Burnout and demographic traits of a vocational school

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Differences between Children’s Social Workers and Adults’ Social Workers on Sense of Burnout, Work Conditions and Organisational Social Support Liat Hamama* Liat Hamama is a social worker and a lecturer in the Bob Shapell School of Social Work at Tel Aviv University. She received her PhD at Tel Aviv University. Her research interests include physical health, emotional distress, coping resources and well-being among children/ adolescence, their families and among health care professionals. *Correspondence to Liat Hamama, Ph.D., Bob Shapell School of Social Work, Tel-Aviv University, 69978, Israel. E-mail: [email protected] Abstract This research study aimed to examine the experience of burnout among 232 Israeli social workers (126 who were directly treating children and adolescents and 106 who were directly treating adults). Burnout was investigated in relation to social workers’ demographic characteristics, extrinsic and intrinsic work conditions, and social support at the workplace by colleagues, their direct supervisor and the head of their agency. Social workers of children did not report a higher experience of burnout than social workers of adults in Israel. Both groups indicated, on average, a moderate intensity of burnout. However, significant differences emerged between the two groups on perceived work conditions and on support from the agency head. That is, children’s social workers perceived better extrinsic work conditions than workers of adults, who reported better intrinsic working conditions. In addition, children’s social workers reported higher support from their agency heads than did workers serving adults. Burnout was significantly negatively correlated with age, professional experience, intrinsic and extrinsic work conditions, and social support from colleagues within the organisation and from the agency head. Professional experience and support from colleagues and from the agency head contributed significantly to explaining the variance in burnout intensity. Moreover, intrinsic work conditions mediated between professional experience and experience of burnout. Various explanations for these findings are discussed. Keywords: Mental health, practitioners, social support Accepted: August 2012 # The Author 2011. Published by Oxford University Press on behalf of The British Association of Social Workers. All rights reserved. British Journal of Social Work (2012) 42, 1333–1353 doi:10.1093/bjsw/bcr135 Advance Access publication September 28, 2011 Introduction Burnout and stress among social workers are well documented in Israel (e.g. Abu-Bader, 1999, 2000; Bargal and Guterman, 1996, 1997; Katchalnick et al., 1991; Stav et al., 1987) and in other countries (e.g. Acker, 1999; Evans et al., 2006; Kim and Stonere, 2008; Söderfeldt et al., 1995; Um and Harri- son, 1998). Daily, social workers face the busy and complex world of human behaviour in social contexts—a world in which relationships break .

Differences between Children’s SocialWorkers and Adults’ Soc.docx

duketjoy27252

Featured Research School Counselors’ Perceived Stress, Burnout, and Job Satisfaction Patrick R. Mullen 1 , Ashley J. Blount 2 , Glenn W. Lambie 3 , and Nancy Chae 1 Abstract We examined the relationship between perceived stress, burnout, and job satisfaction among school counselors. Results indicated that school counselors’ perceived stress and burnout were negatively related to their age and experience. Respondents also reported that stress, burnout, and job satisfaction did not differ based on their school level. Participants’ perceived stress and burnout had a strong negative correlation with job satisfaction; however, burnout mediated the relationship between perceived stress and job satisfaction. We discuss the findings in light of training and supervision. Keywords burnout, job satisfaction, school counselor, stress School counselors are expected to provide effective services to their students, promoting their social/emotional, academic, and career development (American School Counselor Association [ASCA], 2012); however, their jobs can be stressful and have poorly defined requirements (Mathews, 2012; Young & Lambie, 2007). School counselors have multiple professional duties, including the provision of both direct services, such as individual counseling, and indirect services, such as program management (ASCA, 2012). At times, job demands require that school counselors perform activities that are unrelated to school counseling or the school counseling profession (Bardhoshi, Schweinle, & Duncan, 2014; Scarborough & Culbreth, 2008). Novice school counselors may feel ambivalent about their jobs because of discrepancies between their graduate school training and their actual practice as school counselors (Goodman-Scott, 2015). Due to inconsistencies between job expectations and school counseling practice, school counselors could suffer from stress and burnout, which could negatively influence their job satisfaction (Bardhoshi et al., 2014; Math- ews, 2012; Young & Lambie, 2007). School counselors can face multiple and competing demands, leading to symptoms of stress, empathy fatigue, emotional exhaustion, counselor impairment, and eventual depar- ture or resignation from their jobs (Maslach, 2003; Mullen & Crowe, 2017; Stebnicki, 2008). School counseling consistently requires empathy and compassion for students in emotionally challenging situations (Lawson, Venart, Hazler, & Kottler, 2007; Stebnicki, 2008; Young & Lambie, 2007). Simultane- ously, school counselors are expected to deliver career education modules in the classroom, consult with parents and teachers, and attend to administrative tasks such as lunch duty. School counselors may become stressed, exhausted, and even- tually burned out by attempting to balance their various professional requirements. Authors have noted that the experiences of burnout can lead to a severe diminishment of school counselors’ abilities to deliver adequa ...

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ChereCheek752

Running head: BALANCING FAMILY AND WORK LIFE Running Head: BALANCING FAMILY AND WORK LIFE 6 Balancing Family and Work Life Outline Leticia Cordero Instructor: Gina Rollings SOC402: Contemporary Social Problems & the Workplace (BIE1510B) March 23, 2015 Introduction Balancing work and family life in the fast-paced 21st Century can be a herculean task for people on the move and on an upward career trend. While technology has made it possible to engage in social activities through virtual channels, such as social media on the internet, the human element is lost in the use of technology for family and other social activities. Although the monetary benefits of working long hours are apparent, balancing work and family life is important for both organizations and individuals. Such balancing can lead to feelings of well-being for employees, which consequently will lead to more productivity within organizations. Smart organizations therefore tend to engage in practices that create the potential for employees to have a family life as well as a work life. Thesis Statement Therefore, organizational practices and policies, specifically those targeting the female employees, are independent determinants of how well employees are able to balance their work and family life.Body Paragraph #1 Supporting Evidence Research on balancing work and family life presents descriptions of a good job, which would create the most suitable conditions for the employee to balance their work and family life. Rafnsdóttir and Heijstra (2013), state that flexibility and autonomy are important features of an organization that provides a suitable climate for employees to balance their work and family life. In a flexible organization, the employee determines when he will work and has the autonomy to organize his work schedule without the constraints of a fixed work schedule. In addition, organizations that include telecommuting, which is working at home through the internet or telephone, generally have better performance outcomes because of the reduced stress because of the autonomy and flexibility allowed by the organization Rafnsdóttir and Heijstra (2013). Supporting Evidence Other researchers, Burgess and Waterhouse (2010) point out that organizational policies and practices that offer informal or unofficial working hours generally tend to have better work-life balance outcomes for employees. In a study cited by the researchers on call centers, call centers that offer informal working hours are better able to help their employees balance their work and family life. However, the unofficial working hours should provide opportunities for socialization rather than cause “the detrimental effects of unsociable hours’ (Burgess and Waterhouse, 2010). Explanation From the research evaluated, it appears that organizational practices relating to time or working hours have a significant and independent impact on the ability of employees to balance their work ...

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The present study aims to investigate whether there is any significant relationship between adjustment and academic achievement of higher secondary school students. In this survey study, the investigators used a stratified random sampling technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu, India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the present study were Karl Pearson's product-moment coefficient of correlation. The finding shows that there is a significant relationship between emotional, social, educational adjustment of higher secondary school students in relation to academic achievement.

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The purpose of this study is to identify stress levels among school teachers and to compare stress levels based on demographic factors. There are 268 respondents sampled by teachers from individual schools in the Selangor area. A questionnaire was used, and a teacher's workplace stress inventory and teacher's workplace stress questionnaire was used as a tool. The study also found that high school teachers are more stressed in all stress factors that are associated with their parents, their colleagues, workloads, time constraints, student attitudes, recognition and support, and lack of resources than elementary school teachers. The result also showed that there was a significant difference in the average stress level for single and married teachers with an average difference 0.42, p 0.05 . It is hoped that the findings will help relevant authorities develop effective stress management programs for teachers to prevent the negative effects of stress. Enkhtsetseg Agvaan | Munkhzul Mangal "Study on Stress among for Teachers in Mongolia" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29719.pdf Paper URL: https://www.ijtsrd.com/management/business-economics/29719/study-on-stress-among-for-teachers-in-mongolia/enkhtsetseg-agvaan

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Abstract: Teachers have been increasingly presented with significant occupational health problems. The psycho-social problem of teachers results from heavy work burden, heavy life pressure, and high expectation from children’s parents, harassment about interpersonal relationship and the shortage of their knowledge on psychological health. Positive environment is the basis for psycho-social health, so creating a stress-free and harmonious environment comes first in order to maintain teac hers’ psychosocial problems. Descriptive survey method was used. The sample for the study was selected as 197 elementary women teachers working in government and private schools by using stratified random sampling from the districts of Wokha, Kohima and Dimapur of Nagaland. The results reveal that majority of the elementary school women teachers have average level of psychosocial problems and the elementary schools in Nagaland have controlled and familiar climate. There is low disengagement, low alienation, moderate esprit, moderate intimacy, low psycho -physical hindrance, moderate controls, moderate production emphasis and moderate humanized thrust. There is no significant difference between school organisation climate and psycho -social problems of elementary school women teachers working in government and private schools in Nagaland. It was also found out that the women with very high psycho-social problems have high correlation with their school organization climate.

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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.

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