of our study is to substantiate that young teachers' social maturity is characterized not only by the level of knowledge, development of their orientations but also by the degree of personal spiritual culture. We have applied the method of diagnosing a level of young teacher's social maturity development as a moderator in the search for spiritual values, but also a participant in the formation of personal spiritual culture directly at the student himself. Diagnostic sections have shown that the index of general social maturity of young teachers who shape the spiritual culture of students, is growing much faster compared to the young teachers who didn't show the activity of this kind. From the experimental data, it follows that young teachers' activity in creating a pedagogical environment of their school is an effective factor in the intensification of their social maturity formation. Investigating the problem of the formation of social maturity of the individual, a certain system of personal orientations develops, which serves as the basis of spiritual culture, which the student can choose. The authors show that such an opportunity can only be implemented with the teacher's integrated participation as a carrier of moral values. The study's novelty is determined by the fact that each of the participants in the educational process seeks to realize the share and type of moral views for the fulfillment of their personal interests. The study's practical significance is determined by the fact that spiritual culture can be based not only on its private but also on its public perception.

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Santos, Rayane Medeiros dos, Mylena dos Santos Cavalcante, Vanessa Fernandes de Almeida Porto, and Edna Pereira Gomes de Morais. "Speech therapy strategies to promote the vocal health of teachers: integrative literature review." REVISTA CIÊNCIAS EM SAÚDE 11, no. 1 (March 10, 2021): 51–60. http://dx.doi.org/10.21876/rcshci.v11i1.1053.

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Objective: To identify the speech therapy strategies used to promote vocal health to teachers of early childhood, elementary and high school, participating in programs/actions for prevention and promotion of vocal health, as well as to describe and analyze their effects through an integrative literature review. Methods: An integrative review was conducted, which consisted of searches in the Lilacs, SciELO, and Medline databases. Inclusion criteria were complete articles available online in any language and year of publication that addressed strategies for promoting vocal health and preventing disorders in the target population, used in vocal health programs/actions with teachers. Results: Of the 624 articles that were included, six were selected to compose the study. It was possible to verify that the most used resources were educational strategies, through programs of guidance and attention to the teacher's vocal health. The results of the interventions were analyzed using self-assessment questionnaires, some of which have been standardized, with validation and adaptation to Brazilian Portuguese. Among practical strategies, exercises involving semi-occluded vocal tract, breathing, relaxation, resistance, and vocal projection, as well as vocal warm-up and cool-down, were the most used. Conclusions: Vocal health programs present diversified strategies, such as time and results analysis. The accurate study allowed to verify that the programs are effective and allow better vocal performance to the teacher, notably, through direct and indirect strategies.

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Pavlovs, Māris. "INTEREST-RELATED EDUCATION TEACHER'S ROLE IN VALUES CREATING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 352. http://dx.doi.org/10.17770/sie2019vol2.3931.

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In the past, the professional and private life of the teacher was of equal importance to be a model for the child. Later, these areas were separated, and it was even advisable for the teacher to avoid expressing their values. Adolescents want school to give them understanding of values and relationships. Unlike general education, interest-related education is voluntary. Positive feedback on after-school activities is linked to improvements in school performance. Interest-related education strengthens mental health and the ability to overcome psychological difficulties. Nowadays there are different opinions about where the child's morale develops at home, school or elsewhere. Educational institutions have a close connection with the values of education and teachers have a moral impact on schoolchildren. The paper examines several value-oriented creation methods. The author of the paper carried out a study of interest-related education students about their values and experience in out-of-school activities. It is concluded that interest-related education has no pronounced impact on value orientation.

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Gumpel, Thomas, Mark Wilson, and Ruth Shalev. "An Item Response Theory Analysis of the Conners Teacher's Rating Scale." Journal of Learning Disabilities 31, no. 6 (November 1998): 525–32. http://dx.doi.org/10.1177/002221949803100602.

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Martini, Jussara Gue, and Antonia Regina Ferreira Furegato. "Teachers' social representations on drug use in a secondary school." Revista Latino-Americana de Enfermagem 16, spe (August 2008): 601–6. http://dx.doi.org/10.1590/s0104-11692008000700016.

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Increased concern regarding drug abuse among adolescents contributes to the elaboration of prevention programs at schools. This investigation aims to know teachers' social representations, regarding drug abuse, in a secondary school in Florianopolis, SC, Brazil. A total of 16 teachers of the 5th to 8th grades participated in the study. Data were collected through associations elaborated by teachers in response to the expression: drugs use/abuse. The teacher's representations are organized around a central concept - the vulnerable other: a needy adolescent, who becomes drugs user, highlighting the family, everyday coping, and the school's (in)visibility in prevention actions, as factors related. The complexity of factors involving drugs production, distribution and its commercialization, demands the implementation of actions that go beyond the scopes of education and health. The elaboration of inter-sector prevention programs considering local characteristics is necessary.

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Roubinov, Danielle S., W. Thomas Boyce, and Nicole R. Bush. "Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten." Development and Psychopathology 32, no. 1 (November 21, 2018): 163–74. http://dx.doi.org/10.1017/s0954579418001499.

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AbstractHarsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher–child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher–child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher–child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher–child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.

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Luk, S. L., and P. W. L. Leungt. "Conners' Teacher's Rating Scale?A Validity Study in Hong Kong." Journal of Child Psychology and Psychiatry 30, no. 5 (September 1989): 785–93. http://dx.doi.org/10.1111/j.1469-7610.1989.tb00790.x.

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Papadatou, Danai, Olga Metallinou, Chryse Hatzichristou, and Ludmila Pavlidi. "Supporting the bereaved child: Teacher's perceptions and experiences in Greece." Mortality 7, no. 3 (November 2002): 324–39. http://dx.doi.org/10.1080/1357627021000025478.

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Yuniarni, Desni. "the Teacher’s Perception to the Impact of Playing Gadget for Early Childhood’s Mental Health." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 350. http://dx.doi.org/10.26737/jetl.v4i2.1648.

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Playing games using gadgets in early childhood is now a common thing. Children mostly spend their time playing gadgets alone rather than playing with their friends. This has an impact on their mental development, especially their social and emotional development. Unfortunately, it has not become a concern for the parents. They assume that playing gadget would not affect their children’s mental development at all. Therefore, this study aims to find out how is the teacher's perception of playing gadgets for early childhood mental health, especially in their social and emotional aspects. This was a qualitative study, in the form of a case study. Data were obtained through interviews and focused group discussions by 7 kindergarten teachers from 4 different classes. The study result reveals that all the teachers had the same perceptive that gadget has both positive and negative effects on early childhood's mental health. The positive impact of the gadget for early childhood's mental health is the contains of the games can stimulate the creativity and imagination for the children. Besides, the games in the gadget should be educative so they can learn in a fun way. The positive emotion of children when learning using gadgets will also maintain their mental health. The negative impact of the gadget for early childhood's mental health is if there they become addicted to the gadget so they spend more time playing gadget and refuse to interact with other people. As an effect, they will face difficulty in communicate with other people, get angry easily, hard to concentrate, unruly, which such things may cause deterioration in their mental health. Finally, teachers and parents as a significant person for the children must control the children while playing gadgets and give the rules and boundaries for the children to maintain their children's mental health.

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Kim, Jong-Han. "An Effects of Student-teaching in Kindergarten through Educational Diary on Pre-service Teacher Efficacy, Teacher's Educational Belief and Organizational Health." Journal of the Korea Academia-Industrial cooperation Society 12, no. 12 (December 31, 2011): 5578–87. http://dx.doi.org/10.5762/kais.2011.12.12.5578.

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Skripkina, Tatiana. "Models of teachers' trusty relations and peculiarities of interactions in educational space: empirical research." E3S Web of Conferences 210 (2020): 18126. http://dx.doi.org/10.1051/e3sconf/202021018126.

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The theoretical analysis of home and foreign research shows that teacher's ability to set up trusting atmosphere in educational space is the most important factor of professional success and the guarantee of occupational health. The given research is based on the author`s concept that human trust in others is inseparable from self-trust, and the ratio of the level of expression of these two oppositely directed attitudes creates the features of trusting relations between a teacher and his (her) students. The mentioned trusting attitudes are included by the author into the teacher's communicative competence structure. A study of self-trust and trust in others among teachers revealed six different models of expression of trusting relations among teachers a model with high self-trust and trust in others; a model with high level of trust in others and medium self-trust; a model with high level of trust in others and low self-trust; a model with low level of trust in others and high self-trust; a model with low level of trust in others and medium self-trust; a model with low self-trust and low level of trust in others. An analysis of the relationships of trusting relations indicators in each of the identified models was then carried out with such qualities of communicative competence as strategies of behaviour in conflict, communicative tolerance, self-control in communication and empathy. The results showed that each empirical model of trusting relationships inherent to different teachers had different relationships with other indicators of communicative teacher`s competence included in the study. The results of the study enabled to obtain six different models of teacher-student interaction.

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Zarwan, Zarwan, Sefri Hardiansyah, and Ade Zalindro. "The socialization of a badminton Shuttle Time for the educative education and elementary school level in Padang Utara." Jurnal Humanities Pengabdian Kepada Masyarakat 1, no. 1 (December 10, 2019): 67–72. http://dx.doi.org/10.24036/jha.v1i1.12.

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The problems in this activity are many teachers who still use the methods of training in the learning process of physical education of sports and Health (PJOK) especially badminton so that students do not experience improvement in the game Badminton. The purpose of this activity is to improve the teacher's ability to study badminton through shuttle time. The objective of the event is PJOK teacher in Padang Utara Sub-district with 26 people. To measure the success of this activity was given a question as much as 50 rounds before and after activities. From the question obtained initial data access is 750 (57.69) and the final data 1061 (81.62%) An increase of 23.93%.

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Hamranová, Anežka. "Content Analysis of Selected Slovak Educational Journals Focusing on the Issue of Teacher's Mental Health." Procedia - Social and Behavioral Sciences 174 (February 2015): 2538–42. http://dx.doi.org/10.1016/j.sbspro.2015.01.928.

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권상순 and Kyungseok Kang. "The Structural Relationship among Health Teacher's Servant Leadership, Student's Self-efficacy, Health Perception, and Health Promotion Behavior according to the Choice of Health Subject in Middle School." Journal of Education & Culture 24, no. 2 (April 2018): 515–38. http://dx.doi.org/10.24159/joec.2018.24.2.515.

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Journal articles on the topic 'Teacher's health'

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