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Helfer-Leiden: Stress und Burnout in psychosozialen Berufen
Abstract
In the course of social changes a crisis of helping professions becomes visible that is reflected individually in stress and burnout. The book offers a comprehensive analysis of concepts of burnout known so far. After screening relevant research on stress and burnout in the helping professions and based on concepts of clinical as well as occupational psychology the authors suggest an integration of previously known burnout models into an action theoretical approach.
Supplementary resource (1)
... Emotional exhaustion can have a substantial effect on a new employee's information-seeking behaviour. When employees experience emotional exhaustion, they may feel depleted of energy and motivation, which can hinder their ability and willingness to seek out information (Enzmann & Kleiber 1989). Emotional exhaustion frequently leads to burnout, which depletes cognitive resources and limits the ability to engage in proactive behaviours such as information seeking (Hobfoll 1989;Johnson & Lee 2022). ...
Background: Effective supervision through information sharing meaningfully influences employee performance and error reduction. Though the benefits of information sharing are well investigated, its specific impact on new employees’ error reduction in competitive fields, like hotels with various mediators and moderators, is less explored. This research, using the conservation of resources theory, examines how supervisors’ information sharing affects novices’ error reduction, giving attention to the roles of social skills and information seeking.Aim: The study investigates the effect of supervisors’ information sharing on new employees’ error reduction, focusing on how this behaviour, through the moderating effect of social skills and the mediating effect of information seeking, fosters positive affect and reduces errors in the workplace.Setting: The research was conducted among 330 new employee-supervisor dyads at five-star international hotels in Ethiopia.Method: The research is a descriptive and explanatory study using cross-sectional and quantitative methods to analyse data using structural equation modelling.Results: The results indicated that supervisors’ information sharing positively influences error reduction in new employees, enhances positive affect and information seeking and decreases emotional exhaustion.Conclusion: Effective information sharing is crucial for reducing errors and enhancing performance within the hospitality setting, facilitated by the mediation of information-seeking behaviours and the moderation of social skills effects.Contribution: The study has the following theoretical contributions. Firstly, it contributes to a deeper understanding of the importance of supervisors’ information-sharing effects on the behavioural outcomes of new employees during their socialisation stage. Secondly, the study fosters the Conservation of Resources [COR] theory, initially resource gain may not always reveal resource gain in the future as well by looking at the mediating mechanisms between the outcomes of new employees’ error reduction and the supervisor information sharing.
... Emotional Exhaustion. We measured emotional exhaustion-the core individual stress dimension of burnout-using an established German adaptation (Enzmann & Kleiber, 1989) of the Maslach Burnout Inventory (Maslach et al., 1996). This scale has been widely used in teacher self-regulation research (e.g., Holzberger et al., 2021;Klusmann et al., 2008;Mattern & Bauer, 2014) to assess the feeling of being emotionally drained and depleted of emotional resources due to work. ...
Workload stress is a significant challenge for many novice teachers, often resulting in increased turnover intentions. This longitudinal quasi-experiment, involving 189 novice teachers, investigates whether brief cognitive self-regulation training (two 4-h training sessions) can improve coping with workload stress (indicated by reduced emotional exhaustion and increased leisure satisfaction, assessed by questionnaire). Results from latent true change models show that improved cognitive self-regulation strategy use can positively affect emotional exhaustion (at follow-up) and leisure satisfaction (at post-test and follow-up). The study results should encourage teacher educators to include such interventions in teacher induction to mitigate teacher attrition.
... At measurement point T1, T3 and T4, we measured students' emotional exhaustion via the German version (Enzmann & Kleiber, 1989) of the respective subscale of the Maslach Burnout Inventory (MBI; Maslach et al., 2018). The scale consisted of four items (e.g., "I feel emotionally drained from my studies") that were assessed on a four-point Likert scale ranging from 1 = strongly disagree to 4 = strongly agree. ...
... To assess participants' feelings of burnout, we used the German (Enzmann & Kleiber, 1989) and Italian translations (Sirigatti et al., 1988) of the Maslach Burnout Inventory (MBI; (Maslach & Jackson, 1981). This questionnaire considers the three dimensions of burnout and measures emotional exhaustion with nine items (Cronbach's α = 0.81 for the Italian version; Cronbach's α = 0.89 for the German version)) 1 . ...
Teacher self-efficacy has been shown to be a protective factor for teachers’ feelings of burnout, whereas ethnic prejudice might be a risk factor. Ethnic minority students are often perceived negatively and are associated with low motivation, a large number of classroom disruptions, and discipline problems. Prejudice toward these students can impact teaching practices and create a negative environment, leading to stressful situations. In the current study, we explored the associa- tions between different teacher self-efficacy dimensions and ethnic prejudice in three dimensions of burnout in a sample of 84 preservice and inservice teachers from Italy and Germany. Results showed that teacher self-efficacy in classroom management one factor that protects teachers against emotional exhaustion and reduced personal accomplishment. How- ever, teacher self-efficacy did not have a significant impact on feelings of depersonalization, which was mainly predicted by prejudice toward ethnic minorities. This study lays the base for potential interventions targeting the reduction of ethnic prejudice among teachers and preservice teachers. The findings suggest that addressing ethnic prejudice may be valuable, but further research is crucial to comprehensively investigate the multifaceted outcomes of possible interventions and their potential impact on both teachers and students.
... This scale explains crucial facets of human functioning which range from having and maintaining positive relationships, to having competent feelings, to having meaning, and a purpose in one's life. Moreover, the 4-item Maslach Burnout Inventory (MBI on emotional exhaustion by Enzmann & Kleiber, 1989) was used. All items are phrased in a positive direction by using a 6-point agreement Likert scale. ...
... Emotional exhaustion was assessed using four items following an established German version (Enzmann & Kleiber, 1989) of the Maslach Burnout Inventory (MBI; Maslach et al., 1996). Items (e.g., "I often feel emotionally drained from my university studies") were rated on a 4-point response scale ranging from 1 (does not apply) to 4 ( fully applies). ...
Teachers’ emotional exhaustion is related to various detrimental outcomes, such as work absenteeism, intention to quit, impaired instructional quality, and lower student motivation. Since emotional exhaustion becomes evident as early as teacher training at university, the question is whether it would be possible to identify an individual disposition to this burnout symptom in student teachers. Accordingly, it is important to gain a deeper understanding of the genesis, stability, and trajectories of change of emotional exhaustion. In the present study, we have disentangled different components of longitudinal stability in emotional exhaustion by applying STable, AutoRegressive Trait, and State models to two longitudinal samples of German student teachers (Sample 1: N = 4,510; Sample 2: N = 2,034). Over the timespan of up to 6 years, we found that completely stable sources (Sample 1: 35%; Sample 2: 37%) and slowly changing factors (Sample 1: 46%; Sample 2: 36%) in student teachers’ emotional exhaustion accounted for much of the total variance in interindividual differences; occasion-specific factors and measurement error accounted for the remaining variation (Sample 1: 23%; Sample 2: 30%). This variance composition applied equally to male and female students and indicated that student teachers’ emotional exhaustion comprises a stable component but is predominantly characterized by malleable parts due to systematically changing and occasion-specific sources of variance. Our findings about the stability of emotional exhaustion contribute to the trait-state debate of psychological characteristics and point out that intervention measures should be employed at an early stage to mitigate the negative consequences of burnout in subsequent career steps.
Many studies point to the relevance of school leaders' self-efficacy for the successful organisation and management of schools. However, to date, there are only a few findings on which factors have a positive influence on this characteristic. This study therefore examines the extent to which the use of formal and informal learning opportunities, in addition to the antecedents mentioned by Bandura (mastery experience, vicarious experience , social persuasion, physiological and emotional states), have a direct positive effect on school leaders' innovation-related self-efficacy, as well as an indirect effect on self-efficacy mediated by mastery experience. Analyses of a survey with a representative sample of N = 405 school leaders in Germany using structural equation models confirmed the effect of mastery experience (i.e. perceived achievement), vicarious experience (i.e. encouragement from a team), and emotional states (i.e. exhaustion) on school leaders' self-efficacy. Regarding professional development, the analyses revealed a direct positive effect of participation in university training and professional learning networks, which were not mediated by mastery experience. Our results demonstrate the value of leadership preparation programmes that enable the participants to explore different work-related tasks and promote feelings of mastery, as well as the importance of team coherency and potential value of distributed work. ARTICLE HISTORY
Objectives:
Hair cortisol concentration (HCC) indicates chronic stress exposure, which is a risk factor in the pathogenesis of burnout and depression. However, findings on HCC are inconsistent. Similarly, intervention studies show mixed effects on HCC. The present study aimed to shed light on these inconsistencies, by additionally considering also hair cortisone.
Methods:
Twenty-five patients with a burnout-related depressive disorder receiving a multimodal inpatient treatment for clinical burnout and 17 matched healthy controls participated in this study. All participants provided 1 cm long hair samples at the beginning and end of the treatment. HCC and hair cortisone levels (HCNC) were determined. Meteorological data and duration of sick leave were considered as potential covariates. Burnout and depression were assessed with self-ratings, the latter also with examiner ratings.
Results:
There were no significant group differences in glucocorticoid levels. Treatment led to a decrease in both depression severity and hair glucocorticoid concentration in inpatients, while lower HCNC in particular predicted a greater reduction in depression severity. Moreover, meteorological data and the duration of sick leave were also found to have an effect on hair glucocorticoid concentrations.
Conclusions:
These results suggest that multimodal inpatient treatment of clinical burnout considerably reduced stress on both a psychological and biological level. In parallel, hair glucocorticoids appear to be sensitive biomarkers for the evaluation of treatment success and prediction. Examining both HCC and HCNC in intervention studies may provide clearer results than the usual examination of HCC alone.
Gemeinsame bundesweite Standards für hochschuldidaktische Zertifikatsprogramme ermöglichen standortübergreifende Evaluationen zu deren Effekten, Wirksamkeit und möglichen Weiterentwicklungsbedarfen. In einer Befragung von Absolvent*innen hochschuldidaktischer Zertifikatsprogramme (n = 176) an 13 deutschen Universitäten und einer Kontrollgruppe mit Lehrenden ohne systematische hochschuldidaktische Qualifizierung (n = 64) wurde die Nützlichkeit der Programme für die Lehrtätigkeit und die persönliche Entwicklung der Teilnehmenden sowie Zusammenhänge mit lehrrelevanten Variablen und der Teilnahmemotivation untersucht. Es zeigte sich insgesamt eine positive Bewertung der absolvierten Programme, wobei Lehrende, deren Teilnahme stark durch den Wunsch zur Verbesserung der Lehre oder durch soziale Interaktion motiviert war, stärker von den Programmen profitierten. Gegenüber der Kontrollgruppe zeigten Absolvent*innen eine höhere Studierendenzentrierung und höhere Selbstwirksamkeit in der Lehre. Insgesamt liefern die Ergebnisse hilfreiche Einblicke in die Effekte und Potentiale hochschuldidaktischer Zertifikatsprogramme und belegen zudem den Nutzen standortübergreifender Kooperationen für eine evidenzbasierte Fundierung hochschuldidaktischer Angebote.
