Burnout and effort–reward imbalance improvement for teachers by a manual-based group program

Unterbrink, Thomas; Pfeifer, Ruth; Krippeit, Lorena; Zimmermann, Lars; Rose, Uwe; Joos, Andreas; Hartmann, Armin; Wirsching, Michael; Bauer, Joachim

doi:10.1007/s00420-011-0712-x

Cited by 52 publications

(52 citation statements)

References 33 publications

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“…Mino et al [4] conducted a 3-month, randomized controlled trial in Japan with significant effects on depression. Two further randomized controlled trials in Germany found effects of SMI on work stress and burnout over a period of 6 months [5] or 1 year [6]. Importantly, our study, using psychodynamic principles together with cognitive-behavioral techniques, documented a significant improvement in psychosocial stress and mental health at work, thus extending the research findings of long-term effectiveness of psychotherapy on common mental disorders from the clinical to the occupational setting [2].…”

Section: Tablesupporting

confidence: 53%

“…SMI in the workplace could best be based on theoretical models that include a personal as well as a situational component of intervention. The Effort-Reward Imbalance (ERI) model [3] is one such model that has been used to guide intervention studies in recent years [4,5,6,7]. The ERI model includes the situation-specific component, which emphasizes the harmful effects of failed reciprocity between efforts spent at work and rewards received in turn (high effort/low reward), and the person-specific component termed ‘overcommitment', which is a distinct pattern of coping with demanding situations characterized by an inability to withdraw from work obligations.…”

Section: Tablementioning

confidence: 99%

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Nine-Year Longitudinal Psychosocial and Mental Outcomes of a Stress Management Intervention at Work Using Psychotherapeutic Principles

Li¹,

Riedel

Barrech³

et al. 2017

Psychother Psychosom

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Section: Tablesupporting

confidence: 53%

Section: Tablementioning

confidence: 99%

Nine-Year Longitudinal Psychosocial and Mental Outcomes of a Stress Management Intervention at Work Using Psychotherapeutic Principles

Li¹,

Riedel

Barrech³

et al. 2017

Psychother Psychosom

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“…Most of the interventions to prevent work-related stress in education aim to increase the resources of the individual to deal with the demands of the job [5–10]. However, these interventions were only partially effective in influencing (dimensions of) burnout [5–7, 9, 10] and well-being [10]. Explanations for this lack of effectiveness could be the level the intervention is aimed at (ie secondary or tertiary prevention), whereas it is proposed that problems should also be addressed at the source (primary prevention) and organizational level to sustainably decrease work-related stress.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the implementation process of a participatory organizational level occupational health intervention in schools

et al. 2016

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BackgroundThe importance of process evaluations in examining how and why interventions are (un) successful is increasingly recognized. Process evaluations mainly studied the implementation process and the quality of the implementation (fidelity). However, in adopting this approach for participatory organizational level occupational health interventions, important aspects such as context and participants perceptions are missing. Our objective was to systematically describe the implementation process of a participatory organizational level occupational health intervention aimed at reducing work stress and increasing vitality in two schools by applying a framework that covers aspects of the intervention and its implementation as well as the context and participants perceptions.MethodsA program theory was developed, describing the requirements for successful implementation. Each requirement was operationalized by making use of the framework, covering: initiation, communication, participation, fidelity, reach, communication, satisfaction, management support, targeting, delivery, exposure, culture, conditions, readiness for change and perceptions. The requirements were assessed by quantitative and qualitative data, collected at 12 and 24 months after baseline in both schools (questionnaire and interviews) or continuously (logbooks).ResultsThe intervention consisted of a needs assessment phase and a phase of implementing intervention activities. The needs assessment phase was implemented successfully in school A, but not in school B where participation and readiness for change were insufficient. In the second phase, several intervention activities were implemented at school A, whereas this was only partly the case in school B (delivery). In both schools, however, participants felt not involved in the choice of intervention activities (targeting, participation, support), resulting in a negative perception of and only partial exposure to the intervention activities. Conditions, culture and events hindered the implementation of intervention activities in both schools.ConclusionsThe framework helped us to understand why the implementation process was not successful. It is therefore considered of added value for the evaluation of implementation processes in participatory organizational level interventions, foremost because of the context and mental models dimensions. However, less demanding methods for doing detailed process evaluations need to be developed. This can only be done if we know more about the most important process components and this study contributes to that knowledge base.Trial registrationNetherlands Trial Register NTR3284.

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“…The same holds true for stress management interventions in the educational sector. Until now stress management interventions in education have been ‘secondary preventive’ mostly and targeted at the individual level [24-28]. These interventions [24-28] all aimed to enhance the individual capacity of (trainee) teachers or teaching assistants to cope with stressors in the workplace, for example via mindfulness-based stress reduction or workshops on stress management skills.…”

Section: Introductionmentioning

confidence: 99%

“…Until now stress management interventions in education have been ‘secondary preventive’ mostly and targeted at the individual level [24-28]. These interventions [24-28] all aimed to enhance the individual capacity of (trainee) teachers or teaching assistants to cope with stressors in the workplace, for example via mindfulness-based stress reduction or workshops on stress management skills. However, these interventions were only partly effective in influencing (dimensions of) burnout [24-28] and well-being [28].…”

Section: Introductionmentioning

confidence: 99%

Design of the Bottom-up Innovation project - a participatory, primary preventive, organizational level intervention on work-related stress and well-being for workers in Dutch vocational education

et al. 2013

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BackgroundIn the educational sector job demands have intensified, while job resources remained the same. A prolonged disbalance between demands and resources contributes to lowered vitality and heightened need for recovery, eventually resulting in burnout, sickness absence and retention problems. Until now stress management interventions in education focused mostly on strengthening the individual capacity to cope with stress, instead of altering the sources of stress at work at the organizational level. These interventions have been only partly effective in influencing burnout and well-being. Therefore, the “Bottom-up Innovation” project tests a two-phased participatory, primary preventive organizational level intervention (i.e. a participatory action approach) that targets and engages all workers in the primary process of schools. It is hypothesized that participating in the project results in increased occupational self-efficacy and organizational efficacy. The central research question: is an organization focused stress management intervention based on participatory action effective in reducing the need for recovery and enhancing vitality in school employees in comparison to business as usual?Methods/DesignThe study is designed as a controlled trial with mixed methods and three measurement moments: baseline (quantitative measures), six months and 18 months (quantitative and qualitative measures). At first follow-up short term effects of taking part in the needs assessment (phase 1) will be determined. At second follow-up the long term effects of taking part in the needs assessment will be determined as well as the effects of implemented tailored workplace solutions (phase 2). A process evaluation based on quantitative and qualitative data will shed light on whether, how and why the intervention (does not) work(s).Discussion“Bottom-up Innovation” is a combined effort of the educational sector, intervention providers and researchers. Results will provide insight into (1) the relation between participating in the intervention and occupational and organizational self-efficacy, (2) how an improved balance between job demands and job resources might affect need for recovery and vitality, in the short and long term, from an organizational perspective, and (3) success and fail factors for implementation of an organizational intervention.Trial registration numberNetherlands Trial Register NTR3284

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Burnout and effort–reward imbalance improvement for teachers by a manual-based group program

Cited by 52 publications

References 33 publications

Nine-Year Longitudinal Psychosocial and Mental Outcomes of a Stress Management Intervention at Work Using Psychotherapeutic Principles

Nine-Year Longitudinal Psychosocial and Mental Outcomes of a Stress Management Intervention at Work Using Psychotherapeutic Principles

Evaluating the implementation process of a participatory organizational level occupational health intervention in schools

Design of the Bottom-up Innovation project - a participatory, primary preventive, organizational level intervention on work-related stress and well-being for workers in Dutch vocational education

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