{"title":"教师职业倦怠的认知行为方法:一项团体治疗计划的随机对照试验。","authors":"Farshad Ghasemi, Keith C Herman, Wendy M Reinke","doi":"10.1080/10615806.2022.2103118","DOIUrl":null,"url":null,"abstract":"<p><strong>Background and objectives: </strong>As a well-known phenomenon with significant social, biological, and psychological impacts, burnout syndrome has been viewed and treated from different therapeutic perspectives. However, few studies have evaluated interventions to prevent and alleviate teacher burnout.</p><p><strong>Design: </strong>This study comprised a randomized controlled trial (RCT) of a group-based cognitive-behavioral therapy (CBT) program for teacher burnout, with assessments at pre-treatment, post-treatment, and 6-month follow-up.</p><p><strong>Methods: </strong>The Maslach Burnout Inventory-Educators Survey (MBI-ES) was administered to 242 English language teachers with diverse professional profiles in Iran. Of these, 62 teachers with burnout symptoms were randomly assigned to either a group-based eight-week CBT treatment program or a waiting list control condition.</p><p><strong>Results: </strong>The results of a series of mixed factorial ANOVAs demonstrated significantly greater improvements for the treatment compared to the control condition on the total score and three subscales of the MBI-ES (teachers' emotional exhaustion, depersonalization, and reduced personal accomplishment) at post-treatment, with treatment effects maintained at 6-month follow-up.</p><p><strong>Conclusions: </strong>This CBT intervention has promise for supporting teachers in stressful occupational conditions and reducing their burnout.</p>","PeriodicalId":51415,"journal":{"name":"Anxiety Stress and Coping","volume":"36 4","pages":"533-541"},"PeriodicalIF":2.3000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program.\",\"authors\":\"Farshad Ghasemi, Keith C Herman, Wendy M Reinke\",\"doi\":\"10.1080/10615806.2022.2103118\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background and objectives: </strong>As a well-known phenomenon with significant social, biological, and psychological impacts, burnout syndrome has been viewed and treated from different therapeutic perspectives. However, few studies have evaluated interventions to prevent and alleviate teacher burnout.</p><p><strong>Design: </strong>This study comprised a randomized controlled trial (RCT) of a group-based cognitive-behavioral therapy (CBT) program for teacher burnout, with assessments at pre-treatment, post-treatment, and 6-month follow-up.</p><p><strong>Methods: </strong>The Maslach Burnout Inventory-Educators Survey (MBI-ES) was administered to 242 English language teachers with diverse professional profiles in Iran. Of these, 62 teachers with burnout symptoms were randomly assigned to either a group-based eight-week CBT treatment program or a waiting list control condition.</p><p><strong>Results: </strong>The results of a series of mixed factorial ANOVAs demonstrated significantly greater improvements for the treatment compared to the control condition on the total score and three subscales of the MBI-ES (teachers' emotional exhaustion, depersonalization, and reduced personal accomplishment) at post-treatment, with treatment effects maintained at 6-month follow-up.</p><p><strong>Conclusions: </strong>This CBT intervention has promise for supporting teachers in stressful occupational conditions and reducing their burnout.</p>\",\"PeriodicalId\":51415,\"journal\":{\"name\":\"Anxiety Stress and Coping\",\"volume\":\"36 4\",\"pages\":\"533-541\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Anxiety Stress and Coping\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/10615806.2022.2103118\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Anxiety Stress and Coping","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/10615806.2022.2103118","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program.
Background and objectives: As a well-known phenomenon with significant social, biological, and psychological impacts, burnout syndrome has been viewed and treated from different therapeutic perspectives. However, few studies have evaluated interventions to prevent and alleviate teacher burnout.
Design: This study comprised a randomized controlled trial (RCT) of a group-based cognitive-behavioral therapy (CBT) program for teacher burnout, with assessments at pre-treatment, post-treatment, and 6-month follow-up.
Methods: The Maslach Burnout Inventory-Educators Survey (MBI-ES) was administered to 242 English language teachers with diverse professional profiles in Iran. Of these, 62 teachers with burnout symptoms were randomly assigned to either a group-based eight-week CBT treatment program or a waiting list control condition.
Results: The results of a series of mixed factorial ANOVAs demonstrated significantly greater improvements for the treatment compared to the control condition on the total score and three subscales of the MBI-ES (teachers' emotional exhaustion, depersonalization, and reduced personal accomplishment) at post-treatment, with treatment effects maintained at 6-month follow-up.
Conclusions: This CBT intervention has promise for supporting teachers in stressful occupational conditions and reducing their burnout.
期刊介绍：
This journal provides a forum for scientific, theoretically important, and clinically significant research reports and conceptual contributions. It deals with experimental and field studies on anxiety dimensions and stress and coping processes, but also with related topics such as the antecedents and consequences of stress and emotion. We also encourage submissions contributing to the understanding of the relationship between psychological and physiological processes, specific for stress and anxiety. Manuscripts should report novel findings that are of interest to an international readership. While the journal is open to a diversity of articles.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
