T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 4 , pp . 17 6 – 18 5. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 56 26 12 8 Jennifer has been a high school special education teacher of students with high-incidence disabilities for 5 years. She entered the profession because she was passionate about helping students. Early in her career, Jennifer was known as a talented instructor who easily bonded with her students and their parents. However, the stress of her job has gotten out of control. In addition to heavy instructional duties, she has a large caseload. Jennifer teaches two resource classes and four co-taught classes with three different general education teachers, who all have different classroom management styles and expectations for her role as a special educator. Due to the range of responsibilities, Jennifer feels she cannot fulfill the expectations of her position. She often struggles to keep up with the activities in her co-taught classes, as there is no common planning time. As a result, Jennifer spends most evenings and weekends planning and preparing lessons and updating caseload paperwork. She has a scarcity of leisure time and often declines invitations to spend time with family and friends. Despite her efforts, Jennifer feels her performance is subpar and disappointing. During the school day, Jennifer is fatigued and unfocused, a drastic contrast from the bright, enthusiastic educator she was when she entered the profession. Until last year, she never missed a day of work. This school year, however, Jennifer has used all of her available sick leave. She frequently complains of stomachaches and headaches. Jennifer’s physician has been unable to determine the source of her symptoms and has suggested these were the result of chronic stress. She has advised Jennifer to learn some ways to manage her stress more effectively and therefore improve her wellness. Eric has been a teacher of students with behavioral and learning disabilities for the past 2 years at an urban middle school with many at-risk youth (e.g., economic disadvantages, high-crime neighborhoods). He chose to work at this particular school after having rewarding experiences as a mentor to adolescent males. He works with a team of content-area teachers who rely on him to co-teach math, language arts, science, and social studies. In addition to instruction and casework, Eric also is the only male teacher on his team. Other teachers rely on him to address many issues specific to adolescent males. Eric generally has excellent rapport with his students, but lately he feels overburdened. He is discouraged by some of his students’ chronic behavior problems, struggles outside of school, and repeated academic failures. Eric believes that despite his efforts, he has made little difference in his students’ outcomes. Lately, Eric’s otherwise fun-loving and easygoing personality has been replaced by one with unpredictable mood swings and extreme irritability. Though a proponent of health and fitness, he has stopped exercising, has high blood pressure, and has less patience with his students as the school year progresses. Nightly, he sleeps less than 5 hours, because in addition to staying up late to prepare for the next day of classes, Eric’s sleep is often interrupted as he tosses and turns all night. His doctor has warned him that he must make lifestyle changes and learn effective coping skills, if he wants to restore his health. Eric’s physical and mental struggles started during his first year of teaching but improved after some time off during the summer break. That is when he resumed exercising, started sleeping better, and had stable moods. However, Eric’s pattern of irritability and sleepless nights returned with the next school year. Halfway through the year, Eric is considering obtaining a general education content area certificate, as this would allow him to focus his instruction rather than divide energy across four subjects. In addition, despite his great relationships with his students, he wonders if he might reduce 626128 TCXXXX10.1177/0040059915626128Council for Exceptional ChildrenTEACHING Exceptional Children research-article2016

中文翻译：

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通过压力管理优化特殊教育工作者的健康和工作绩效

TEA CH IN GE xcep ti on al Child ren, Vol. 48 号 4，页。17 6 – 18 5. 版权 2 01 6 A ut hor(s) 。DOI: 1 0. 11 77 /0 04 00 59 91 56 26 12 8 Jennifer 担任高发病率残疾学生的高中特殊教育教师已有 5 年。她进入这个行业是因为她热衷于帮助学生。在她职业生涯的早期，詹妮弗被认为是一位才华横溢的教师，她很容易与学生和他们的父母建立联系。然而，她的工作压力已经失控。除了繁重的教学任务外，她还有大量的工作量。Jennifer 与三位不同的通识教育教师一起教授两门资源课程和四门共同授课的课程，他们对她作为特殊教育工作者的角色都有不同的课堂管理风格和期望。由于职责范围广泛，詹妮弗觉得她无法满足她对职位的期望。由于没有共同的计划时间，她经常努力跟上她共同授课的课程中的活动。因此，詹妮弗大部分晚上和周末都在计划和准备课程以及更新案件量文书工作。她很少有闲暇时间，经常拒绝与家人和朋友共度时光的邀请。尽管付出了努力，詹妮弗还是觉得自己的表现欠佳且令人失望。在学校的日子里，詹妮弗疲惫不堪，注意力不集中，这与她进入这个行业时聪明、热情的教育家形成了鲜明的对比。直到去年，她从未缺过一天的工作。然而，本学年，詹妮弗已经用完了所有可用的病假。她经常抱怨胃痛和头痛。詹妮弗的医生一直无法确定她症状的来源，并认为这是慢性压力的结果。她建议珍妮弗学习一些更有效地管理压力的方法，从而改善她的健康状况。在过去的 2 年里，埃里克一直在城市中学教有行为和学习障碍的学生，那里有许多处于危险中的青年（例如，经济劣势、犯罪率高的社区）。在作为青春期男性的导师获得了有益的经验后，他选择在这所特定的学校工作。他与一组内容领域的教师合作，他们依靠他共同教授数学、语言艺术、科学和社会研究。除了指导和个案工作，埃里克也是他团队中唯一的男老师。其他老师依靠他来解决许多青少年男性特有的问题。埃里克通常与他的学生关系融洽，但最近他感到负担过重。他对一些学生的长期行为问题、校外斗争以及反复的学业失败感到气馁。埃里克认为，尽管他付出了努力，但他对学生的成绩几乎没有什么影响。最近，埃里克原本喜欢玩乐和随和的性格已经被不可预测的情绪波动和极度易怒的性格所取代。尽管他是健康和健身的拥护者，但随着学年的进行，他已经停止锻炼，患有高血压，并且对学生的耐心也越来越少。每晚睡不到5个小时，因为除了熬夜准备第二天的课外，埃里克的睡眠经常被打断，因为他整夜辗转反侧。他的医生警告他，如果他想恢复健康，就必须改变生活方式并学习有效的应对技巧。埃里克的身体和精神上的挣扎开始于他教学的第一年，但在暑假休息一段时间后有所改善。那是他恢复锻炼的时候，开始睡得更好，情绪也稳定了。然而，埃里克的烦躁和不眠之夜的模式在下一学年又回来了。年中，埃里克正在考虑获得通识教育内容领域证书，因为这将使他能够专注于教学，而不是将精力分散在四个科目上。此外，尽管他与学生的关系很好，但他想知道是否可以减少 626128 TCXXXX10。