E-book Saúde Psicológica e Bem-estar

Saúde Psicológica e Bem-estar | Observatório Escolar 326 Estudo aprofundado Adaptação psicológicaàpandemia deCovid-19emprofessores portugueses: opapel dos fatores psicológicose contextuais na perceçãodealterações na vidadiária Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031 Ormiston, H. E., Nygaard, M. A. & Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. School Mental Health, 14, 802–817. https://doi.org/10.1007/s12310-02209525-2 Robinson, L. E., Valido, A., Drescher, A., Woolweaver, A. B., Espelage, D. L., LoMurray, S., Long, A. C. J., Wright, A. A., & Dailey, M. M. (2022). Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis. School Mental Health. https://doi.org/10.1007/s12310-022-09533-2 Schonert-Reichl, K. A. (2017). Social and Emotional Learning and Teachers. Future of Children, 27(1), 137–155. https://eric.ed.gov/?id=EJ1145076 Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016 Szkody, E., Stearns, M., Stanhope, L. and McKinney, C. (2021), Stress-Buffering Role of Social Support during COVID-19. Fam. Proc., 60: 1002-1015. https://doi.org/10.1111/famp.12618

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