Transpersonal practices as prevention intervention for burnout among HIV/AIDS coordinator teachers

Johnson, Sharon; Naidoo, Anthony V.

doi:10.1177/0081246312474406

Cited by 13 publications

(16 citation statements)

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“…The broader research consisted of a quasi-experimental mixed-methods study, using the Beck Anxiety Inventory (Beck & Steer, 1993) to measure anxiety and the Copenhagen Burnout Inventory (Kristensen & Borritz, 1999) to measure personal, work and client dimensions of burnout. HIV/AIDS coordinator teachers also completed questionnaires about perceived stressors in their work for a contextual understanding at the pre-test phase of this study (Johnson, 2010). The quantitative results of the study affirming the reduction in anxiety and burnout levels have been reported elsewhere (Johnson & Naidoo, 2013).…”

Section: Transpersonal-orientated Stress Interventionsupporting

confidence: 67%

“…HIV/AIDS coordinator teachers also completed questionnaires about perceived stressors in their work for a contextual understanding at the pre-test phase of this study (Johnson, 2010). The quantitative results of the study affirming the reduction in anxiety and burnout levels have been reported elsewhere (Johnson & Naidoo, 2013).…”

Section: Transpersonal-orientated Stress Interventionsupporting

confidence: 67%

“…The workshops included both intra-and interpersonal processing of the TP activities (Johnson, 2010). Using the popular adult education teaching approach of Freire (1972) with an emphasis on the important exploration of dialogue, participants were encouraged to discuss their own liberatory practice in the context of personal, community and societal healing.…”

Section: Transpersonal-orientated Stress Interventionmentioning

confidence: 99%

“…A similar process was followed for each of the other nine participants in the focus group (Johnson, 2010). The composite mind maps of the participants provide an elucidating account, not only of their individual experiences of the intervention, but how stress manifests in their work and personal life.…”

Section: Global Analysis Datamentioning

confidence: 99%

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A psychoeducational approach for prevention of burnout among teachers dealing with HIV/AIDS in South Africa

Johnson

Naidoo

2016

AIDS Care

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Teaching is one of the most stressful occupations, with high stress and burnout levels of teachers necessitating intervention. This is especially relevant for South African teachers tasked with additional responsibilities of dealing with HIV/AIDS issues, as well as attending to normal curricula duties. A burnout prevention intervention, based on Paulo Freire's adult educational approach, using transpersonal psychology techniques, was introduced to HIV/AIDS coordinator teachers (n = 27) at high-risk schools in the Western Cape, South Africa, who attended six three-hour weekly workshops. This paper presents the bottom-up thematic analyses of the group, as well as individual global analysis (n = 10) of the qualitative data, derived from focus group interviews and workshop evaluations after the intervention, providing insights into the experiences of workshop participants and their teaching contexts. The mind map of one participant is illustrated. The findings of the study confirmed that transpersonal practices (TP) presented in psychoeducation workshops were helpful in mediating stress and burnout in the work and personal contexts of teachers dealing with HIV/AIDS. TP offer practical applications of right brain emotional and social intelligence practices that could be incorporated into care and wellness school programmes for teachers vulnerable to stressors related to HIV/AIDS.

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Section: Transpersonal-orientated Stress Interventionsupporting

confidence: 67%

Section: Transpersonal-orientated Stress Interventionsupporting

confidence: 67%

Section: Transpersonal-orientated Stress Interventionmentioning

confidence: 99%

Section: Global Analysis Datamentioning

confidence: 99%

See 2 more Smart Citations

A psychoeducational approach for prevention of burnout among teachers dealing with HIV/AIDS in South Africa

Johnson

Naidoo

2016

AIDS Care

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“…Violence and lack of student discipline are among key factors which have eroded academic standards steadily over the past 20 years, resulting in what has been described as an educational crisis in the country (Jansen, 2012). The majority of teachers suffer from stress and burnout in an effort to fulfil their pedagogical obligations (Johnson, 2013;Johnson & Naidoo, 2010). This paper considers transactional analysis as a means to reduce teacher stress and burnout.…”

Section: Introductionmentioning

confidence: 99%

Reducing teacher stress and burnout in high-risk secondary schools in South Africa using transactional analysis

Johnson¹

2015

Int J Transactional Anal Res & Pract

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One of a number of articles arising from PhD research, this paper focuses on the results of applying transactional analysis as one of three approaches to reducing stress and burnout for teachers in high-risk secondary schools in the gangland areas of the Cape Flats, Western Cape, South Africa. The other approaches were Trauma Release Exercises (TRE) and Transpersonal Psychology (TP), and related articles on these and on the quantitative statistical analysis elements of this research are being disseminated elsewhere.A total of 43 teachers in three different schools took part in one intervention held weekly over 10 weeks for one and a half hours (15 hours in total) at their school as part of staff development, with a control group of 20 teachers at a fourth school. Qualitative TA intervention questionnaire coding analysis and focus group post-intervention thematic analysis of the mixed-methods study are presented. Coding analysis focused on the intra-and inter-individual tools that impacted teachers, and it was found that TA generated self-awareness, self-help tools and a strong group connection. Thematic analysis gave insights into the physical, emotional and cognitive responses to stress and burnout interventions on the individual, interpersonal and organisational levels and revealed new perspectives on classroom competency, with teachers taking more responsibility for discipline in the classroom.The study gave insights into the well-being and coping of educators who survive in these challenging contexts, and it is proposed that TRE, TP and TA approaches can be incorporated, and possibly combined, into integrative and eclectic ways of dealing with complex psychological challenges of stress and burnout reduction in traumatic environments. Key wordsStress and burnout interventions; transactional analysis, coding analysis, thematic analysis, classroom discipline, school violence. IntroductionThere has been a plethora of educational policies in South Africa over the past 20 years to address the democratisation of schools, in line with the dismantling of apartheid and social transformation (Waghid & Davids, 2013).Unfortunately, the practices implemented by these policy statements have had little impact on the reality in the classroom in many high-risk schools. Violence and lack of student discipline are among key factors which have eroded academic standards steadily over the past 20 years, resulting in what has been described as an educational crisis in the country (Jansen, 2012). The majority of teachers suffer from stress and burnout in an effort to fulfil their pedagogical obligations (Johnson, 2013;Johnson & Naidoo, 2010). This paper considers transactional analysis as a means to reduce teacher stress and burnout. Schools ContextDeclining educational standards in South Africa are of national concern, with revision of matric schoolleaving requirements by government (Capazorio & Thakali, 2012). While progress has been made for the poor in South Africa since democracy 19 years ago, with access to roads, elec...

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The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis

et al. 2017

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Transpersonal practices as prevention intervention for burnout among HIV/AIDS coordinator teachers

Abstract: The impact of transpersonal psychology techniques as a treatment in burnout prevention interventions for teachers has not been studied in South Africa. This quantitative research study utilised a pre-and post-test quasi-

Cited by 13 publications

References 10 publications

A psychoeducational approach for prevention of burnout among teachers dealing with HIV/AIDS in South Africa

A psychoeducational approach for prevention of burnout among teachers dealing with HIV/AIDS in South Africa

Reducing teacher stress and burnout in high-risk secondary schools in South Africa using transactional analysis

The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis

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