(ISSN 2573-4393)
OBM Integrative and Complementary Medicine is an international peer-reviewed Open Access journal published quarterly online by LIDSEN Publishing Inc. It covers all evidence-based scientific studies on integrative, alternative and complementary approaches to improving health and wellness.
Topics contain but are not limited to:
The journal publishes a variety of article types: Original Research, Review, Communication, Opinion, Comment, Conference Report, Technical Note, Book Review, etc.
There is no restriction on paper length, provided that the text is concise and comprehensive. Authors should present their results in as much detail as possible, as reviewers are encouraged to emphasize scientific rigor and reproducibility.
Publication Speed (median values for papers published in 2024): Submission to First Decision: 6.8 weeks; Submission to Acceptance: 14.3 weeks; Acceptance to Publication: 6 days (1-2 days of FREE language polishing included)
Topical Collection
Stress, Burnout, and Trauma in Schools: Coping Strategies for Teachers, Staff, and Students
Editor
Brandis Ansley, PhD, Associate Professor
Central Michigan University, Mt Pleasant, MI, USA
Research interests: teacher and school personnel empowerment, wellbeing, and work context; coping with educator stress and secondary traumatic stress
Topical Collection Information
The COVID-19 pandemic - and the many ways it taxed the physical, mental, and emotional resources of teachers and other personnel – brought to light the deleterious effects of stress, burnout, and trauma on those who educate children and youth across the world. Furthermore, there are increased reports of students coping with stress and trauma. These problems, however, have been a concern long before COVID. Stress and trauma are known to affect one’s health, happiness, and capacity to perform. This also is known to further strain relationships between educators and students and therefore, exacerbate the consequences of such. This issue entitled, Stress, Burnout, and Trauma in Schools: Coping Strategies for Teachers, Staff, and Students, will feature research that reports promising practices for reducing the negative effects and empowering educators to support themselves and/or their students. Manuscripts that report on original studies or review extant research are specifically sought for this special issue.
Publication (17 papers)
Abstract
| Teachers face at-work risk factors including compassion fatigue, burnout, dealing with violence, and a teacher shortage. A review of the literature shows that self-care can have positive benefits that mitigate and help to buffer these at-work risk factors This study examines teachers’ stories of sel [...] |
Abstract
| The current study explored the adverse outcomes of secondary traumatic symptoms experienced by secondary school teachers on their compassion fatigue, burnout, sense of satisfaction, and intention to resign from the teaching profession in low SES schools in the United States context. The study was in [...] |
Abstract
| Acute stress during medical school affects medical student well-being. The objective of the current study was to examine the influence of a holistic, school-sponsored student wellness program (SWP) on acute stress during the first year of medical school. First-year medical students attending two ost [...] |
Abstract
| According to the National Survey of Children’s Health (NSCH), nearly 30 million children in the United States have experienced one or more types of significant childhood trauma. In the average public school, this statistic translates to as many as half of the students in a given teacher’s classroom. [...] |
Abstract
| This systematic review examined the impact of wellbeing interventions on the anxiety levels of children attending low-income schools. Studies, published between January 2000 and April 2022, were included if they had samples of school aged children attending low-income schools who were gi [...] |
Abstract
| Current research shows that mindfulness and physical training programs have been shown to help reduce stress independently, however, limited research is available exploring the possible additive effects of implementing both training programs together [1, 2]. To test the feasibility and effectiveness [...] |
Daicia Price
, Yatesha Robinson
, Hurley Riley
, Julie Ribaudo
, Christopher Giang
, Todd I. Herrenkohl
and
Alison L. Miller
Abstract
| Adverse and traumatic childhood experiences can have profound negative health and mental health consequences across the lifespan. Prevention and early intervention strategies to mitigate such impacts and foster resilience are essential, yet extant approaches often do not consider the systemic nature [...] |
Abstract
| This study examined the effects of virtual mindfulness meditation programming on sleep efficiency using wearable tracking devices, as well as effects on sleep quality and perceived stress in higher education students. A one-group, pretest-pos [...] |
Jordan Ensz
and
Changiz Mohiyeddini
Abstract
| Burnout is a chronic state of exhaustion caused by prolonged stress. Medical training has been shown to leave many medical students vulnerable to burnout, which can negatively impact their health and patient care. While resilience has been associated with lower burnout, the mechanisms through which [...] |
Abstract
| The COVID-19 pandemic exacerbated the long-standing issues of stress and burnout in the education sector, with teachers and education staff facing unprecedented challenges including significant adjustments to teaching methods and balancing the mental health and academic needs of their students. The [...] |
Abstract
| This study evaluated the impact on student and staff well-being of a mindfulness-based cognitive-behavioral coping program, Be REAL (Resilient Attitudes & Living), delivered by campus staff using a task-sharing approach. The program was adapted for online delivery during COVID19. Stu [...] |
Abstract
| Burnout is a syndrome commonly characterized by the three dimensions of Maslach and Leiter's model, namely emotional exhaustion, depersonalization, and lack of professional accomplishment. While burnout affects individuals in all professions, teachers are recognized as being at particular risk, a fa [...] |
Allison B. Ventura
, Barbara I. Kissam
, Kandise Chrestensen
, Ian Tfirn
, Jennifer Brailsford
and
Lourdes P. Dale
Abstract
| Mindful education (ME) in schools can address student well-being and stressors, as well as improve the overall school environment. Implementing a whole-school mindfulness curriculum can be challenging, especially when serving students in both general education and emotional behavioral disorder (EBD) [...] |
Traci Jarrett
, Ilana Haliwa
, Jennifer Ludrosky
, Ashley Mason
, Gretchen Prather
, Brittney Barlett
, Amy Snodgrass
and
Geri Dino
Abstract
| Teacher burnout is one of the primary drivers of turnover. Skills such as improved classroom management have been shown to mitigate teacher burnout. COVID-19 created classroom disruption and an unprecedented youth mental health crisis. This study examined the effectiveness of a school-ba [...] |
Abstract
| Impostorism is prevalent in medical students and negatively impacts wellness, contributing to stress and burnout. Perceived competence is noted as one attribute underlying impostorism. A curricular change that resulted in improved United States Medical Licensing Examination (USMLE) Step 1 scores and [...] |
Abstract
| This study aimed to examine and compare the extent of burnout among health science faculty at a higher education institution and their self-reported perception of well-being during the COVID-19 pandemic. The design of the study was cross-sectional, descriptive survey research. An electronic question [...] |
Robin Junker
Abstract
| Stress in teaching leads to many teachers suffering from burnout or leaving the profession. Therefore, it is important to identify specific correlates of teacher stress. The role of student age and social-emotional competence in teacher stress emergence is still unclear To further clarify this relat [...] |
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