TY  - JOUR
VL  - 19
JF  - International Journal of Environmental Research and Public Health
A1  - Abu Hasan, R.
A1  - Yusoff, M.S.B.
A1  - Tang, T.B.
A1  - Hafeez, Y.
A1  - Mustafa, M.C.
A1  - Dzainudin, M.
A1  - Bacotang, J.
A1  - Al-Saggaf, U.M.
A1  - Ali, S.S.A.
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127601094&doi=10.3390%2fijerph19074413&partnerID=40&md5=6f8a980b49236bb5d14ce0226b7496fd
PB  - MDPI
SN  - 16617827
Y1  - 2022///
ID  - scholars16919
TI  - Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention
KW  - brain; literature review; mental health; physiological response; teaching; virtual reality
KW  -  article; brain function; child; childhood; distance learning; education; electroencephalogram; electroencephalography; feasibility study; female; frontal cortex; human; human experiment; infant; job stress; male; mental health; multicenter study (topic); pilot study; questionnaire; response bias; self report; skill; systematic review; teacher; teaching; virtual reality; wellbeing; pilot study; preschool child
KW  -  Child; Child
KW  -  Preschool; Electroencephalography; Humans; Mental Health; Pilot Projects; Surveys and Questionnaires; Virtual Reality
IS  - 7
N2  - Resilience is a key factor that reflects a teacherâ??s ability to utilize their emotional resources and working skills to provide high-quality teaching to children. Resilience-building interventions aim to promote positive psychological functioning and well-being. However, there is lack of evidence on whether these interventions improve the well-being or mental health of teachers in early childhood education (ECE) settings. This review examined the overall effectiveness of resilience-building interventions conducted on teachers working in the ECE field. A systematic approach is used to identify relevant studies that focus on resilience-building in countering work stress among early childhood educators. Findings from this review observed a preference of group approaches and varying durations of interventions. This review highlights the challenges of the group approach which can lead to lengthy interventions and attrition amongst participants. In addition to the concerns regarding response bias from self-report questionnaires, there is also a lack of physiological measures used to evaluate effects on mental health. The large efforts by 11 studies to integrate multiple centres into their intervention and the centre-based assessment performed by four studies highlight the need for a centre-focused approach to build resilience among teachers from various ECE centres. A pilot study is conducted to evaluate the feasibility of an integrated electroencephalographyâ??virtual reality (EEG-VR) approach in building resilience in teachers, where the frontal brain activity can be monitored during a virtual classroom task. Overall, the findings of this review propose the integration of physiological measures to monitor changes in mental health throughout the resilience-building intervention and the use of VR as a tool to design a unique virtual environment. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
N1  - cited By 5
AV  - none
ER  -