A new interview schedule for the diagnosis and measurement of dementia in the elderly is described. The schedule named the Cambridge Mental Disorders of the Elderly Examination (CAMDEX), consists of three main sections: A structured clinical interview with the patient to obtain systematic information about the present state, past history and family history; a range of objective cognitive tests which constitute a mini-neuropsychological battery; a structured interview with a relative or other informant to obtain independent information about the respondent's present state, past history and family history. The CAMDEX is acceptable to patients, has a high inter-rater reliability and the cognitive section has been shown to have high sensitivity and specificity.
This study investigated elements of school environments that explain variance in burnout scores in a sample of university graduands two years after they commenced work as teachers. Using a longitudinal survey methodology, 79 beginning teachers completed the Maslach Burnout Inventory (MBI: Maslach, Jackson, & Leiter, 1996) on four occasions over a two year period, first six weeks after they commenced work as teachers and finally in the concluding term of their second year of teaching. Beginning teachers also completed the Work Environment Scale (WES: Moos, 1994) each time they were surveyed. The revised Eysenck Personality Questionnaire (EPQ-R/s: Eysenck & Eysenck, 1991) was administered when the graduands were first surveyed. In a series of hierarchical regression analyses, reports of how innovative the work environment was perceived to be added significantly to the explanation of variance in all three MBI subscales after first controlling for initial levels of burnout and the personality trait Neuroticism.
Beginning teacher burnout 3Work environment predictors of beginning teacher burnout.
Traditionally, the teaching role has been one of nurturing and developing students' potential. However, teachers' work today comprises a complex mix of various factors that include teaching; learning new information and skills; keeping abreast of technological innovations and dealing with students, parents and the community. These are demanding roles and there are growing concerns about teacher well-being and competence. In particular, teachers are experiencing increasing levels of attrition, stress and burnout. This study investigated the relationship between burnout and competence for a sample of mid-career teachers in primary and secondary schools in Queensland. The results break new ground in reporting a negative association between the MBI subscale Depersonalization and competence that may be attributed to a distancing mechanism in difficult human interactions. Overall, the findings of this study hold implications for teacher training courses and the well-being and competence of teachers.
In keeping with repeated calls to investigate high early career turnover within the teaching profession, the present study investigated the hypothesis that a significant positive association between burnout and turnover intention would be observed in teachers at the beginning of their careers. A sample of 112 Australian teachers working in their first or second academic year was surveyed in 2004. Respondents were administered the Maslach Burnout Inventory (MBI: Maslach, Jackson & Leiter 1996) and asked about serious intentions to leave their job and/or profession. Meaningful and significant associations between serious intentions to leave and all three MBI subscales were found. The findings suggest a realistic and straightforward explanation for the alarmingly high early career attrition rates that are now commonly reported for the teaching profession in a number of countries.
This study investigated the ability of neuroticism to explain variance in burnout scores obtained from a sample of Australian case managers who work with individuals experiencing unemployment. Using a longitudinal survey methodology, 70 case managers completed the Maslach Burnout Inventory (MBI; Maslach, Jackson, & Leiter, 1996) on 2 occasions. Case managers also completed the Work Environment Scale (Moos, 1994) and the short form of the revised Eysenck Personality Questionnaire (Eysenck & Eysenck, 1991) on the first occasion. In a series of hierarchical regression analyses, neuroticism added significantly to the explanation of variance in all 3 MBI subscales after summary scores describing work stress and work relationships had been entered at an earlier step. An investigation of whether emotional exhaustion mediated the influence of neuroticism on depersonalization found that emotional exhaustion satisfied the criteria for complete mediation.
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