Clare Millet

Bio: Clare Millet is an academic researcher. The author has contributed to research in topics: Race and health & Epidemiology. The author has an hindex of 1, co-authored 1 publications receiving 1058 citations.

The experience of work‐related stress across occupations

Abstract: Purpose – To compare the experience of occupational stress across a large and diverse set of occupations. Three stress related variables (psychological well‐being, physical health and job satisfaction) are discussed and comparisons are made between 26 different occupations on each of these measures. The relationship between physical and psychological stress and job satisfaction at an occupational level is also explored.Design/methodology/approach – The measurement tool used is a short stress evaluation tool which provides information on a number of work related stressors and stress outcomes. Out of the full ASSET database 26 occupations were selected for inclusion in this paper.Findings – Six occupations are reporting worse than average scores on each of the factors – physical health, psychological well‐being and job satisfaction (ambulance workers, teachers, social services, customer services – call centres, prison officers and police). Differences across and within occupational groups, for example, teac...

Population Health

Abstract: M19 PHS 500 Current Topics in Public Health Students will review public health research, interventions and problems making headlines in print and television media. Discussion of how the problem is presented and evaluated will take place, and students will discuss alternate approaches. Course activities: brief presentations, short written assignments, class participation. Course note: required for medical students. Credit 1 unit.

K i d n e y D i s e a s e a n d S a r s - c o V- 2 I n f e c t i o n Challenges and Considerations for Nursing

Abstract: which was one of the earliest studies evaluating the humoral response of individuals receiving dialysis after vaccination with the Bio-NTech 162b2 mRNA vaccine. Individuals receiving dialysis (n 5 22) were compared with healthy individuals without CKD (n 5 46). Antibody levels were measured before enrollment and following vaccinations. Antigen rapid tests for sars-coV-2 infection were performed before each dialysis treatment. Individuals that contracted the disease were excluded. IgG levels were also monitored. Due to the difference in age among the dialysis and control groups, a subanalysis was performed. Speers and colleagues (2021) identified that individuals on dialysis developed significantly less sars-coV-2 anti-S1 IgG antibodies following the first and second COVID-19 vaccination compared with the age-matched healthy individuals. The results obtained by Speers and colleagues (2021) were consistent with prior studies examining the immune response of individuals receiving the influenza A and Hepatitis B vaccines in the presence of kidney disease. Individuals receiving dialysis are a high-risk group for sars-coV-2 infection. The findings by Speer and colleagues (2021) indicate that the first COVID-19 vaccination dose may not provide adequate coverage. Additional research is needed to evaluate the response and effectiveness of vaccinations for individuals receiving dialysis.

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research

Abstract: This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed.

Teacher Wellbeing: The Importance of Teacher–Student Relationships

Abstract: Many studies have examined the importance of teacher–student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher–student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher–student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.

Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.

Abstract: The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month followup; teachers were randomly assigned to condition after baseline assessment. Results showed that 87% of teachers completed the program and found it beneficial. Teachers randomized to MT showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition. No statistically significant differences due to MT were found for physiological measures of stress. Mediational analyses showed that group differences in mindfulness and selfcompassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up. Implications for teaching and learning are discussed.

Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers.

Abstract: The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer – Salovey – Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school teachers (N = 123). It also examined the mediating effects of affect and principal support on these outcomes. ERA was associated positively with positive affect, principal support, job satisfaction, and one component of burnout, personal accomplishment. Two path models demonstrated that both positive affect and principal support mediated independently the associations between ERA and both personal accomplishment and job satisfaction. C � 2010 Wiley Periodicals, Inc.