Made available in DSpace on 2016-04-04T18:29:36Z (GMT). No. of bitstreams: 1 TESE COMPLETA-Doutorado - Helga Heinhold.pdf: 656998 bytes, checksum: 55856193ed283c9bad64a87f71d5e9b0 (MD5) Previous issue date: 2004-12-10 / A sample of 28 female elementary school teachers was investigated regarding interaction of stress, burnout and meaning of life and effectiveness of two types of training to reduce excessive stress. As measurements were used the Invent?rio de Sintomas de Stress de Lipp (ISSL), the Maslach Burnout Inventory (MBI) and Lukas Logo-Test. 64.3% of the teachers were diagnosed with stress, mainly in the resistance phase, 35.7 had burnout and 10.7, tendency towards burnout. There were more teachers with stress among those with less perception of meaning. There was significant correlation between stress level and married or divorced teachers. The sample was divided into two groups and submitted to two different types of stress management courses: one with cognitive-behavioral approach only and the other including techniques to search meaning based on Frankl s logotherapy. After the training course the group with cognitive-behavioral approach had significantly better results than the group with inclusion of logotherapeutic approach regarding stress and burnout reduction and better meaning fulfillment. This difference in results may be due to different characteristics of the participants: the group with cognitive-behavioral approach only was significantly older and had longer work experience than the logotherapeutic oriented group; in addition, before training procedures, the group with exclusively cognitive-behavioral approach revealed a higher degree of stress than the logotherapeutic oriented group. / Foi estudada uma amostra de 28 professoras do ensino fundamental quanto ? intera??o entre stress, burnout e sentido e quanto ? efic?cia de dois tipos de treinamento para redu??o do stress excessivo. Utilizou-se como instrumentos de aferi??o o Invent?rio de Sintomas de Stress de Lipp (ISSL), o Maslach Burnout Inventory (MBI) e o Logo-Test de Lukas. 64,3% das professoras apresentaram stress, predominantemente na fase de resist?ncia, 35,7% revelaram burnout e 10,7%, tend?ncia ao burnout. Houve maior freq??ncia de professoras com stress entre aquelas com menor percep??o de sentido. Foi constatada correla??o significativa entre n?vel de stress e professoras casadas/separadas. A amostra dividida em dois grupos recebeu dois tipos diferentes de treinamento para gerenciamento de stress: um somente com abordagem cognitivo-comportamental, e outro com inclus?o de estrat?gias de busca de sentido da logoterapia de Frankl. Ap?s o treinamento, o grupo com abordagem exclusivamente cognitivo-comportamental apresentou resultado significativamente melhor do que o grupo com inclus?o da abordagem logoter?pica quanto ? redu??o de stress e burnout e melhor realiza??o de sentido. A diferen?a nos resultados pode ser atribu?da a caracter?sticas diferentes das participantes: o grupo que recebeu abordagem com sentido teve idade e tempo de servi?o significativamente superiores ao grupo sem abordagem de sentido; al?m disso, o grupo com abordagem somente cognitivo-comportamental apresentou grau de stress inicial mais elevado em rela??o ao grupo que foi submetido ? abordagem com sentido.