Job Burnout in School Psychology: How Big Is the Problem?

Autor/inn/en	Schilling, Ethan J.; Randolph, Mickey; Boan-Lenzo, Candace
Titel	Job Burnout in School Psychology: How Big Is the Problem?
Quelle	In: Contemporary School Psychology, 22 (2018) 3, S.324-331 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schilling, Ethan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-017-0138-x
Schlagwörter	School Psychologists; Burnout; Counselor Attitudes; Work Environment; Counselor Role; Administrator Role; Self Management + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Arbeitsmilieu; Selbstmanagement
Abstract	Job burnout is characterized by feelings of physical, emotional, and mental exhaustion within the context of one's work. Individuals experiencing burnout are at risk for a range of negative outcomes including increased feelings of stress and emotion strain, negative perceptions of work-life balance, and may ultimately lead to exiting one's current job or field of employment. Given the well-documented shortages of school psychology practitioners across the USA, it is important to understand the extent of feelings of burnout in the field, causes of these feelings, and potentially effective ways of preventing and/or responding to burnout when it occurs. The current study surveyed practitioners in four Southeastern states regarding current and past feelings of burnout, perceptions of causes of burnout, personal strategies used in dealing with burnout when it occurs, and thoughts regarding the role of training programs in preventing burnout among practitioners. Results indicated that most participants noted feeling some level of burnout at some point during their careers. Commonly identified causes of burnout included feelings of role overload and lack of support from administration. Practitioners also reported a range of strategies as particularly helpful in dealing with feelings of burnout including the importance of training programs emphasizing the importance of self-care and presenting a realistic picture of real-world practice. Implications for future research and practice are also discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01