Burnout among Special Education Paraprofessionals

Frith, Greg H.; Mims, Aquilla

doi:10.1177/004005998501700312

Cited by 20 publications

(15 citation statements)

References 9 publications

(9 reference statements)

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“…It was also apparent from this study and others (Frith & Mims, 1985; National Resource Center for Paraprofessionals in Special Education and Related Services, 1988;Whitehead, 1987) that there are not enough preservice transition service training options for paraprofessionals seeking to upgrade skills. For the most part, transitional services training opportunities for paraprofessionals are limited to on-the-job training and provide little support.…”

Section: Purpose 3: Ide~titic~ti F Training Competenciesmentioning

confidence: 62%

Training Trends and Needs of Paraprofessionals in Transition Service Delivery Agencies

Morehouse

Albright

1991

Teacher Education and Special Education: The Journal of the Tea

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The goal of improving services to help students with disabilities make successful transitions from school to adult living has increased the need for close collaborative relationships among public schools and adult service delivery agencies. One noticeable outgrowth of the emphasis on transition services has been the increased presence of and reliance on paraprofessionals at both public school and adult service levels. This study examined the training options and needs of paraprofessionals who provide transition services in a variety of public school and adult agencies. Few structured training programs for these paraprofessionals were found, and the training needs of these personnel were identified. The expansion of research and training efforts in this personnel development area is recommended.As the effort to provide services for individuals moving from school to the adult world has gained mo-

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Section: Purpose 3: Ide~titic~ti F Training Competenciesmentioning

confidence: 62%

Training Trends and Needs of Paraprofessionals in Transition Service Delivery Agencies

Morehouse

Albright

1991

Teacher Education and Special Education: The Journal of the Tea

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“…Schwab in which authors discern such elements as emotional exhaustion, reduced personal achievement and depersonalization, but the latter is further divided into depersonalization of work (the profession itself), and depersonalization of people for whom professional services are rendered (clients, patients, etc.) [25], [26], [27], [28], [29].…”

Section: )mentioning

confidence: 99%

The Structure of Professional Deformation

Polyakova¹

2014

Procedia - Social and Behavioral Sciences

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“…The working conditions of schools contain both incentives and disincentives for paraprofessionals (Logue, 1993;Frith & Mims, 1985). As an incentive for paraprofessionals who have children at home, the school schedule is desirable (Logue, 1993).…”

Section: Working Conditions and Paymentioning

confidence: 99%

“…Burnout, a condition that results from prolonged distress (Fimian, 1988), sometimes affects the work of paraprofessionals (Frith & Mims, 1985;Logue, 1993). Distress is sometimes caused by circumstances in the school situation.…”

Section: Working Conditions and Paymentioning

confidence: 99%

A Case Study of a Speech-Language Pathologist's Supervision of Assistants in a School Setting

French

1997

Journal of Children's Communication Development

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The purpose of this article is to present a single case study about a newly graduated speech-language pathologist working in a small, urban school district and her experiences with a series of speech-language assistants having various levels of qualification and personality types. The case illustrates how levels of professional supervision skills, pre-service paraprofessional training, professional/paraprofessional role distinctions, hiring practices, pay, and working conditions interact and impact on the successful use of speech-language paraprofessionals working in education settings. Evidence gathered in the case support the contention that pre-service preparation for speech-language pathologists to function in supervisory roles is an important factor in ensuring the appropriate use of speech-language paraprofessionals.

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Burnout among Special Education Paraprofessionals

Cited by 20 publications

References 9 publications

Training Trends and Needs of Paraprofessionals in Transition Service Delivery Agencies

Training Trends and Needs of Paraprofessionals in Transition Service Delivery Agencies

The Structure of Professional Deformation

A Case Study of a Speech-Language Pathologist's Supervision of Assistants in a School Setting

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