Thesis (M. S.)--Florida State University, 2005. / Advisor: Dr. Jeanne Flannery, Florida State University, School of Nursing. Title and description from dissertation home page (viewed June 17, 2005). Document formatted into pages; contains xii, 145 pages. Includes bibliographical references.

Thesis (Ed.S.)--Marshall University, 2008. / Title from document title page. Includes abstract. Document formatted into pages: contains 21 p. Includes bibliographical references (p. 17-20).

Thesis (D. Min.)--Concordia Seminary, St. Louis, 1993. / Abstract. Includes bibliographical references (leaves 343-350).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2003. / Abstract and vita. Includes bibliographical references (leaves 220-228).

Thesis (Ph. D.)--Illinois State University, 1991. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Franklin G. Matsler, Jeanne B. Morris, George Padavil. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2003. / Abstract and vita. Includes bibliographical references (leaves 220-228).

Thesis (Ph. D.)--Western Conservative Baptist Seminary. / Includes bibliographical references (leaves 116-125).

M.A. / This study investigates the role that art plays in the lives of lay counselors in identifying and coping with burnout. This study was executed within the framework of a community psychological context. Art is not used solely as therapy neither is it only used in therapy. This author accepts Mills and Crowley's (1986) living benefits approach. This approach states that art can be used pragmatically to visually represent a problem area in a persons live as well as the solution to the problem. With regards to burnout art can be used to identify burnout symptoms on an individual, interpersonal and organizational level and in the five areas of affect, behaviour, cognition, physical and motivation. The living benefits approach goes one step further by stating that individuals have the intrinsic ability to use art to identify mechanisms that will help them to resolve problem areas in their lives. Art is used as an intermedium between therapy and art to facilitate conversation. Art is the main changing agent that motivates individuals to change their perceptions en later on their coping mechanisms in response to a problem. The results of this study can be used to create a primary prevention program. This program can focus on teaching individuals interpersonal cognitive coping mechanisms as will be seen in the literature study on competence building.

Burnout is a growing concern in many areas of life. This manuscript first outlines the history occupational burnout. Research as it pertains to burnout in sport is then discussed, with an emphasis on broad conceptual models of burnout. The rationale for the current study is then given. First, previous research as shown that the longer one has been on the job the greater the likelihood of burnout (Pines & Maslach, 1978; Mor & Lalibaerte, 1984; Turnipseed, 1994). Therefore, Hypothesis I was that seniors were more likely to experience burnout than freshmen. Second, Smith (1986) and Coakley (1992) have maintained that athletes participating in coacting sports are more likely to experience burnout than those in interacting sports. Hypothesis 2 tested this assertion. Third, the role of emotional affect and burnout was examined. Hypothesis 3 stated that athletes with high positive affect are more likely to have lower burnout scores, while those with high negative affect are more likely to have higher burnout scores. The present study examined burnout in college athletes (N=216). The Eades Athlete Burnout Inventory was used to measure burnout. The Positive and Negative Affect Schedule was used to measure affect. Contrary to predictions, seniors reported lower burnout scores than any other year in school F (18, 580) = 1.67, p= .04. Also, there was no difference in burnout rates between coacting and interacting sports F (1, 213) = 1.96, p = .16. Finally, high positive affect scores were associated with low burnout scores E (1, 104) = 57.27, p <.001. Conversely, high negative affect scores were associated with high burnout scores F (1, 110) = 72.83, p < .001. The implications of these findings are also discussed. / Department of Counseling Psychology and Guidance Services

Thesis (MA)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.