Showing papers on "Burnout published in 1982"

After-effects of job-related stress: Families as victims

Abstract: In recent years, the unique stress experienced by those who do ‘people work’ has been acknowledged by the helping professions as a widespread problem and has been recognized by social scientists as a topic requiring systematic research. This paper begins by briefly reviewing research on the type of job stress experienced by workers in the helping professions. Then, a study of 142 police couples is reported, illustrating the effects of job stress on family life. In a survey study, police officers and their wives described family interactions. Officers who were experiencing stress, as measured by the Maslach Burnout Inventory, were more likely to display anger, spend time off away from the family, be uninvolved in family matters, and to have unsatisfactory marriages. An examination of the coping patterns used to deal with the stress of police work highlights differences between coping strategies used by husbands versus wives.

Burnout: Summary and Future Research

Abstract: The burnout literature is reviewed, compared, and summarized. Based on this process a definition of burnout is proposed encompassing three components: emotional and/or physical exhaustion, lowered work productivity, and overdepersonalization. A model to aid researchers is presented accompanied by research questions in need of answer if burnout is to be more fully understood.

Perceived Role Conflict, Role Ambiguity, and Teacher Burnout

Abstract: This study of 469 classroom teachers examined the relationship of role conflict and role ambiguity to teacher burnout. Three aspects of burnout were examined: feelings of emotional exhaustion, depe...

A Social-Psychological Grounded Theory of Teacher Stress and Burnout

Abstract: This article presents a social-psychological model of teacher stress and burnout which emphasizes the importance of teacher performance variables and cycles of teacher-student interactions that dev...

The process and dimensions of burnout in psychotherapists.

Abstract: The present study focuses on the phenomenon of therapist burnout—a problem of rapidly increasing public and professional concern. Two-hour semistructured interviews were conducted with a heterogeneous group of psychotherapists (N = 60) in order to investigate their experiences of therapeutic practice. According to therapists, professional satisfaction derives from the ability to promote a helpful therapeutic relationship; dissatisfaction stems primarily from lack of therapeutic success; and burnout is primarily a consequence of the nonreciprocated attentiveness, giving, and responsibility demanded by the therapeutic relationship. The data suggest that although therapists expect their work to be difficult and even stressful, they also expect their efforts to "pay off." Burnout is not only psychologically debilitating to therapists, it also critically impairs the delivery of mental health services. As part of a comprehensive project to investigate the effects of psychotherapy on psychotherapists, the present study was designed to focus on the phenomenon of therapist burnout. Freudenberger (1974) originally coined the term burnout to describe the emotional and physical exhaustion of staff members of alternative health care institutions. In recent years a small but growing number of investigators have studied the burnout phenomenon (Cherniss, 1980; Cherniss, Egnatios, & Wacker, 1976; Edelwich & Brodsky, 1980; Freudenberger, 1974, 1977; Freudenberger & Richelson, 1980; Kahn, 1978; Maslach, 1976, 1978; Maslach & Pines, 1977; Mattingly, 1977; Pines & Aronson, 1980; Pines & Kafry, 1978). Maslach (1976), for example, in studying a broad range of health and social service professionals, found that burned-out professionals "lose all concern, all emotional feelings for the persons they work with and come to treat them in detached or even de-humanized ways" (p. 16). Burned-out professionals may become cynical toward their clients, blaming them for creating their own difficulties or labeling them in derogatory terms. To maintain a safe emotional distance from an unsettling client, professionals may increasingly resort to technical jargon and refer to clients in diagnostic terms. Furthermore, the emotional frustrations attendant to this phenomenon may lead to psychosomatic symptoms (e.g., exhaustion, insomnia, ulcers, headaches) as well as to increased family conflicts. Burnout has become a problem of increasing public and professional concern. Indeed, it may well become a "catch-phrase" of the 1980s (Kennedy, 1979). There is, however, a notable paucity of research on stress and burnout in psychotherapists. This gap exists despite the fact that over 40 years ago Freud (1937/1964) wrote of the "dangers of analysis" for analysts, despite the fact that the inner experience of the therapist has come to be acknowledged as an important variable in the psychotherapeutic process (Burton, 1972), and despite, too, the fact that the manpower shortage in the mental health field (Albee, 1959,1968; Hobbs, 1964) critically increases the need to maximize the job satisfaction and efficiency of available personnel. The literature bearing on the issue of therapist stress and burnout consists primarily of (a) studies that have investigated the general nature of burnout in the human services field (e.g., Cherniss, 1980, Edelwich & Brodsky, 1980; Freudenberger & Richelson, 1980; Pines & Aronson, 1980); (b) clinical accounts of the difficulties of therapeutic

Stress and Burnout Physiologic Effects on Correctional Teachers

Abstract: Teachers in correctional schools are exposed to stress because of the general demands of teaching and the peculiar constraints of correctional education. This study is an attempt to discover whether stressed teachers differ from nonstressed teachers in their work-related characteristics and in their pattern of somatic complaints and illnesses. A total of 17% of the teachers in this study were classified as burned out. It was concluded that burnout represented some potential health risks for stressed teachers.

Job Stress and Burnout: Research, Theory, and Intervention Perspectives

Abstract: Experts on burnout discuss in this volume its symptoms and processes, and ways of understanding the syndrome. The causes of job stress, its relationship to broader social trends, and the economic costs of burnout are also defined and analyzed. The second half of the book describes effective interventions, both with individuals and organizations. `The book is well written and easy to read. Recommended for both lower-division and advanced undergraduates as wll as graduate or professional students interested in the topic.' -- Choice, October 1983 `...most of the papers in this collection are informative, clearly written, and stimulating. There are significant theoretical contributions as well as many practical guidelines for educators, trainers, administrators, and consultants who are interested in preventing or limiting burnout and treating its victims.' -- Personnel Psychology, Vol 36 No 4, Winter 1983 `This is an excellent resource for the professional's bookshelf. For the student who has not been extensively exposed to the literature previously, the volume should be of even greater value.' -- Contemporary Psychology, Vol 29 No 6, 1984 `The book is recommended if one wishes to know the state of the art with burnout...' -- Journal of Occupational Psychology, Vol 57 No 2, 1984

Factors in burnout among teachers of exceptional children.

Abstract: Family Consultation Project. Panel presentation at the annual meeting of Region X, American Association on Mental Deficiency, Hartford, November 1980. Allen, D., Affleck, G., McGrade, B., & McQueeney, M. Relationship-focused intervention with high risk infants: First year findings. Paper presented at the annual meeting of the American Psychological Association, Montreal, September 1980. Brassell, W. R. Intervention with handicapped infants: Correlates of progress. Mental Retardation, 1977, 15, 18-22. Bricker, D., & Casuso, V. Family involvement: A critical component of early intervention. Exceptional Children, 1979, 46, 108-116. Brofenbrenner, U. Is early intervention effective? In M. Guttentag & E. Streuning (Eds.), Handbook of evaluation research (Vol. 2). Beverly Hills: Sage Publications, 1975. Bromwich, R. An intervention program for pre-term infants. In T. M. Field (Ed.), Infants born at risk: Behavior and development. New York: Spectrum, 1979. Bromwich, R. Working with parents and infants: An interactional approach. Baltimore: University Park Press, 1981. Cohen, S. E., & Beckwith, L. Preterm infant interaction with the caregiver in the first year of life and competence at age two. Child Development, 1979, 50, 767-776. Fein, G. Sociocultural issues: privacy, needs, and benevolence. Paper presented at the meeting of the Society for Research in Child Development, San Francisco, March 1979. Field, T. M. Interaction patterns of preterm and term infants. In T. M. Field [Ed.), Infants born at risk: Behavior and development. New York: Spectrum, 1979. Fraiberg, S. Intervention in infancy: A program for blind infants. Journal of the American Academy of Child Psychiatry, 1970, 10, 381405. Fraiberg, S. Insights from the blind: Comparative studies of blind and sighted infants. New York: Basic Books, 1977. Lacoste, R. J. Early intervention: Can it hurt? Mental Retardation, 1978, 16, 266-268. Murdock, J. B. The separation-individuation process and developmental disabilities. Exceptional Children, 1979, 46, 176-184. Schaffer, R. Mothering. Cambridge: Harvard University Press, 1977. Shearer, D., & Shearer, M. The Portage Project: A model for early childhood intervention. In T. Thossem (Ed.), Intervention strategies for high risk infants and young children. Baltimore: University Park Press, 1976.

A Survey of Classroom Teachers of the Emotionally Disturbed: Attrition and Burnout Factors:

Abstract: This study surveyed 33 teachers of the emotionally disturbed to obtain information to help in teacher recruitment, and to learn about teacher attrition and burnout Information was gathered through

Occupational Tedium among Prison Officers

Abstract: This study describes sources of occupational stress in the prison officer's job and investigates their relationships with tedium—defined as a general experience of physical, emotional, and attitudi...

Burnout and its relationship to teachers' somatic complaints and illnesses

Abstract: This study was designed to estimate the relationship between teachers' somatic complaints and illnesses and their self-reported job-related stresses. 79% of the secondary Catholic school teachers i...

Causes of Burnout in SLD Teachers

Abstract: The study investigated self-reported causes of stress of specific learning disabilities (SLD) teachers. Six job-related factors of stress were identified by a majority of the 173 subjects survey. It was concluded that many SLD teachers experience stress related to occupational activities. A further question explored the relationship of stress to the characteristics of age, sex, years of teaching experience, highest degree, and level of teaching. Results shewed a significant association only between educational background and one stress factor.

The burnout syndrome in geriatric counselors and service workers.

Abstract: Ths relationship of staff burnout, a debilitating work streas syndrome, to various fonnu of wunterproductive behavior among both geriatric counselors and service workers was examined Major results showed that higher levels of burnout were reliably correlated with greater job dissatisfaction, greater use of alcohol and prescription drugs. more job searches for new employment, and higher illness rates. Burned-out staff also were more negligent at work than nonburned-out staff. The practid implications of these results are discussed Ways to cape with burnout are suggested

Executives under Fire: The Burnout Syndrome

Abstract: Burnout of executives is a serious problem for American industry and government. Symptoms of burnout, including lethargy and minor illness, often severely limit an executive9s ability to function on the job and may lead to reduced productivity, conflict with coworkers, and impulsive decisions to terminate employment. Understanding the signs and causes of burnout and making necessary personal and work-related changes can minimize its impact.

Stress and Burnout: Implications for Teacher Motivation.

Abstract: Motivating aspects and stress factors of teaching were identified in a study of public school teachers in suburban New York (state) and New Jersey schools Thirty percent (398) of the teachers contacted participated in'the study, which consisted of a 65-item questionnaire, the Teacher Attitudes Survey, adapted from the Maslach Burnout Inventory The most satisfactory experiences for the teachers were those that made them feel sensitive to and involved with their students and committed to and competent in their jobs Relationships with their colleagues, families, and friends also were important Sources of stress were excessive paperwork, unsuccessful administrative meetings, and lack of advancement opportunities Three major factors emerged as a result of factor analysis with varimax rotations: (1) general feelings of burnout; (2) commitment to the tea-Chi-fig prOfession;-and--(3)-working-closely-with -students Fewsignificant subgroup differences were apparent among the teachers The results of the survey are significant, although limited by the location of the schools, the representative nature of the sample, and the lack of longitudinal data (FG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document *********************************************************************** Stress and Burnout: Implications for Teacher Motivation Barry A Farber Dept of Psychology Teachers College, Columbia University New York, New York U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERIC) 141,6 document has been mproduced as ece wed horn the person or organuatron onginatiny Minor changes ?lawn been made tp ornprove reproduction quality Pomts of spew or opinions stated in this docu nrant do not necessarily represent OtficI NIE poSition or pohcy "PERMISSION TO REPRODUCE THIS MATERIAL PAS BEEN GRANTED BY 1300/y A Car be,te TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, March, 1982 This project was supported by a grant from the Spencer Foundation I would like to thank Mark Hamnell and Susan Opotow for their valuable assistance in analyzing the data of this study