Predicting Teachers’ Burnout: Trauma Experience and Attitudes Towards Trauma-Affected Students
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s12310-024-09679-1.pdf
Reference82 articles.
1. Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
2. Alisic, E., Bus, M., Dulack, W., Pennings, L., & Splinter, J. (2012). Teachers’ experiences supporting children after traumatic exposure. Journal of Traumatic Stress, 25(1), 98–101. https://doi.org/10.1002/jts.20709
3. Alkahtani, K. D. F. (2022). Professional development: Improving teachers’ knowledge and self-efficacy related to emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders. https://doi.org/10.1177/10634266221130049
4. Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49(6), 511–525. https://doi.org/10.1002/pits.21617
5. Baker, C. N., Brown, S. M., Wilcox, P. D., Overstreet, S., & Arora, P. (2016). Development and psychometric evaluation of the attitudes related to trauma-Informed care (ARTIC) scale. School Mental Health, 8(1), 61–76. https://doi.org/10.1007/s12310-015-9161-0
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