An Examination of Burnout Among School Counselors Guided by Stress‐Strain‐Coping Theory

Abstract

The Maslach Burnout Inventory‐Educators Survey (MBI‐ES; C. Maslach, S. E. Jackson, & M. P. Leiter, 1996) was used to examine burnout among professional school counselors (N = 198). Guided by stress‐srain‐coping theory, final hierarchical regression models accounted for 49% of the variation on the Emotional Exhaustion scale, 27% on the Depersonalization scale, and 36% on the Personal Accomplishment scale. Numerous individual stress and coping variables significantly predicted burnout among school counselors in the multivariate context.

Perfectionism and School Counselors: Differences in Stress, Coping, and Burnout

“…Burnout is described as a combination of individual (i.e., emotional exhaustion, depersonalization, and decreasing personal accomplishment; Maslach, Schaufeli, & Leiter, ) and environmental (i.e., work or organizational stressors; Lee et al, ; Maslach et al, ) characteristics. Human services professionals may experience burnout (Newell & MacNeil, ), and a number of studies have shown varying levels of burnout among counselors in several counseling professions, including among clinical mental health counselors (Lim, Kim, Kim, Yang, & Lee, ), counselor educators (Moate et al, ), and school counselors (Moyer, ; Wilkerson, ). To encompass the intrapersonal and environmental characteristics of burnout, Lee et al () developed the Counselor Burnout Inventory (CBI), which consists of five subscales: Exhaustion, Negative Work Environment, Devaluing Clients, Incompetence, and Deterioration in Personal Life.…”

Supervision Experiences of New Professional School Counselors

“…However, as demonstrated by the "sink or swim" analogy reported by Matthes (1992), new professional school counselors who do not receive any supervision -or only supervision of their counseling skills -are often isolated. Yet they are expected to assume the same responsibilities as their more experienced peers, with little to no support or supervision (Wilkerson, 2009). They are often left on their own to socialize themselves into the profession without appropriate guidance or supervision to help ensure ethical standards of practice.…”

ESCAP: Towards the Design of an AI Architecture for a Virtual Counselor to Tackle Students' Exam Stress

“…Coping with stress can either be viewed as a personal problem-solving style, or as a problem-solving process [9][10][11][12][13]. In our study, we consider coping as a problem-solving process.…”