Resumo não disponível.

Magister Public Health - MPH / Burnout is a condition of emotional exhaustion (EE), depersonalization (DP), and a reduced sense of personal accomplishment (PA) that can occur among individuals who work with people in some capacity. Burnout is more prevalent in the helping professions, and high levels of burnout have been documented in all categories of nurses. A descriptive and analytical quantitative cross-sectional study was conducted to measure the level of burnout and its possible associated factors among nurses of two district hospitals in Kigali City. All 126 nurses working in the maternity and paediatric sections of Muhima and Kibagabaga District Hospitals were included in the study. A self-administered questionnaire was used to collect socio-demographic and workplace information as well as responses to 22 questions in the Maslach Burnout Inventory (MBI), which assesses burnout along its three dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment. Descriptive statistics such as percentage, mean score, and standard deviation were computed for each burnout category and Chi-square test statistic was performed to test the relationship between burnout (dependent variable) and personal factors, workplace demands, and access to resources (independent variables); and between burnout and hospital and service (paediatric or maternity). Of the 126 questionnaires distributed, 102 (81%) were returned and useable for analysis. The average age of respondents was 29.7 years and female nurses represented the majority (88.2%) of our sample. Just over half (52.9%) were married and 53.9% had at least on child. The average years of experience as a nurse was 5.6 years, while the average years of experience in the hospital was 4 years. High burnout was found with high levels of EE in 43.1% of respondents, high levels of DP in 48.0%, and low level of PA in 34.3%. Burnout was associated with being young and inexperienced, having less training, having at least one child, working longer hours, experiencing workloads as demanding, poor perceived control of the work, perceived staff shortages and workplace conflicts. However, good communication, job satisfaction and trust in colleagues and in hospital management, appeared to be protective for all three dimensions of burnout. In conclusion, burnout was found to be associated with personal, workplace demands and environmental factors. Improvement of nursing work conditions, conflict prevention and improved communication between hospital managers and staff would be expected to prevent burnout among nurses working in paediatric and maternity wards of Muhima and Kibagabaga District Hospitals.

This research investigated high-school journalism educators’ use and teaching of convergence technology, as well as their self-efficacy, job satisfaction, job dissatisfaction, and burnout. In general, instructions and uses of multimedia tools were not as prevalent as traditional-journalism instructions and tools. One-third of the teachers expressed moderate or strong levels of burnout in terms of their emotional exhaustion. Although both job satisfaction and job dissatisfaction were strong predictors of burnout, self-efficacy was not. Job dissatisfaction was the strongest predictor of burnout, but contrary to the past research, gender turned out to be the second strongest predictor. Qualitative in-depth interviews with a controlled random sampling of survey respondents revealed that maternal mindset and gender roles strongly contribute to female high-school journalism teachers’ expressed burnout and emotional exhaustion.

No description available.

No description available.

There is a gap in the literature concerning workplace emotional distress (WED) in novice counsellors. This study explored the lived experience of this phenomenon, as well as common responses used to mitigate it. Three research questions guided this research: (a) what do novice counsellors identify as triggers and predispositions to experiencing emotional distress, (b) what are the perceived consequences of emotional distress on novice counsellors’ clinical work and their work relationships, and (c) what self-care practices do novice counsellors use as protective strategies against emotional distress? Five themes, each with several subthemes, emerged: (a) experiences and feelings associated with client work, which contained four codes; (b) clinician-specific characteristics contributing to WED, which contained three codes; (c) workplace-specific characteristics contributing to WED, which contained five codes; (d) individual actions taken to combat WED, which contained four codes; and (e) policy and training recommendations, which contained three codes. As counsellor distress may cause harm to clients, findings of this research have implications for (a) enhancing the understanding of professional accountability and concerns for public safety, (b) informing decisions of future policy makers, (c) encouraging valuable help seeking or consultation, and (d) de-stigmatize issues of clinician well-being.

Those in human services, including social workers, hospital staff, and staff working with individuals with disabilities, experience high levels of stress and burnout. Those working in special education with individuals who display maladaptive behaviors can be particularly susceptible to this. This can lead to negative effects on physical and mental health. Stress and burnout can also lead to staff being less likely to perform aspects of their jobs optimally. Acceptance and Commitment Therapy (ACT) posits that much burnout both results from and results in focusing on past or future events. Mindfulness training, in addition to ACT, can teach individuals to focus on the present moment. This study investigated the effects of mindfulness practice on (self-report inventory measures) of mindfulness (MAAS), psychological flexibility (AAQ-II) and WAAQ), and burnout (MBI), as well as on staff performance measures of number of staff initiated interactions with students and accuracy of data collection. for three individuals working at a school for children who display maladaptive behaviors. Post-treatment, all three of the participants improved in MAAS scores. Two improved in AAQ-II scores, and two also improved in WAAQ scores. MBI scores improved for two participants, mostly in the subsection of ‘burnout’. Two participants initiated more interactions with students post-treatment, and data collection accuracy improved post-treatment for two participants. All three participants improved post-treatment in at least three of the target areas. Implications and possibilities for future research are discussed.

A growing trend in the psychological literature has consistently found a strong association between stress, burnout, and depression, especially in populations who are exposed to a high amount of occupational stress. And, while the relationship between stress and burnout has been distinct and strong, the same cannot be said for burnout and depression. Historically, burnout and depression have shared such a strong conceptual relationship that the literature disagreed as to whether they were truly separate mechanisms. However, while the two constructs do present behavioral similarities the underlying mechanisms which direct their presentation are subtly different. Depression is defined as a diagnosable mood disorder, which is implicated from a number of biopsychosocial factors regardless of occupation characteristics, while burnout is defined as an occupational syndrome which presents in response to prolonged exposure stress within one’s vocation specifically. Understanding the relationship between stress, burnout, and depression is relevant for all professionals, but may be especially important to study in sectors interacting with vulnerable populations known to be at risk for burnout. The Infant and Early Childhood Mental Health (IECMH) workforce includes professionals who engage and serve children and families, many of whom have experienced trauma and/or have high psychosocial risk. This workforce may be particularly vulnerable to burnout in the context of the COVID-19 pandemic. Specifically, mental health symptoms (including depression) and stress rates have increased for many since the start of the pandemic. The current study aimed to explore perceived stress, burnout, and depression in a population of IECMH professionals, and to test whether depression symptoms act as a risk factor in the context of stress and burnout. The sample consists of 141 clinicians who work in the IECMH field (e.g., child welfare, home visiting, childcare), and who completed self-report measures of current stress, current burnout, and current depression in the summer of 2020. Bivariate correlation indicated significant and large relationships between both perceived stress and burnout (r = .70, p < .001), and depression and burnout (r = .59, p < .001). Given the high collinearity between our predictor (stress) and proposed moderator (depression, r = .80, p < .001), testing for the moderating effect of depression on the link between stress and burnout was unjustified. These results led us to wonder if other factors might better serve as protective factors in the context of stress and burnout and thus we examined the moderating effect of self-compassion on buffering against the relationship between stress and burnout. To explore the possibility of self-compassion weakening this relationship between perceived stress and burnout, simple moderation analyses were conducted in SPSS using Hayes’ PROCESS 4.0 Macro. The overall model results were significant (F(3, 99) = 65.08, R2 = .66, p < .001) and the interaction term was also significant (R2 change = .04, p = .001). Specifically, the relationship between stress (x) and burnout (y) remained significant across all levels of self-compassion, but the strength of the relationship between x and y was strongest when self-compassion was low and weakest when self-compassion was high.

Burnout affects the psychological, emotional, and physical well-being of educators. One population influenced by burnout is special educators who teach in autism-specific classrooms. Susceptibility to burnout may be due to the increased rates of autism diagnoses in recent years and because of the specialized duties required of special educators. Research has shown that lack of social support from administrators is associated with burnout in special educators. However, no prior study has examined the individual or combined support from administrators, colleagues, and subordinates as predictors of burnout in special educators. The purpose of this study was to determine whether the amount of social support from administrators, colleagues, and subordinates predicted 3 dimensions of burnout (emotional exhaustion, depersonalization, and lessened feelings of personal accomplishment) using Bandura's social cognitive theory. The study included 94 special education instructors who teach in autism-specific classrooms in Southern California. Participants completed a modified version of the Social Support at Work Scale, the Maslach Burnout Inventory Educators Survey, and a demographics questionnaire. Of the 3 separate multiple regression analyses, combined social support significantly predicted only 1 dimension of burnout: emotional exhaustion. Individually, only greater administrator support predicted higher levels of emotional exhaustion. This counterintuitive finding suggests that other aspects of administrator support in relation to burnout should be investigated. Implications gleaned from this study may lead to development of burnout prevention programs and earlier assessment of special educators deemed at-risk of developing burnout.

No description available.