Burnout Depersonalization Research Articles

Correlation between the Nurses, Moral Sensitivity and the Observance of Patients' Rights in ICUs

Correlation between the Nurses, Moral Sensitivity and the Observance of Patients' Rights in ICUs

Job Stress, Job Involvement, Job Satisfaction, and Organizational Commitment and Their Associations with Job Burnout Among Indian Police Officers: a Research Note

Job burnout can negatively impact individual officers, the organization that employs the burned out officers, citizens with whom these officers directly interact, and the community more broadly. The vast majority of the empirical research on burnout has been based on Western police officers. The present study extends our understanding of the associations that job stress, job involvement, job satisfaction, affective commitment, and continuance commitment have with the three dimensions of burnout (emotional exhaustion, depersonalization, and a reduced sense of accomplishment) among Indian police officers. Ordinary least square (OLS) regression analysis was used to examine survey data from 827 police officers in the Sonipat and Rohtak districts of the Indian state of Haryana using a systematic random sample. The findings indicate that job involvement and job satisfaction were associated with lower levels of all three dimensions of burnout. Job stress was associated with emotional and reduced accomplishment burnout. High affective commitment was associated with lower levels of a reduced sense of personal accomplishment, while continuance commitment was associated with higher levels of emotional and depersonalization burnout. The results suggest that job stress, job involvement, job satisfaction, affective commitment, and continuance commitment have effects on burnout among Indian officers, as has been found among Western officers. As such, police scholars and administrators should focus on reducing job stress and continuance commitment and increasing job involvement, job satisfaction, and affective commitment among officers.

Transformative narratives: The impact of working with war and torture survivors.

There is growing interest in how helpers working with severely traumatized individuals are affected by their work. A sample of 69 persons working with war and torture survivors across specialized centers throughout Sweden filled out questionnaires evaluating negative (i.e., compassion fatigue—composed of secondary traumatic stress [STS] and burnout—depersonalization, and impairment of functioning) and positive (posttraumatic growth [PTG], compassion satisfaction) reactions related to working with trauma survivors. We also measured attitudes toward human evil and death, demographics, history of trauma, and exposure to trauma narratives in hours per week and years of practice. Compassion satisfaction correlated negatively with most negative posttraumatic reactions. PTG was associated with STS, depersonalization, and impairment in functioning. Negative reactions to trauma work correlated with each other. Regression analyses showed that compassion satisfaction was negatively correlated with fear of death and age, whereas compassion fatigue correlated positively with fear of and resignation towards human evil (EVIL); the latter also predicted burnout and STS. STS also correlated with years in the field. Depersonalization correlated positively with EVIL and negatively with fear of death, whereas impairment of functioning correlated positively with years in the field and EVIL and negatively with fear of death. The more years in the field, the more people reported PTG. A majority of respondents stated that their attitude toward evil had changed because of their work. It is important to consider existential issues, especially human evil, when evaluating the effect of working with trauma. (Less)

Psychological Distress, Depression, Anxiety, and Burnout among International Humanitarian Aid Workers: A Longitudinal Study

BackgroundInternational humanitarian aid workers providing care in emergencies are subjected to numerous chronic and traumatic stressors.ObjectivesTo examine consequences of such experiences on aid workers' mental health and how the impact is influenced by moderating variables.MethodologyWe conducted a longitudinal study in a sample of international non-governmental organizations. Study outcomes included anxiety, depression, burnout, and life and job satisfaction. We performed bivariate regression analyses at three time points. We fitted generalized estimating equation multivariable regression models for the longitudinal analyses.ResultsStudy participants from 19 NGOs were assessed at three time points: 212 participated at pre-deployment; 169 (80%) post-deployment; and 154 (73%) within 3–6 months after deployment. Prior to deployment, 12 (3.8%) participants reported anxiety symptoms, compared to 20 (11.8%) at post-deployment (p = 0·0027); 22 (10.4%) reported depression symptoms, compared to 33 (19.5%) at post-deployment (p = 0·0117) and 31 (20.1%) at follow-up (p = .00083). History of mental illness (adjusted odds ratio [AOR] 4.2; 95% confidence interval [CI] 1·45–12·50) contributed to an increased risk for anxiety. The experience of extraordinary stress was a contributor to increased risk for burnout depersonalization (AOR 1.5; 95% CI 1.17–1.83). Higher levels of chronic stress exposure during deployment were contributors to an increased risk for depression (AOR 1·1; 95% CI 1·02–1.20) comparing post- versus pre-deployment, and increased risk for burnout emotional exhaustion (AOR 1.1; 95% CI 1.04–1.19). Social support was associated with lower levels of depression (AOR 0·9; 95% CI 0·84–0·95), psychological distress (AOR = 0.9; [CI] 0.85–0.97), burnout lack of personal accomplishment (AOR 0·95; 95% CI 0·91–0·98), and greater life satisfaction (p = 0.0213).ConclusionsWhen recruiting and preparing aid workers for deployment, organizations should consider history of mental illness and take steps to decrease chronic stressors, and strengthen social support networks.

Determining The Factors That Affect Burnout And Job Satisfaction Among Academicians: A Sample Application On The Hitit University

Academicians are the most important components of the universities. Therefore, aim of this study is to identify the burnout and job satisfaction levels of academic personnel in Hitit University, and to evaluate the relationship between some variables of academic personnel’s job satisfaction and burnout level. For this reason, 81 questionnaires were applied to academicians from the faculties of Engineering, Theology, Science and Letters, Economic and Administrative Sciences, School of Physical Education and Sports and School of Health and the finally Vocational Higher Schools in Hitit University in 2011-2012 educational year. Data collection instruments implemented are The Maslach Burnout Inventory (MBI) (Maslach and Jackson, 1981) and The Job Satisfaction Survey (Hackman and Oldham, 1975). The Personal Information Form was used to get some information about university academicians. Results indicate that, among the demographic variables, gender was significantly related to depersonalization burnout subscales. Found that these study male academicians have significantly higher mean scores on depersonalization than females. It is observed that academics job satisfaction and burnout sub dimensions are not varied with the variables of age, marital status, and weekly lesson load. This research indicates that job satisfaction level of middle revenue level is significantly higher than that of lower level. The results indicated that lecturer reported a higher level of depersonalization than professors/associate professor and assistant professor. Also, job satisfaction was found that inversely meaningful correlated with emotional exhaustion. According to this study result while emotional exhaustion is increasing job satisfaction decreases, while emotional exhaustion is decreasing job satisfaction increases.

Do Demographic Characteristics Make a Difference to Burnout among Hong Kong Secondary School Teachers?

This study aims to investigate the relationship between teachers' demographic variables and burnout in Hong Kong using the Maslach Burnout Inventory. It is found that when compared with the North American normative data, Hong Kong teachers scored in the average range of burnout in emotional exhaustion and personal accomplishment while they scored in the low range of burnout in depersonalization. Gender differences were found in all three burnout syndromes, and teachers who were younger, unmarried, without religious beliefs, less experienced, without finishing professional training and of junior rank were more consistently burned out. Whereas age was the strongest predictor for emotional exhaustion and depersonalization, teachers' rank is the best predictor for personal accomplishment. However, the effect of demographic characteristics of teachers on burnout is not that salient.

Negative Emotional Reactions to Challenging Behaviour and Staff Burnout: Two Replication Studies

Background Hastings, R. P. [American Journal on Mental Retardation (2002) Vol. 107, pp. 455–467] hypothesized that staff negative emotional reactions to challenging behaviour might accumulate over time to affect staff well‐being. Only one previous study (Mitchell, G.& Hastings, R. P. [American Journal on Mental Retardation (2001) Vol. 106, pp. 448–459] has explored this relationship. The present analyses were designed to replicate these findings.Methods Data were analysed from two samples of staff. In study 1, 101 staff rated their typical emotional reactions to challenging behaviours experienced as a part of their work and completed the Maslach Burnout Inventory (MBI). In study 2, 99 staff rated their negative emotional reactions to written challenging behaviour vignettes and also completed the MBI.Results In both studies, significant positive correlations were found between negative emotional reactions to challenging behaviour and emotional exhaustion and depersonalization burnout but no association was found with personal accomplishment scores.Conclusions These findings replicate previous results, but cannot be used to support the putative causal relationship between emotional reactions to challenging behaviour and staff well‐being. Clinical implications of a focus on staff emotional reactions to challenging behaviour are discussed.

The Relationship between Student Behaviour Patterns and Teacher Burnout

A wide range of factors have been proposed as antecedents of burnout in teachers, including student behaviour in the classroom. Several studies have shown associations between student misbehaviour and teacher burnout. However, researchers have rarely incorporated a direct measure of teachers' perceptions of student behaviour in their own classroom. The main aims of the present study of 100 British primary school teachers were: (a) to explore the properties of a measure of student behaviour in the classroom (the Pupil Behaviour Patterns scale PBP; Friedman, 1995) and (b) to test the prediction of burnout dimensions from dimensions of student behaviour assessed by the PBP. An exploratory factor analysis confirmed the PBP domains of disrespectful behaviour, sociability and attentiveness. Furthermore, reliability analyses supported the internal consistency of the scales. Regression analysis of teacher burnout showed differential prediction by PBP sub-domains: disrespect predicted emotional exhaustion and depersonalization burnout, and lack of sociability predicted depersonalization and personal accomplishment burnout. Methodological problems are discussed along with suggestions for future theoretical and empirical development. In particular, we focus on the potential role of psychological variables such as teacher self-efficacy and coping strategies in explaining how teacher well-being is affected by student behaviour in the classroom.

Stressors, moderators and stress outcomes: findings from the All-Wales Community Mental Health Nurse Study.

The All-Wales Community Mental Health Nurse Stress Study was the largest study undertaken in the UK to date to investigate stress, burnout and coping amongst the CMHN workforce. The aim of the study was to examine the variety, frequency and severity of stressors, to describe coping strategies used to reduce work-based stress, and to determine stress outcomes. Questionnaires were sent out to 614 CMHNs from ten NHS Trusts throughout Wales. The response rate was 49% (n = 301). The measures used included the Maslach Human Services Survey, the CPN Stress Questionnaire, the Psychnurse Methods of Coping Questionnaire, the Rosenberg Self-Esteem Scale and the General Health Questionnaire GHQ-12. Community mental health nurses indicated that trying to maintain a good quality service in the midst of long waiting lists, poor resources, and having too many interruptions while trying to work in the office were particularly stressful items. The coping strategies that CMHNs utilized the most were having a stable home life and looking forward to going home at the end of the day, having outside interests and hobbies and talking to people that they got on well with. Forty per cent of CMHNs tended to view themselves negatively, feeling that others did not hold much respect for them. The GHQ-12 measure indicated that 35% of CMHNs had crossed a threshold of psychiatric caseness. Measured against a normative sample of mental health workers, 51% of CMHNs were experiencing high levels of long-term emotional exhaustion. Twenty-four per cent were suffering from high levels of depersonalization burnout and were not relating well to clients, whilst 14% were experiencing severe long-term feelings of lack of personal accomplishment. The results from the study provided us with a picture of stress and coping in CMHNs in Wales. Addressing these factors may help to reduce levels of experienced stress and burnout.

ADMINISTRATOR BURNOUT: FINDINGS AND FUTURE DIRECTIONS

The increasing incidence of educator stress and burnout is cause for concern. Nonetheless, the findings of this Canadian‐based study indicate that school principals are experiencing less than average levels of Emotional Exhaustion and Depersonalization burnout, and an average level of Personal Accomplishment burnout. Work conditions most likely to contribute to burnout were work stress, work overload, a deteriorating sense of status and recognition, and unsatisfactory interpersonal relationships. The implications of the study are discussed in terms of both individual and organizational factors.

Conflict and stress among rural special educators

The relationship among role ambiguity and role conflict on the three burnout factors of depersonalization, personal accomplishment and emotional exhaustion were evaluated in this study. These factors were measured using the Maslach Burnout Inventory and a Role Questionnaire. Three hundred and seven rural special educators completed the instruments. Role conflict was found to have a significant predictive value in determining whether the rural teacher scored high in both burnout depersonalization and emotional exhaustion frequency. Role ambiguity had a significant predictive value in influencing in a negative manner the teacher's feelings of personal accomplishment. Specific recommendations to alleviate some of the problems of role ambiguity and role conflict in the rural setting are included.

PREDICTORS OF TEACHER BURNOUT

This paper describes the nature of burnout among teachers, examines the differences in burnout between teachers and school‐based administrators, and explores the extent to which specific work factors predict teacher burnout. Teachers were experiencing less Emotional Exhaustion and Depersonalization burnout, but more Personal Accomplishment burnout than other helping service professionals. Their levels of Emotional Exhaustion and Personal Accomplishment burnout were higher than those for administrators. Both job satisfaction and job challenge were significant predictors of each burnout sub‐scale. The findings indicate that burnout is both the result of organizational factors such as work load, as well as the result of failure of the job to satisfy the motivational needs of teachers to be challenged and rewarded by their work. These results dispute some established research findings, and contribute new evidence to the growing data base on educator burnout.