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:
- Acupuncture
- Acupressure
- Acupotomy
- Bioelectromagnetics applications
- Pharmacological and biological treatments including their efficacy and safety
- Diet, nutrition and lifestyle changes
- Herbal medicine
- Homeopathy
- Manual healing methods (e.g., massage, physical therapy)
- Kinesiology
- Mind/body interventions
- Preventive medicine
- Research in integrative medicine
- Education in integrative medicine
- Related policies
It publishes a variety of article types: original research, review, communication, opinion, case report, study protocol, 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.
Indexing: DOAJ-Directory of Open Access Journals.
Archiving: full-text archived in CLOCKSS.
Rapid publication: manuscripts are undertaken in 11.7 days from acceptance to publication (median values for papers published in this journal in the second half of 2021, 1-2 days of FREE language polishing time is also included in this period). A first decision provided to authors of manuscripts submitted to this journal are approximately 6.8 weeks (median values) after submission.
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
Website | E-Mail
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 (9 papers)
Open Access
Original Research
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 [...]
Open Access
Research Article
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 [...]
Open Access
Original Research
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 [...]
Open Access
Original Research
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 [...]
Open Access
Research Article
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) [...]
Open Access
Research Article
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 [...]
Open Access
Original Research
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 [...]
Open Access
Research Article
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 [...]
Open Access
Original Research
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 [...]
Jordan Ensz
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