Burnout in Professionals Working with Deaf Children

Meadow, Kathryn P.

doi:10.1353/aad.2012.1483

Cited by 38 publications

(12 citation statements)

References 5 publications

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“…W e found no signi® cant associations between variables such as sex, civil status, location, age and the th ree M BI frequency scales. These ® ndings differ from other studies, wh ich found negative correlations betw een age, years of experience and burnout (M aslach & Jackson, 1981;M eadow , 1981;Randall & Scott, 1988). In a study on correlations between age and acquired wo rk experience and burnout, in a sam ple of nurses working in an AIDS care unit versus a sam ple of nurses working in an oncology unit, it was found that older age was a protective factor towards the developm ent of burnout.…”

Section: Discussioncontrasting

confidence: 99%

Psychological stress in nurses' relationships with HIV-infected patients: The risk of burnout syndrome

et al. 1996

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To assess the role played by psychological stress and sociodemographic factors as predictors of burnout in nurses, we administered the AIDS Impact Scale (AIS) and the Maslach Burnout Inventory (MBI) to nurses in the AIDS field. The sample was composed of 410 nurses from 19 departments for the treatment of infectious diseases. In these subjects we observed a low level of burnout in the MBI, but a small proportion had a high level of burnout We did not find significant associations between sociodemographic variables and the MBI scales. We found significant correlations between the MBI and three AIS scales that specifically assessed the emotional involvement of nurses in their relationships with patients. The results suggest that an empathic involved relationship seems to be protective towards burnout rather than a frustrating involved relationship. Moreover nurses tolerate stress better if they receive supportive social rewards. We found that the impact of working with HIV-infected patients causes psychological stress (measured with the AIS), but it is a weak predictor of burnout (measured with the MBI). The results indicated the incompatibility between the relational/defensive model of the AIS and the environmental/work performance model of the MBI.

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Section: Discussioncontrasting

confidence: 99%

Psychological stress in nurses' relationships with HIV-infected patients: The risk of burnout syndrome

et al. 1996

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“…However, there is little empirical data to support this claim. Some researchers found that stress is higher among special educators (Wilson, 1979); others report stress is higher among general educators (Bensky et al, 1980;; still others report no differences between general and special educators (Beasley, Myette, 8c Serna, 1983;Meadow, 1981).…”

Section: Attrition Ratesmentioning

confidence: 99%

Teacher Retention and Attrition-in Special and General Education

1993

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The primary purpose of this paper is to review major factors: (a) external (e.g., societal, economic, research findings related to teacher retention and and institutional), (b) employment (e.g., profesattrition in special education. Major findings sional qualifications, work conditions and rewards, from general education retention studies are also commitment, and employability), and (c) perreviewed to provide a context for understanding sonal (e.g., demographics, family, and cognitive/ special educators' career decisions. Research findaffective). Conceptual and methodological conings are organized around a conceptual model of siderations related to attrition/retention research teachers' career decisions that includes three are also considered.An examination of teacher retention and attrition is timely in this era of special education teacher shortages. Boe (1990) suggests that teacher retention is the most promising approach to minimizing teacher shortages in special education since attrition is the major factor causing the shortage problem. Policymakers need knowledge about retention/attrition in order to understand the factors contributing to career decisions and to develop appropriate policies for increasing the retention of special educators. This article reviews and critiques the retention/attrition literature relevant to special education and outlines considerations for future research and the development of retention policies. The importance of retaining qualified special educators becomes apparent when studying the shortage problem. Recent estimates indicate that an additional 29,774 special education teachers were needed to replace uncertified staff and fill vacancies in the U.S. during 1988-89 (The Thirteenth Annual Report to Congress, 1991). E.E. Boe (personal communication, 1991), using the Annual Reports to Congress, found that the need for fully certified special educators increased by more than 12,000 (or 74%) over a recent 4-year period, while the supply of new teacher graduates declined by well over 7,000 (34%).Another indicator of the shortage problem is the high number of state personnel reporting teacher shortages (Schofer 8c Duncan, 1986;Smith-Davis, Burke, & Noel, 1984). Recent projections by a national consortium of special education organizations suggest that the teacher shortage problem in special education will reach crisis proportions in the years to come (American Speech-LanguageHearing Association, 1989).

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“…Both Cherniss (1980) and Meyer (1982) concluded from interviews of subjects that unrealistic preemployment expectations were implicated in the development of burnout. Having original expectations for job satisfaction unmet was linked to burnout by Meadow (1981) and Sturgess and Poulsen (1983). Finally, Stevens and O'Neill (1983) found that higher expectations about personal effectiveness, clients' progress, and clients' eventual independence were related to less burnout, whereas negative changes in expectations since beginning professional work were related to increased burnout.…”

Section: Y O T K Uniuersiry'mentioning

confidence: 99%

Relationship of Burnout among Professional Psychologists to Professional Expectations and Social Support

Kahill

1986

Psychol Rep

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The current study investigated the phenomenon of professional burnout among psychologists of varying experience. Self-report measures were employed in a mail survey of Ontario psychologists. The average level of burnout, as assessed by the Tedium measure, was i n the low moderate range ( M of 3.0 on a 7-point scale). Of the total sample of 255 subjects, 6.3% were determined to be burned out. Burnout was not related to experience in the profession or to other demographic variables but was significantly related to social support from family and friends. to expectations or attitudes about the profession, and less strongly, to changes in expectations over time (disillusionment). Graduate students reported significantly more disillusionment than practitioners.The term "burnout" was introduced by Freudenberger in 1974 to refer to a phenomenon which he had observed in himself and in coworkers in the free-clinic movement. He defined burnouc as "to fail, wear out, or become exhausted by making excessive demands on energy, strength, or resources" and attributed it to the unceasing pressures of working with emotionally needy and demanding individuals (Freudenberger, 1974). A more recent definition is that of Pines and Aronson (1981), who refer to burnout simply as "physical, emotional, and mental (i.e., attitudinal) exhaustion" (p. 202).Since the introduction of the term a decade ago, the concept of burnout has received great publicity in both the popular and the scholarly press, and an increasing number of serious investigators have turned their attention to the phenomenon. Discussions and studies of burnout have tended to focus on organizational and job-specific factors in the etiology of the syndrome; see reviews by Daniel and Rogers ( 198 1 ) and Perlman and Hartman ( 1982 ) .As the experience of burnout has become increasingly recognized and legitimized, the contribution of individual and job-extrinsic factors has been acknowledged, although little research has been done.Two variables of especial interest that have been largely ignored by investigators are the issue of jo5-extrinsic social support as an ameliorating factor and the role of individual expectations and disillusionment in the development of burnout.A good deal of empirical evidence exists that personal relations and social support in the workplace are related to burnout (Pines & Aronson, 1981;

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Burnout in Professionals Working with Deaf Children

Cited by 38 publications

References 5 publications

Psychological stress in nurses' relationships with HIV-infected patients: The risk of burnout syndrome

Psychological stress in nurses' relationships with HIV-infected patients: The risk of burnout syndrome

Teacher Retention and Attrition-in Special and General Education

Relationship of Burnout among Professional Psychologists to Professional Expectations and Social Support

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