Prevalence and risk factors of posttraumatic stress disorder among teachers 3 months after the Lushan earthquake

Zhang, Jun; Zhang, Ye; Du, Changhui; Zhu, Shenyue; Huang, Ya-Lin; Tian, Yulian; Chen, Decao; Li, Haimin; Gong, Yao; Zhang, Mengmeng; Gu, Bo

doi:10.1097/md.0000000000004298

Cited by 13 publications

(9 citation statements)

References 51 publications

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“…The prevalence of COVID-19 related PTSD was 12.3%, using the cutoff score of 31, which decreased to 1% with a cutoff score of 49%. This is lower than that reported in a cross-sectional study that examined the prevalence of PTSD among teachers (24.4%) three months after the Lushan earthquake [43], and more than was found in a study of PTSD among Chinese college students (2.7%) one month after the outbreak of COVID-19 [21].…”

Section: Discussioncontrasting

confidence: 62%

Post-Traumatic Stress Disorder in Chinese Teachers during COVID-19 Pandemic: Roles of Fear of COVID-19, Nomophobia, and Psychological Distress

et al. 2021

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There are limited data concerning the prevalence of post-traumatic stress disorder (PTSD) among teachers. Therefore, the present study estimated the prevalence of PTSD among mainland Chinese teachers during the COVID-19 pandemic and to construct a model with mediation and moderation effects to explain the PTSD. Data collection was conducted in schools in the Jiangxi province between October and November 2020 among k-12 schoolteachers. An online survey, including five different psychometric scales, was used to collect data. All participants were assessed for PTSD using the Chinese version of the PTSD Checklist for DSM-5 (PCL-5). Hayes’ PROCESS Model 8 was used to examine the potential factors explaining a higher PTSD scores. A total of 2603 teachers from k-12 schools participated. With the cutoff score at 31, the prevalence of PTSD was 12.3% but decreased to 1.0% when the cutoff score was at 49. Nomophobia moderated the effects of Fear of COVID-19 Scale on PTSD. The findings suggest that fear of COVID-19 among teachers leads to PTSD via psychological distress, highlighting the moderating effect of nomophobia in this association. Based on the study’s findings, psychological interventions and educational training are needed to reduce fear among teachers at higher risk of developing PTSD.

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Section: Discussioncontrasting

confidence: 62%

Post-Traumatic Stress Disorder in Chinese Teachers during COVID-19 Pandemic: Roles of Fear of COVID-19, Nomophobia, and Psychological Distress

et al. 2021

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“…We believe that her disillusionment phase is comparable with our finding that exhaustion often followed hyperfocus; however, we found that exhaustion encompassed not only mental problems, but also physical problems such as fatigue, pain and fever. Our results are also consistent with those of recent quantitative studies, which reported an association between PTSD and somatic symptoms among earthquake survivors 3 months postdisaster 30 31. Of the diverse psychological reactions reported by our participants, feelings of guilt were prominent.…”

Section: Discussionsupporting

confidence: 93%

Long-term psychological recovery process and its associated factors among survivors of the Great Hanshin-Awaji Earthquake in Japan: a qualitative study

et al. 2019

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ObjectivesThe 1995 Great Hanshin-Awaji Earthquake had an enormous negative impact on survivors’ health. Many survivors experienced psychological distress and their long-term psychological recovery process remains unclear. Our objective was thus to explore this long-term psychological recovery process.DesignQualitative study.SettingFrom January to December 2015, face-to-face interviews were conducted in Kobe, Japan.Participants20 affected survivors (55% female; ages ranged from 7 to 60 at the time of the disaster)—10 volunteer storytellers, six first responders (firefighters/public health nurses) and four post-traumatic stress disorder patients.Outcome measuresWe asked participants about their experiences and psychological distress relating to the earthquake and what facilitated or hindered their psychological recovery. We analysed interview data using constructivist grounded theory.ResultsParticipants experienced diverse emotional reactions immediately after the disaster and often hyperfocused on what they should do now. This hyperfocused state led to both mental and physical health problems several months after the disaster. Months, and sometimes years, after the disaster, guilt and earthquake narratives (ie, expressing thoughts and feelings about the earthquake) played key roles in survivors’ psychological recovery: guilt suppressed their earthquake narrative; conversely, the narrative alleviated feelings of distress about the earthquake. In time, participants reconsidered their earthquake experiences both alone and through social interaction. This alleviated their emotional reactions; however, participants still experienced attenuated emotional reactions, and some hid their feelings of distress even 20 years postdisaster. Interpersonal relationships modified this psychological process both positively and negatively.ConclusionsFuture psychosocial support plans for disaster survivors may need to (1) include both mental and physical care in the transition from the acute phase to the recovery phase; (2) facilitate supportive interpersonal relationships for survivors during the mid-term recovery phase and (3) provide long-term psychological support to the most traumatised survivors, even if they appear to be functioning normally.

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“…Moreover, it has been documented that after a crisis, symptoms of posttraumatic stress disorder are significantly higher in teacher samples than in the general population (Zhang et al, 2016). Thus, teachers seem vulnerable to psychological stress, which can lead to emotional exhaustion.…”

Section: Consequences Of the Covid-19 Pandemicmentioning

confidence: 99%

Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and Variables Related to Change

Weißenfels¹,

Klopp²,

Perels³

2021

Preprint

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Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change regression model in our study, we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic—a very challenging time for teachers. As the implementation of digital learning material played a major role during the pandemic, we were also interested if attitudes and self-efficacy toward e-Learning were related to changes in burnout and TSE. Our sample consisted of 92 German in-service teachers who completed a questionnaire twice during the 2019–2020 school year. Our main findings are that the burnout components depersonalization and lack of accomplishment significantly increased from the pre- to post-COVID-19 outbreak, whereas emotional exhaustion did not. Changes in burnout were negatively correlated to changes in TSE, but we found little evidence for relations of change in burnout and TSE with variables concerning e-Learning. Our findings indicate that the challenge was not the work overload but rather a lack of resources. Implications for research and practice are discussed.

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Prevalence and risk factors of posttraumatic stress disorder among teachers 3 months after the Lushan earthquake

Cited by 13 publications

References 51 publications

Post-Traumatic Stress Disorder in Chinese Teachers during COVID-19 Pandemic: Roles of Fear of COVID-19, Nomophobia, and Psychological Distress

Post-Traumatic Stress Disorder in Chinese Teachers during COVID-19 Pandemic: Roles of Fear of COVID-19, Nomophobia, and Psychological Distress

Long-term psychological recovery process and its associated factors among survivors of the Great Hanshin-Awaji Earthquake in Japan: a qualitative study

Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and Variables Related to Change

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