The primary objective of this study was to determine the incidence rate of boundary violations (BV) in forensic inpatient treatment settings, the extent and the nature of the violations, and the characteristics of individuals at risk to commit them. The Client-Staff Interactions (C-SI) survey was developed and used for these purposes. The survey was administered to 154 staff members in three inpatient settings. The tool demonstrated good internal consistency. Preliminary principal components analysis of the 10 summed section scores suggested three orthogonal higher-order components (Boundary Violations, Interfering Factors, and Supportive Factors). The results confirmed that while BV were occurring within the treatment settings, nonsexual violations were reported more frequently than sexual BV, and staff reported significantly less BV for themselves compared to their peers. The data supported the hypothesis and the proposed model, The Continuum of Boundary Domains (Daniels & Wong, 2007) that BV could be located on a continuum with underinvolvement at one end of the continuum and overinvolvement at the other end. It appears that some staff interpreted boundary crossings (BC) as BV rather than an acceptable therapeutic approach. <p> Reports of negative emotions were positively correlated with reports of BV, such that staff members who experienced higher levels of negative emotions also reported more BV. Supportive factors, such as seeking supervision and being engaged in activities that support the team, were correlated only with BC; however, engaging in these supportive activities did not decrease staff members negative emotional experiences. Staff under the age of 40 reported more disinterest (DIS) than staff who were over the age of 50, and degree-level prepared staff reported more DIS than diploma-level prepared staff. Some post-hoc explanations were offered for these observations. <p> It is recommended that continuing in-service education and discussions about appropriate boundaries are necessary to increase staff members knowledge regarding various types of BV, in particular disinterest (DIS) as a form of BV. The Continuum of Boundary Domains model can be used to conceptualize the various forms of BV.

LEVELS OF BURNOUT AND JOB SATISFACTION IN LARGE-SCALE AGRIBUSINESS Hugh Patrick Bosley August, 2004 39 pages Directed by: Richard Miller, Reagan Brown, and Steve Haggbloom Department of Psychology Western Kentucky University Abstract This research examined organizational sources and levels of Burnout and Job Satisfaction of a large scale agribusiness (n=300) by administering the Maslach Burnout Inventory – General Survey, the Hoppock Job Satisfaction Blank, the Areas of Work Life Survey, and demographic questions. This study provided normative sample data for the agribusiness sector, found a good degree of fit between the agribusiness sample data and existing industry norms, and determined the relationships between burnout and job satisfaction for the agribusiness sector followed known patterns of other industries. Recommendations are made for future normative research to be conducted on a larger and more diverse sample size, in order to better draw conclusions for the industry as a whole.

Se evalúa el factor humano en la docencia de la Educación secundaria, con un énfasis en el desarrollo de la carrera docente. Participaron profesores de 12 institutos catalanes (Vallés Occidental), siendo la muestra de 165 docentes, cuya edad media fue de 40 años. La recogida de los datos se orientó a configurar un cuerpo de información acerca del desarrollo profesional de los docentes en referencia a sus circunstancias personales, sus actitudes hacia la profesión y formación recibida, su eficacia percibida, las fuentes de estrés y sus formas de afrontarlas. Los instrumentos que conformaron la encuesta fueron: Cuestionario solicitando datos sociodemográficos (Personales y profesionales); Cuestionario de Fuentes de Estrés (Subescalas Alumnos, Entorno Social, Condiciones laborales y Valoración del profesor); Burnout; Cuestionario de Autoeficacia (Subescalas de Eficacia Docente y Eficacia Docente Personal); Escala de Afrontamiento de Estrés (Subescalas Actuar, Distraerse, Buscar apoyo, Priorizar, Evitar, Retraerse) y la Escala de Competencia personal. Los resultados advierten que las fuentes de estrés cambian a lo largo de la carrera docente, así en el caso de los docentes más jóvenes fueron los Alumnos y las Condiciones Laborales, mientras que en los más experimentados la fuente principal fue el Entorno Social. Otro hecho descubierto es que el burnout depende de la Eficacia docente percibida, de la Competencia personal y de las Condiciones Laborales. Se concluye que hace falta una verdadera calidad de vida en el trabajo y una formación que capacite a los docentes a tomar medidas para reducir las manifestaciones negativas del estrés. De lo contrario está profesión será abandonada paulatinamente ya sea por una salud precaria o por presiones intrínsecas al trabajo. Entre las recomendaciones más importantes están la elaboración de políticas integradas que tiendan a atraer a hombres y mujeres motivadas y competentes que guarden un nivel de correspondencia con el compromiso docente. Otra alternativa de acción está en los centros educativos donde los docentes en servicio pueden realizar trabajos con la metodología de Investigación Acción, permitiendo un desarrollo profesional que posibilite una buena carrera en la enseñanza. / The human factor in the teaching at the secondary school is evaluated here, focusing on the development of the teaching career. There was a participation of teachers from 12 Catalan High Schools, data was collected in order to form an information corps about the teachers´ professional development, attending to their personal circumstances, their attitude towards the profession and the training that they received, their efficacy, the sources of stress and the way of coping to these sources. The instruments of the survey were: a questionnaire about their sociodemographic data (personal and professional); a questionnaire about the sources of stress (subscales: pupils, social environment, working conditions and teacher appraisal); Burnout; questionnaire of self-efficacy (subscales of teaching efficacy and personal teaching efficacy); scale of stress coping (subscales, active coping, entertaining, looking for help, giving priorities, avoiding, withdrawing) and, the personal competence scale. The outcomes point out that the sources of stress change throughout the teaching career. So, in the case of the youngest teachers, the sources of stress were the pupils and the working conditions, whereas in the most experienced teachers it was the social environment. Another fact that was discovered is that the burnout depends on the perceived teaching efficacy, the personal competence and the working conditions. The conclusion is that real quality of life at work and training that enables the teachers to the steps, in order to limit the negative manifestations of stress, are necessary. Otherwise, this profession will be gradually left, whether because of precarious health, or whether because of pressure inherent in the work. Among the most important.

El contenido de esta Tesis Doctoral versa sobre la incidencia del síndrome de Burnout, en los docentes de educación infantil y primaria de la zona del Valles Occidental (Barcelona). El síndrome de Burnout es un problema social y de salud pública. Algunos profesionales se ven forzados a implicarse durante muchas horas en los problemas y preocupaciones de las personas con las que realizan su actividad laboral. El ejercicio continuado de la función docente en tales condiciones, va creando una acumulación de sensaciones, así como un desgaste personal, que puede conducir al estrés crónico y comportar el estado definido como agotado, "quemado", o síndrome de Burnout. El estudio se centra en conocer algunas de las percepciones y opiniones de los docentes en relación al estrés y, concretamente, al Burnout, la frecuencia con que se manifiesta, así como su vinculación con algunos aspectos de la formación inicial y permanente recibida. A tal efecto utilizaremos el inventario Maslach Burnout Inventory, (Maslach y Jackson, 1981 -traducción oficial al castellano de Seisdedos, 1997-), un instrumento de prestigio y solidez científica, que nos permitirá determinar el grado de estrés y Burnout, en función de la intensidad con la que los docentes manifiestan unas determinadas sensaciones. Es un cuestionario que consta de veintidós ítems repartidos en tres escalas, cada una de las cuales se identifica con las tres dimensiones establecidas por los citados autores, como definitorias del síndrome de Burnout: Cansancio emocional, Despersonalización, Realización personal. Para complementar y contextualizar este estudio, elaboraremos un cuestionario que nos aporte datos personales y profesionales, asociados con las actitudes de los docentes hacia su profesión y formación permanente, para poder relacionarlos. Como una posible prevención proponemos una redefinición de la cultura escolar, integrando una visión compartida de los principios y las metas, así como de la concepción de las relaciones de la escuela con el entorno social, político y cultural. La cooperación y colaboración vienen a expresar una cultura global y holística, frente al individualismo, competitividad y profesionalismo endémico.

The purpose of this study was to investigate the influence of emotional labor on instances of burnout by specifically focusing on real estate sales professionals. The Bureau of Labor Statistics (2008) cites the purchase or sale of a home as one of the most substantial and complicated financial events most people ever experience, thereby magnifying the challenges of work and communication in the real estate sales profession and providing a rich framework for understanding the concepts of emotional labor and burnout. A three part questionnaire focused on emotional labor and burnout was distributed to 450 real estate sales professionals in early March, 2008. Linear regression analyses were conducted to evaluate the predictive values of emotional labor components with burnout components. Findings in this study indicated that real estate sales professionals may rarely be required to display feelings in prescribed ways due to the autonomous nature of real estate sales work. Various implications and suggestions related to identification and empathy surfaced in the discussion chapter as components of emotional labor and burnout were considered in the context of the real estate sales profession.

The primary objective of this study was to determine the incidence rate of boundary violations (BV) in forensic inpatient treatment settings, the extent and the nature of the violations, and the characteristics of individuals at risk to commit them. The Client-Staff Interactions (C-SI) survey was developed and used for these purposes. The survey was administered to 154 staff members in three inpatient settings. The tool demonstrated good internal consistency. Preliminary principal components analysis of the 10 summed section scores suggested three orthogonal higher-order components (Boundary Violations, Interfering Factors, and Supportive Factors). The results confirmed that while BV were occurring within the treatment settings, nonsexual violations were reported more frequently than sexual BV, and staff reported significantly less BV for themselves compared to their peers. The data supported the hypothesis and the proposed model, The Continuum of Boundary Domains (Daniels & Wong, 2007) that BV could be located on a continuum with underinvolvement at one end of the continuum and overinvolvement at the other end. It appears that some staff interpreted boundary crossings (BC) as BV rather than an acceptable therapeutic approach. <p> Reports of negative emotions were positively correlated with reports of BV, such that staff members who experienced higher levels of negative emotions also reported more BV. Supportive factors, such as seeking supervision and being engaged in activities that support the team, were correlated only with BC; however, engaging in these supportive activities did not decrease staff members negative emotional experiences. Staff under the age of 40 reported more disinterest (DIS) than staff who were over the age of 50, and degree-level prepared staff reported more DIS than diploma-level prepared staff. Some post-hoc explanations were offered for these observations. <p> It is recommended that continuing in-service education and discussions about appropriate boundaries are necessary to increase staff members knowledge regarding various types of BV, in particular disinterest (DIS) as a form of BV. The Continuum of Boundary Domains model can be used to conceptualize the various forms of BV.

Competence based self-esteem (CBSE) refers to a disposition where an individual strives for self-worth by achievements to compensate a low basic self-esteem (BSE). This kind of self-attitude is linked to burnout. The purpose of the study was to examine the effects of an 8-week mindfulness based stress reduction (MBSR) intervention on self-ratings of CBSE, BSE, burnout and mindfulness. Four MBSR groups were enrolled and a total sample comprised 29 participants. Results of repeated measures ANOVAs showed a significant decrease in CBSE and burnout as well as significant increases in BSE and mindfulness. It was further found that pre test - post test change in mindfulness was significantly associated with reduced CBSE. These results indicate the effectiveness of MBSR to reduce burnout and suggest the program’s applicability in treating self-esteem related problems.

The purpose of this essay is to try to understand the relationship between the structures of modern working life and the development of burnout. By using the method of qualitative interviews we wanted to see if the Effort-Reward Imbalance Model could be applied to the data we had collected. Two questions have been highlighted in our research:               • Is it possible to establish a relationship between the structures of modern working life and the development of burnout among the subjects interviewed?   • Is it possible to explain the development of burnout among our interviewed subjects through the Effort-Reward Imbalance Model?       Our theoretical frames are the general theories of the modern society and the modern working life as developed by Anthony Giddens, Ulrich Beck and Zygmunt Bauman. We have also used Johannes Siegrist’s medical-sociological Effort-Reward Imbalance Model (ERI-Model). Our main findings are that the characteristics of modern working life mostly have had a negative affect on the lives of four of the five interviewed subjects. Hence, modern working life is one contributing factor to the development of burnout among our interviewed subjects. Four of five interview subjects fulfilled the three hypotheses postulated by the Effort-Reward Imbalance Model. This indicates that these individuals are at an increased risk of developing poor health. It also indicates that an imbalance between efforts and rewards as well as an imbalance between internal and external factors at the workplace might have contributed to their development of burnout.

Syftet med studien var att undersöka huruvida självskattad känsla av skoltrötthet samvarierar med begriplighet, hanterbarhet och meningsfullhet vilka är delkomponenter i KASAM, känsla av sammanhang. Deltagarna var elever som studerar studie- respektive yrkesinriktade gymnasieprogram vid en gymnasieskola i Mälardalen (N = 97). Köns- och studieinriktningsdifferenser samt elevers egna kommentarer kring skoltrötthet var även av intresse. En tvådelad enkät konstruerades och delades ut till eleverna. Enkäten innehöll dels ett självskattningsformulär för att mäta känsla av skoltrötthet och dels Antonovsky´s livsfrågeformulär som mäter KASAM. Begreppet skoltrötthet kom på grund av lågt alfavärde att splittas till lärtrötthet, skolka för att orka, utmattad efter en skoldag samt känsla av otillräcklighet. Resultatet visade att elevers känsla av lärtrötthet samvarierade med meningsfullhet i skolan. Vidare fanns en svag tendens att lärtrötthet även samvarierade med hanterbarhet. Meningsfullhetskomponenten var en signifikant prediktor för lärtrötthet. Begriplighet fick signifikant högre skattning av männen. Inga signifikanta studieinriktningsskillnader förelåg.

The stress-strain relationship has been the mainstream of the occupational stress research. The stressor-strain relationship is the very definition of occupational stress; stress in the work environment cause individual strain (e.g., anxiety, depression, and burnout). According to recent research, people tend to appraise stress as potentially promoting their personal growth and achievement (i.e., challenge stress) should be distinguished the stress from people tend to appraise stress as potentially constraining their personal development and work-related accomplishment (i.e., hindrance stress). These two types of stress are differentially associated with affective and behavioral responses. Moreover, the scholars argued that the next step for work stress research should move to investigating variables that moderate the stress, strain, and work outcomes relationship. Literature reviews show that numerous researches argued that job control is an important environmental moderator that has received special attention in the occupational stress literature. However, the moderating effects are much more inconsistent. As scholars suggested self-efficacy is a theoretically important attribute of individuals in job strain that is believed to have a stress-buffer effect of job control on psychological well-being. In other words, self-efficacy may have the conjunctive moderating effect with control on the relationship between stress, strain, and outcomes. The present research aims to study the relationship between challenge-hindrance stress, burnout and affective commitment, and the role of environment- and individual-related resources (i.e., job control, self-efficacy as possible conjunctive moderating factors between stress and its effects on burnout and affective commitment). The participants of this study were 435 governmental employees of the Customs Office. The data were collected as a two-wave study with a six-month time lag in order to diminish the effects of common method variance. The results demonstrated as follows: 1. Challenge stress is positively associated with emotional exhaustion, and does not significantly associate with cynicism and affective commitment. Hindrance stress is negatively associated with affective commitment, and does not significantly associate with burnout. 2. Job control has the moderating effect on the relationship between challenge stress, cynicism, and affective commitment. 3. Job control and self-efficacy played as the conjunctive moderators on the relationship between challenge stress and burnout.