Improvement in School Teachers’ Mental Health by a Manual-Based Psychological Group Program

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

doi:10.1159/000315133

Cited by 17 publications

(17 citation statements)

References 15 publications

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“…Both constitute screening instruments for mental health problems. We found that participation in the intervention resulted in a signiWcant improvement in the GHQ (Unterbrink et al 2010). With respect to the SCL 27, values of the GSI (Global Severity Index) and of three of the six subscales (those for depressive, dysthymic, and mistrust symptoms) improved signiWcantly upon participation in the group program compared with the control group (Unterbrink et al 2010).…”

Section: Introductionmentioning

confidence: 77%

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

Unterbrink

Pfeifer

Krippeit

et al. 2011

Int Arch Occup Environ Health

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Section: Introductionmentioning

confidence: 77%

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

Unterbrink

Pfeifer

Krippeit

et al. 2011

Int Arch Occup Environ Health

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“…The importance of the ERI ratio could be correlated with the fact that the estimation of the ERI balance in a job already contains aspects of the subjective complaint perception and coping. Therefore, especially factors like coping, selfefficacy, motivation, work satisfaction, the way of working and social support prove to be promising variables in scientific research [5,9,19,38,39].…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Predictors of mental health in female teachers

Seibt

Spitzer

Druschke

et al. 2013

International Journal of Occupational Medicine and Environmental Health

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Objective: Teaching profession is characterised by an above-average rate of psychosomatic and mental health impairment due to work-related stress. The aim of the study was to identify predictors of mental health in female teachers. Material and Methods: A sample of 630 female teachers (average age 47±7 years) participated in a screening diagnostic inventory. Mental health was surveyed with the General Health Questionnaire GHQ-12. The following parameters were measured: specific work conditions (teacher-specific occupational history), scales of the Effort-Reward-Imbalance (ERI) Questionnaire as well as cardiovascular risk factors, physical complaints (BFB) and personal factors such as inability to recover (FABA), sense of coherence (SOC) and health behaviour. Results: First, mentally fit (MH + ) and mentally impaired teachers (MH -) were differentiated based on the GHQ-12 sum score (MH + : < 5; MH -: ≥ 5); 18% of the teachers showed evidence of mental impairment. There were no differences concerning work-related and cardiovascular risk factors as well as health behaviour between MH + and MH -. Binary logistic regressions identified 4 predictors that showed a significant effect on mental health. The effort-reward-ratio proved to be the most relevant predictor, while physical complaints as well as inability to recover and sense of coherence were identified as advanced predictors (explanation of variance: 23%). Conclusion: Contrary to the expectations, classic work-related factors can hardly contribute to the explanation of mental health. Additionally, cardiovascular risk factors and health behaviour have no relevant influence. However, effort-rewardratio, physical complaints and personal factors are of considerable influence on mental health in teachers. These relevant predictors should become a part of preventive arrangements for the conservation of teachers' health in the future.

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“…Mino and colleagues [ 12 ] reported a 3-month randomized controlled trial from Japan with significant effects on depression. Another two randomized controlled trials from Germany found the effects of SMI on work stress and burnout could last for 6 months [ 13 ] or 1 year [ 14 , 40 ]. Additionally, our current study adds a new piece of scientific evidence, for the first time, that an individual level SMI in the workplace could produce long-term effectiveness over a time course of some 9 years, given the fact that previous worksite SMIs reported short- or medium-term effects (no longer than 3 years) only [ 6 , 16 ].…”

Section: Discussionmentioning

confidence: 99%

“…Thus, this study has extended research findings of long-term effectiveness of psychotherapy on common mental disorders from clinical settings to occupational settings as far as stress management is concerned. Third, most previous ERI-based intervention studies focused on its situation-specific components [ 12 – 14 , 40 ], while one study only examined the short-term effectiveness of intervention on the person-specific component of overcommitment [ 13 ]. Our study included both components by identifying and addressing situation-specific aspects as well as by modifying critical individual behaviour (overcommitment).…”

Section: Discussionmentioning

confidence: 99%

Long-Term Effectiveness of a Stress Management Intervention at Work: A 9-Year Follow-Up Study Based on a Randomized Wait-List Controlled Trial in Male Managers

Riedel

Barrech

et al. 2017

BioMed Research International

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Objective Short- and medium-term effectiveness (up to 3 years) of individual level stress management interventions (SMI) at work were demonstrated, yet long-term effectiveness remains unexplored. We therefore aimed to address this research gap. Methods 94 male middle managers participated in a randomized wait-list controlled trial between 2006 and 2008 and in a post-trial-follow-up survey in 2015. During the first two years, all received an 18-hour psychotherapeutic SMI intervention which was based on the Effort-Reward Imbalance (ERI) model: tackling stressor on mismatch between effort and reward and promoting recovery on overcommitment. Work stress (i.e., ERI indicators) was the primary outcome, and the secondary outcome was depressive symptoms. The long-term effectiveness of the SMI was examined by mixed modeling, using an external control group (n = 94). Results Effort and reward were substantially improved with significant intervention ⁎ time interaction effects (p < 0.001) compared to the external control group; effects on overcommitment and depressive symptoms were also significant (p < 0.05 and p < 0.01, resp.), though their trajectories in the intervention group were less sustainable. Conclusions The effectiveness of this psychotherapeutic SMI at work based on the ERI model was observed over a 9-year period, particularly on the effort-reward ratio.

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Improvement in School Teachers’ Mental Health by a Manual-Based Psychological Group Program

Cited by 17 publications

References 15 publications

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

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

Predictors of mental health in female teachers

Long-Term Effectiveness of a Stress Management Intervention at Work: A 9-Year Follow-Up Study Based on a Randomized Wait-List Controlled Trial in Male Managers

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