Exploring Teachers' Depressive Symptoms, Interaction Quality, and Children's Social-Emotional Development in Head Start

Autor/inn/en	Roberts, Amy; LoCasale-Crouch, Jennifer; Hamre, Bridget; DeCoster, Jamie
Titel	Exploring Teachers' Depressive Symptoms, Interaction Quality, and Children's Social-Emotional Development in Head Start
Quelle	In: Early Education and Development, 27 (2016) 5, S.642-654 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1127088
Schlagwörter	Depression (Psychology); Social Development; Emotional Development; Mental Health; Teacher Student Relationship; Path Analysis; Hierarchical Linear Modeling; Symptoms (Individual Disorders); Behavior Problems; Behavior Change; Teacher Attitudes; Parent Attitudes; Disadvantaged Youth; Preschool Teachers; Preschool Children; National Surveys; Early Intervention; Experience; Family (Sociological Unit); Preschool Education; Measures (Individuals); Rating Scales; Teacher Characteristics; Longitudinal Studies; Head Start Family and Child Experiences Survey; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Psychohygiene; Teacher student relationships; Lehrer-Schüler-Beziehung; Pfadanalyse; Psychiatrische Symptomatik; Lehrerverhalten; Elternverhalten; Benachteiligter Jugendlicher; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Erfahrung; Familie; Messdaten; Rating-Skala; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Research Findings: This study explored the role Head Start teachers' (n = 355) depressive symptoms play in their interactions with children and in children's (n = 2,203) social-emotional development, specifically changes in children's problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made significantly fewer gains in social-emotional skills as reported by both teachers and parents. We found no evidence of mediation by the quality of teacher--child interactions. Practice or Policy: These findings have implications for understanding and supporting Head Start teachers' mental health and potentially improving children's social-emotional outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06