Schools in the UnitedStates are required to supply specific specialty services such as speech, occupational and physical therapy under the Individuals with Disabilities Education Act (IDEA). Because of their geographic locations and sparse populations, many rural communities do not have these specialties. The alternative of traveling to metropolitan areas where these services are more readily available is hard on the children and their families. INTEGRIS Health and the Hugo Public Schools collaborated in a two-year speech teletherapy pilot study to test speech therapy services delivered over two-way, interactive videoconferencing. The effectiveness and satisfaction of this mode of delivery was measured. A comparison of lost therapy time due to technical difficulties was also made.Steps taken to develop and implement the school teletherapy program, outline of a typical session, perceptions of rural administration, clinical outcomes, lessons learned and future applications will be discussed.
Background The effort–reward imbalance model suggests that, when the efforts required within the workplace are disproportionately large in comparison to the rewards resulting from those efforts, there is an increased risk of stress-related health issues. The model posits that higher levels of “overcommitment,” in addition to a high effort–reward imbalance ratio, magnifies this risk of ill-health. While work has been conducted to assess the validity of this model within the school setting, research in the higher education sector is limited. Objectives This study explored the validity of the effort–reward imbalance model for explaining burnout, poor health, and academic productivity among university students. Design and Methods This study utilized a cross-sectional survey of Australian university students ( n = 395) from a range of universities. Results An imbalance of effort and reward was associated with poorer physical health, increased burnout, and reduced productivity. Effort–reward imbalance mediated a relationship between overcommitment and burnout; those high in overcommitment were more likely to experience an imbalance of effort and reward at university. Conclusion The relationships between effort–reward imbalance, health, burnout, and academic productivity support the generalizability of this model to the university setting. In addition, the personal characteristic of overcommitment also appears to have an important relationship with burnout.
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