2019
DOI: 10.1016/j.lindif.2019.06.002
|View full text |Cite
|
Sign up to set email alerts
|

The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
30
0

Year Published

2020
2020
2024
2024

Publication Types

Select...
6
1
1

Relationship

1
7

Authors

Journals

citations
Cited by 33 publications
(30 citation statements)
references
References 58 publications
0
30
0
Order By: Relevance
“…Third, we used teacher self-reported depressive symptoms, collected at a single time point, which is not necessarily an indicator of clinically diagnosed depression, or the teacher's depressive state throughout the school year. Even though teachers' depressive symptoms are more likely to reflect individual perceptions on their feeling and emotion, it is still worth examining the associations with their practices in a classroom level because psychological aspects are related to their behaviors and perceptions on children's development (Jeon et al, 2014;Kwon, Jeon, Jeon, & Castle, 2019). In addition, clinical levels of depressive symptoms, or evidence of sustained depressive symptoms, may have different effects (e.g., more negative) on teachers' sensitivity and responsiveness toward children.…”
Section: Limitationsmentioning
confidence: 99%
See 1 more Smart Citation
“…Third, we used teacher self-reported depressive symptoms, collected at a single time point, which is not necessarily an indicator of clinically diagnosed depression, or the teacher's depressive state throughout the school year. Even though teachers' depressive symptoms are more likely to reflect individual perceptions on their feeling and emotion, it is still worth examining the associations with their practices in a classroom level because psychological aspects are related to their behaviors and perceptions on children's development (Jeon et al, 2014;Kwon, Jeon, Jeon, & Castle, 2019). In addition, clinical levels of depressive symptoms, or evidence of sustained depressive symptoms, may have different effects (e.g., more negative) on teachers' sensitivity and responsiveness toward children.…”
Section: Limitationsmentioning
confidence: 99%
“…Furthermore, HS could consider more systemic changes that help to target programmatic elements that may induce, or exacerbate, teachers' depressive symptoms or negative psychological well-being. Admittedly, the research examining ECE teacher well-being, as well as its antecedents and consequences, is still in its infancy (Kwon et al, 2019;Roberts et al, 2016), but there are likely systemic and structural changes, such as increased wages, more paid vacation, or leadership training focused on creating a positive workplace culture, HS could make to decrease teachers' depressive symptoms.…”
Section: Broader Implications and Considerations For Future Researchmentioning
confidence: 99%
“…Stressed teachers suffer from depletion and are often less able to attend emotionally to children (Zinsser et al, 2013 ). Kwon et al ( 2019 ) found that the psychological distress (i.e., depressive symptoms) in Early Head Start teachers was directly associated with their reports of children’s behavioral problems as well as the quality of emotional supports they were able to provide to the children. The study also speculated that the children react and learn from teachers’ negative moods with resultant behavioral issues and poor self-regulation.…”
mentioning
confidence: 99%
“…Workplace stress is one of the causes of mental health problems among adults [ 2 , 56 ]. Self-reports of mental health and work-related stress are often under-reported due to concern of societal stigma and backlash of employment [ 57 ]. Aside from professional help, conventional approaches of managing mental health usually depend on personal resources or social supports.…”
Section: Discussionmentioning
confidence: 99%