(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:
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.
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.
Special Issue
Stress, Burnout, and Trauma in Schools: Coping Strategies for Teachers, Staff, and Students
Submission Deadline: February 28, 2023 (Open) Submit Now
Guest 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
About This Topic
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
Assessing Burnout and Well-Being in Higher Education Health Science FacultyAbstract 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 questionnaire was developed to measure the constructs [...] |
On the Relationship Between Teacher Stress, Student Age, and Social-Emotional Competenceby
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 relationship, 284 teachers were surveyed using [...] |
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