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Engagement with reservation-based Head Start teachers to explore their stress and coping: A qualitative study.
Wilson, Deborah H; Sarche, Michelle; Ricker, Adriann; Krienke, Lydia Koh; Brockie N, Teresa.
Afiliación
  • Wilson DH; School of Nursing, Johns Hopkins University, 525 N Wolfe St., Baltimore, MD 21205, USA; Auckland University of Technology, 90 Akoranga Drive, Auckland 0627, New Zealand. Electronic address: Debbie.Wilson@aut.ac.nz.
  • Sarche M; University of Colorado Anschutz Medical Campus, Colorado School of Public Health, Centers for American Indian and Alaska Native Health, USA.
  • Ricker A; School of Nursing, Johns Hopkins University, 525 N Wolfe St., Baltimore, MD 21205, USA.
  • Krienke LK; School of Nursing, Johns Hopkins University, 525 N Wolfe St., Baltimore, MD 21205, USA.
  • Brockie N T; School of Nursing, Johns Hopkins University, 525 N Wolfe St., Baltimore, MD 21205, USA.
Arch Psychiatr Nurs ; 51: 246-258, 2024 Aug.
Article en En | MEDLINE | ID: mdl-39034085
ABSTRACT

BACKGROUND:

Native Americans residing in remote reservation communities find strength in connection to place, culture, language, and sovereignty; they also face challenges as their communities struggle with historical and contemporary traumas that have resulted in poverty, high crime and suicide rates and drug misuse. The psychological well-being of Head Start teachers who teach and support the needs of Native American children, is overlooked.

METHODS:

Qualitative interviews (n = 18) and focus groups (n = 9) were conducted with Head Start teachers, supervisors, parents, and ancillary staff to identify risk and protective factors at each level of the socioecological model (individual, relationships, community, society). Using content analysis and F4 analyse software two coders identified recurring themes.

RESULTS:

Individually teachers are resilient, focused more on the children's well-being than their own. Family was both significant support and stressor. Community struggles with drug and alcohol misuse and homelessness were the most frequent stressors. Workplace support included their supervisors and the mentorship they provided each other. Spirituality in the form traditional cultural practices, prayer and Christen faith were important sources of support and well-being.

CONCLUSIONS:

This paper provides insight into the stress and coping mechanisms of reservation-based Head Start teachers, identifying ways to protect and promote their health and well-being. It is important to provide support at all levels of the socioecological model to enable these teachers to strengthen their physical and psychological health and wellbeing so that they may support the children and families of Head Start to help strengthen Native American health overall.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estrés Psicológico / Adaptación Psicológica / Indígenas Norteamericanos / Grupos Focales / Investigación Cualitativa / Maestros Límite: Adult / Child / Female / Humans / Male / Middle aged Idioma: En Revista: Arch Psychiatr Nurs Asunto de la revista: ENFERMAGEM / PSIQUIATRIA Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estrés Psicológico / Adaptación Psicológica / Indígenas Norteamericanos / Grupos Focales / Investigación Cualitativa / Maestros Límite: Adult / Child / Female / Humans / Male / Middle aged Idioma: En Revista: Arch Psychiatr Nurs Asunto de la revista: ENFERMAGEM / PSIQUIATRIA Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos