Orientador: José Roberto Montes Heloani / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T14:18:58Z (GMT). No. of bitstreams: 1 Cassiolato_RosangelaAparecida_D.pdf: 2186752 bytes, checksum: 1c8b145ae2231bfa84e381f262281343 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa teve por objetivo conhecer o processo de desenvolvimento da identidade do professor submetido a condições objetivas que favorecem o desencadeamento da síndrome de burn-out. Procuramos identificar os componentes da síndrome e estabelecer a relação entre o desenvolvimento da síndrome e o exercício profissional, analisar o significado atribuído pelo professor ao seu desempenho como parte constituinte de sua identidade e os efeitos do burn-out no trabalho acadêmico. Participaram de nossa pesquisa treze psicólogos professores universitários. Entre as mulheres, sete são casadas e uma viúva; a idade média é de 52 anos. Os homens são casados, idade média de 43,6 anos. Os professores trabalham em universidades privadas. Todos residem na cidade de São Paulo. Foi utilizado um questionário composto de 30 questões referentes aos dados pessoais, formação acadêmica, ocupação e avaliação da atuação profissional. Utilizou-se como escala de medição da síndrome de burn-out a Maslach Burnout Inventory (MBI). A referida escala tem 22 itens, divididos em três subescalas que correspondem aos três componentes de burn-out. Os outros itens avaliam os graus baixo, médio e alto da Exaustão Emocional, Despersonalização e Realização Pessoal e Profissional. Também utilizamos um roteiro de entrevistas semi-estruturadas, relativas às percepções do participante sobre ele mesmo, quanto à função que exerce, como é seu cotidiano, sua jornada de trabalho e seus relacionamentos - permeados de sentimentos - satisfações, insatisfações, medos - nas situações estressantes do exercício profissional. Nesta pesquisa, nenhum docente apresentou a síndrome de burn-out. Quanto ao nível de exaustão emocional, os participantes masculinos apresentaram o nível médio e alto, enquanto as partícipes femininas, o nível médio e baixo, o que pode ser considerado como um certo grau do processo de stress. Entretanto, não se constatou efeito negativo desses graus de Exaustão Emocional no seu exercício docente. Para os docentes, as regras das IES são consideradas mais estressantes do que as da sua atividade como professores. Constatou-se que a prática do exercício docente gera sentimentos de prazer e desprazer. Os docentes percebem que desempenham bem o seu papel no trabalho e querem dar o melhor de si para seus alunos. Quando não conseguem, se cobram. No decorrer do tempo, constitui-se a identidade profissional, prevalecendo o personagem sábio e poderoso: aquele que quando entra em cena ensina e quer que o aluno aprenda. O personagem poderoso entra em conflito quando se submete às regras institucionais, pois não admite ser totalmente submisso à instituição. Como o personagem submisso não se mantém, ele é logo substituído pelo personagem sábio e poderoso, que busca o conhecimento para a superação de suas inseguranças geradas no exercício profissional. Entre os participantes, a identidade profissional que é assumida pelo personagem forte, sábio e poderoso se mantém, e há uma constante busca, em perene metamorfose, pela qual eles tentam ultrapassar as dificuldades cotidianas presentes em seu ambiente de trabalho. / Abstract: This research aimed to know the development of teacher's identity process. As a matter of fact, while they do their work teachers are generally subjected to objective conditions that usually promote the uprising of the burnout syndrome. We tried to identify the syndrome components and set up the relationship between the syndrome development and the work teachers are expected to do. Besides it we tried to do an analysis of the meaning of teacher's valuation about their performance as a constitutive part of their identity and the effects of the burnout syndrome in the academic labor. Thirteen psychologists that work as university teachers granted an interview. Between the women, seven are married and one is a widow; their age average is 52 years old. The men are married, age average of 43,6 years old. The men work in private universities. All of them live in São Paulo city. We employed a questionnaire with thirty questions, concerning to personal dice as academic graduation, occupation (work) and their valuation of their professional performance. We made use of the Malach Burnout Inventory (MBI) as a standard of measurement scale. This scale has 22 itens, divided in three under - scales, which are in conformity to the three components of the burnout syndrome. The other itens evaluate the low, medium and high degrees of Emotional Exhaustion, Despersonalization and Personal and Professional Realization. We also used a guide-book of semi - structured interviews with six open questions and 33 closed questions, connected to the participants' perceptions about themselves, their jobs, their quotidian, their work journey and their relationships, which are permeated by feelings of satisfaction, displeasures and fears in the stress situations of their professional tasks. In this research no one presented the burnout syndrome. Considering the Emotional Exhaustion degree, men presented the medium and high degree and women the medium and low degree, a result that we can considerate as a certain degree of the stress process. In spite of it, we didn't find out a negative effect of these Emotional Exhaustion degrees in these teachers' practice. In the teacher's opinion, the rules of the Institutions of Higher Education (IES, in Brazil) are considered more stressing than their tasks as teachers. We verified that the practice of teaching produce feelings of pleasure as well as feelings of displeasure. The teachers who granted us an interview have knowledge of that they act their part well in their jobs and they want to give their best for their students. When they aren't able to do it, they feel guilty and try to do better in time. As time goes by, the professional identity is constituted, and the wise and powerful personage predominates: is that one who when enters the stage teaches and wants that their students learn. The powerful personage comes into conflict with the others when he is subjected to the Institution rules, because he doesn't want to be totally submitted to them. As the submissive personage doesn't carry on, he is quickly replaced by the wise and powerful personage, who is in search of knowledge so that he could overcome his apprehensions produced by the teaching tasks. Among the participants, the professional identity that is assumed by the strong and powerful personage keeps alive. Then there is a continuous search in a perennial metamorphosis by which they try to surpass the daily difficulties that appear in their labor environment. / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

O avanço dos sistemas agrícolas moderno-industriais sobre as áreas indígenas, a desvalorização dos sistemas de produção tradicionais e a descaracterização cultural das sociedades indígenas propicia a necessidade de conhecer as atividades agrícolas de etnias que ainda mantém sistemas tradicional de trabalho. O objetivo do presente trabalho foi descrever os sistemas de produção tradicionais indígenas de três etnias: Asháninka, Shipibo Conibo e Cashibo Cacataibo, localizadas na bacia do rio Purus, Ucayali e Aguaytía, pertencente à Amazônia peruana estado de Ucayali, Peru. Para avaliar os sistemas tradicionais de cultivo das três etnias e seus modos de vida e inter-relações, foi utilizada a metodologia de Diagnóstico e Desenho, desenvolvida pelo International Centre of Reserach on Agroforestry (ICRAF). Foi verificado que os sistemas tradicionais de cultivo são adaptados às condições locais, sendo praticados sob o regime hídrico natural de enchente e vazante (agricultura de várzea), assim como também a agricultura itinerante de derrubada e queima. Entre os principais cultivos no período de verão, época de menor precipitação (abril a setembro) quando ocorre a vazante dos rios, destacam-se o feijão, amendoim e melancia, enquanto banana, milho, mandioca, batata-doce, arroz e abacaxi são cultivados no período de inverno, época das chuvas (outubro a março). Além da agricultura, a atividade de caça, pesca artesanal e colheita de frutas nativas também são praticadas como um modo de subsistência. Foi concluído que, assim como os aspectos culturais, as atividades agrícolas também são distintas entre as etnias indígenas e portanto, o conhecimento tradicional deve ser valorizado de forma particular a cada etnia. / Due to the advance of the modern industrial agricultural systems over indigenous areas, to the devaluation of the traditional farming systems and to the cultural mischaracterization of indigenous communities, it is made necessary to know and to propose improvements to their agricultural practices. In that sense, this work describes the traditional indigenous farming systems of three ethnicities: Asháninka, Shipibo Konibo and Cashibo Cacataibo, placed at the basin of the rivers Purús, Ucayali and Aguaytía, which belong to the Peruvian Amazon in the state of Ucayali, Peru Republic. Besides the studied ethnicities, many others also live in the area. For the evaluation of the traditional farming systems of these ethnicities, the method employed has been the one developed by the International Centre of Research on Agroforestry (ICRAF) of Diagnose and Drawing. The traditional farming methods are adapted to the local conditions, are practiced under the natural water regime of flood and ebb (lowland agriculture), as well as deslocating agriculture. Among the cultivations of summer - season with less rain (between April and September) -, during the rivers ebb, the highlights are beans, peanuts and watermelon, while banana, corn, manioc, sweet potato, rice and pineapple are grown in winter time - rain season (from October to March). Besides agriculture, hunting activities, fishing and native fruits picking are also seen as survival skills in the forest. It was concluded that, as well as cultural aspects, agricultural activities are also distinct from the indigenous ethnic groups and therefore traditional knowledge should be valued in a particular way every ethnicity.

This Master's Thesis deals with burn-out syndrome in pedagogical community. The aim of this Master's Thesis is to work out the komplex analysis of this disease, where the initial part deals with the definition of burn-out syndrome as a disease of contemporary society and with the theoretical specifications of the syndrome. That is followed by analysis of reasons and causes of the syndrome which describes its symptoms and phases of evolution. The Master's Thesis also defines the possibilities of healing and therapy including methods of prevetion, avoiding or coping with the syndrome. Next part is focused on characteristics and specifications of the teaching profession. This section of the Thesis deals with the causes and hypotetical propensity of pedagogues to the disease, then with professional requirements on pedagogues and with specific reasons for the occurence of the syndrome in this professional community. The aim of the practical part of the Thesis is to create a case study describing a specific case of the burn-out syndrome of one respondent from the pedagogical community. The case study is based on a qualitative research using semi-structured interviews with this respondent. The research is supported by interviews with the respondent's colleagues, employer and therapist. Also some other additional research methods are used to complete the complex picture of the situation and to deepen the comprehension of this specific case.

The work of a police officer is stressful and could potentially lead to burnout. As a result, a variety of reactions may occur which include, cynicism, abuse of authority, and in extreme cases suicide. One method which has been proven to be effective in treating officer stress is counseling; however, because of the policing subculture the opportunity to seek counseling has been ignored. In order to successfully manage officer stress, the subculture must be dealt with. Additionally, the officers' family must also be acknowledged as being affected by officer burnout. Counseling services must be made available to the officer's family and through training they can become a source of support instead of an added source of stress to the officer.

The purpose of the present study was to examine the relationship between leadership behavior and perceived burnout of coaches. Head coaches from high schools and from Southeast and Southwest Conference universities were included in the sample (N=302). Coaches completed the Maslach Burnout Inventory (MBI), Leader Behavior Description Questionnaire, Social Desirability Scale and a demographic data sheet. Coaches were separated into two leadership behavior groups and classified as Consideration or as Initiating Structure. It was predicted that coaches in the Consideration Group would have a higher level of perceived burnout. A multivariate analysis of variance was conducted and indicated significant differences in four subscales of the MBI. Specifically, coaches in the Consideration Group scored significantly higher in the frequency and intensity dimension of the emotional exhaustion and depersonalization subscales (p<.001).

The thesis with title „Stress Evaluation, Coping and Reduction“ is dealing with this nowadays and often discussed problems focused on possibly purposes of work stress, influence of stress on health and techniques of stress coping. The theoretical part concerns on stress and relate topics. In the practical part I have made an analysis of stress load on some employees of dm drogerie markt limited liability company. In conclusion I have suggested proposals leading to stress reduction on this workplace.

The purpose of this study is to examine how supervisors within individual and family care handle the area for burnout among social workers. The study also examined supervisors view on the psychosocial environment and its significance for burn-out. In this qualitative study, interviews were conducted with 7 professionals supervisor. The result show that supervisors within individual and family care have experience of burn-out among social workers. All informants point out that the occurrence of burn-out looks different for different individuals who are affected. The result also show, based on the informant’s responses, that the psychosocial work environment in the workplace has a connection with the mental illness of the employee and that in combination with each other, affect the individual's well-being. The majority of informants illustrate various challenges regarding these areas, including privacy life versus professional life in the occurrence of burn-out. The result of the study show that there is a need for more research on the subject. / Syftet med denna studie är att undersöka hur chefer inom individ- och familjeomsorg hanterar området för utmattningssyndrom bland socialsekreterare. Studien undersökte även chefers syn på den psykosociala arbetsmiljön och dess betydelse för utmattningssyndrom på arbetsplatsen. Till studien valdes en kvalitativ ansats där sju stycken yrkesverksamma chefer intervjuades. Resultatet visar att chefer inom individ-och familjeomsorg har erfarenheter av utmattningssyndrom bland socialsekreterare. Samtliga informanter pekar på att uppkomsten av utmattningssyndrom ser olika ut för olika individer som drabbas. Resultatet visar också, utifrån informanternas upplevelser, att den psykosociala arbetsmiljön på arbetsplatsen har ett samband med psykisk ohälsa hos medarbetaren och att dessa i kombination med varandra påverkar individens mående. Majoriteten av informanterna belyser olika utmaningar gällande dessa områden, däribland privatliv kontra yrkesliv i uppkomsten av utmattningssyndrom. Resultatet av studien visar att det finns ett behov av mer forskning kring ämnet.

Inledning: Anknytningssystemet har en beprövad inverkan på hur vi söker stöd i pressade situationer och kan reglera stress. Studien syftar till att belysa anknytningens betydelse för ledar-och medarbetarskap och upplevelser av arbete och hälsa.  Frågeställningar: 1. Har otrygg anknytningsstil (avfärdande/upptagen/rädd) samband med mer negativa upplevelser av arbete och hälsa? 2. Har medarbetare till chefer med trygg anknytningsstil mer positiva upplevelser av arbete och hälsa? Metod: 432 tjänstemän i svenska företag besvarade ett frågeformulär bestående av Relationship Questionnaire (RQ), Salutogenic Health Indicator (SHIS), Work Experience Scale (WEMS).  Resultat: Medarbetare med upptagen eller rädd anknytningsstil hade sämre upplevelser av vissa aspekter av arbete. Tryggt anknutna medarbetare upplever arbetet mer positivt. Chefens anknytningsstil påverkar medarbetarens uppfattning av vissa aspekter av arbete och hälsa.  Diskussion: Otrygg anknytning hos medarbetaren medför en mer negativ upplevelse av arbete vilket kan tolkas som en konsekvens av mindre effektiv stressreduktion. Fysiska aspekter av hälsa, självbestämmande och uppfattning om ledarskap påverkas negativt hos medarbetare med otryggt anknutna chefer vilket kan ses som en följd av ledarens brist på stöd till följd av dennes anknytningsstil. Betydelsen av struktur och trygghet, som arbetsrättslig lagstiftning medför, bör fortsatt diskuteras. / Introduction: The attachment system has proven influence on both how we seek security and safety and on the HPA-axis, the stress regulation system. The study aims to investigate the influence of attachment style among leaders and employees and on their experiences of work and health. Research question: 1. Does insecure attachment (dismissive/preoccupied/fearful) have a negative influence on experiences of work and health? 2. Do employees of managers with secure attachment have more positive experiences of work and health? Method: 432 officials in Swedish companies answered a web form consisting of the Relationship Questionnaire (RQ), Salutogenic Health Indicator (SHIS), Work Experience Scale (WEMS). Results: Employees with preoccupied or fearful attachment had worse experiences of some aspects of work. Employees with secure attachment experienced work more positively. The managers´ attachment style did affect the subordinates´ perception of some aspects of work and health.  Discussion: Insecure attachment has a negative correlation with work experience which could indicate less effective stress regulation. Negative experiences among subordinates concerning physical health, self-determination and leadership are associated with insecure attached managers and could be a consequence of ineffective caring orientation of these managers. The importance of structure and security, which Swedish labor law provides, should be further discussed.

While the mental health impacts of the COVID-19 pandemic on the general U.S. public health workforce have been well described, the effects of the COVID-19 response on Black, Indigenous, and People of Color (BIPOC) working in public health have not been adequately characterized. BIPOC public health professionals may have suffered, potentially, greater stress and more negative health impacts during the pandemic due to being part of communities experiencing severe COVID-19 health inequities and the potential for racism-related stress in the workplace. This study utilized a cross-sectional design to investigate the associations between risk factors/predictors and higher levels of burnout among BIPOC public health professionals working during the COVID-19 pandemic. Survey data was collected using the Qualtrics survey platform and SPSS was used for data analysis. Survey items measured multiple domains including professional experience (i.e., years of experience, job functions, hours worked, volunteer work), mental and physical health status (i.e., co-morbidities, BMI, COVID-19 diagnosis, insomnia, anxiety, depression, trauma, burnout), professional and personal stress (before and during the pandemic), and racism-related stress (i.e., discrimination, harassment, heightened vigilance, cultural taxation). Of the total respondents (n = 486), 80% experienced insomnia, 68.5% experienced depression, 81.7% experienced anxiety and 61.3% experienced trauma. BIPOC public health professionals suffered a moderately high overall level of burnout (mean = 2.578, SD = 0.486, min = 1, max = 3.9) and a high level of exhaustion (mean = 2.744, SD = 0.532, min = 1, max = 4). Paired t-tests found respondents’ physical and mental health status were each significantly worse during the pandemic (p < .000). Respondents also had significantly worse professional and personal stress during the pandemic (p < .000). Backward stepwise regression found higher burnout significantly predicted by: not having sought counseling; lower rating of mental health during COVID-19; higher past year mental distress (i.e., depression, anxiety, insomnia and trauma); higher past month perceived stress; and higher vigilance. These findings emerge as important in informing the public health field regarding the current and future needs of BIPOC public health professionals during the pandemic and beyond.

Our work is focused on the period of the global COVID-19 pandemic at its beginning, specifically in the spring and autumn of 2020. It particularly features the area of Czech educational system. We aim to reflect how the pandemic and the closely related distance education in schools affected teachers' attitude towards the education process and also their mental health. In the theoretical part we aspire to define basic terms, such as the teacher's personality, professional growth, motivation, stress, burn-out syndrome and mental hygiene. In addition, we offer an explanation of the process of distance education. The empirical part was realized via semi-structured interviews with teachers of theoretical subjects on vocational schools who were involved in the educational process during the time when it was forced to be led online. The most troublesome issues were the following: the teachers' inadequate technical skills and low self-confidence related to those, but also the minimal support from the schools' management regarding both the training in usage of on-line tools and the need of care of students', school employees' and parents' mental health. KEYWORDS personality, professional growth, motivation, mental hygiene, burn-out syndrome, COVID-19 pandemic, distance education