Dissertationen zum Thema „EMOTIONAL BURNOUT SYNDROME“

В попередніх публікаціях ми висвітлили актуальність досліджень в напрямку діагностики та психопрофілактики синдрому емоційного вигорання у медичних працівників задля збереження їх психічного і фізичного здоров’я та кадрового потенціалу медичної галузі в цілому. Одним з наслідків даного явища є звільнення до настання пенсійного віку, зміна сфери і роду діяльності людини.

Объект исследования: программисты с различным уровнем эмоционального выгорания. Предмет исследования: эмоциональное выгорание у программистов в контексте ценностно-смысловой сферы личности. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (53 источника, из которых 12 на иностранном языке) и приложений. Объем магистерской диссертации составляет 79 страниц, на которых размещены 4 рисунка и 7 таблиц. Во введении раскрываются актуальность и проблемы исследования, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотеза, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по темам исследования. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание методик и методов проведенного исследования и результатов, полученных по всем использованным методикам: «Диагностика эмоционального выгорания личности» (В.В. Бойко), «Диагностика профессионального выгорания» (К. Маслач, С. Джексон, в адаптации Н.Е. Водопьяновой), «Ценностные ориентации» (М. Рокич, в адаптации А. Гоштаутаса, А.А. Семенова и В.А. Ядова), «Тест смысложизненных ориентаций» (Д.А. Леонтьев). Также в главе представлены описательная статистика, сравнительный и корреляционный анализ результатов исследования. Выводы по второй главе включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
Object of research: programmers with varying levels of burnout. Subject of the research: emotional burnout among programmers in the context of the value-semantic sphere of the individual. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (53 sources, 12 of which are in a foreign language) and appendices. The volume of the master's thesis is 79 pages, which contain 4 figures and 7 tables. The introduction reveals the relevance and problems of the research, sets the goal and objectives of the research, defines the object and subject of the research, formulates a hypothesis, specifies the methods and empirical base, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the research topics The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the methods and methods of the study and the results obtained by all the methods used. Diagnostics of emotional burnout of personality" (V.V. Boyko), "Diagnostics of professional burnout" (K. Maslach, S. Jackson, in the adaptation of N.E. Vodopyanova), "Value orientations" (M. Rokich, adapted by A. Goshtautas, A.A. Semenov and V.A. Yadova), "Test of life-meaning orientations" (DA Leontiev). The chapter also presents: descriptive statistics, comparative and correlation analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In the conclusion, in a generalized form, the results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for the further development of this problem are described.

Introdução: Numa perspectiva psicodinâmica, o burnout tem sido explicado como: o resultado de um processo gradual de exaustão e o resultado da inibição de impulsos incompatíveis. Objetivos: A presente tese visa compreender que tipo de conflitos internos e nível de integração estrutural contribuem para o burnout, nos prestadores formais de cuidados a idosos doentes crónicos. Por outro lado, apreender qual das dimensões associadas ao burnout apresenta maior relevância, e qual a influência de fatores ambientais e relacionais no desenvolvimento desta síndrome. Método: Foram realizados três estudos, transversais, tendo-se utilizado: estudo 1, metodologia quantitativa e estudos 2 e 3, uma metodologia mista. No estudo 1: amostra composta por 265 participantes, sendo 94.3% do género feminino (n = 250). A média de idades situou-se nos 43.04 (SD = 10.2). Nos estudos 2 e 3 utilizou-se uma amostra de conveniência, 15 participantes, sendo 93.3% do género feminino. Selecionados de acordo: critérios de burnout (n = 7) e índices elevados de Exaustão Emocional (n = 8). A média de idades situou-se entre os 41.6 (DP = 8.9) e os 37.2 (DP = 11.5). O Inventário de Burnout de Maslach (MBI-HSS) foi aplicado para a avaliação quantitativa, a entrevista semiestruturada, para explorar indicações clínicas, problemas, aspetos satisfatórios e constrangimentos vividos no trabalho, e a entrevista clínica de investigação, para apreender os conflitos intrapsíquicos e estrutura mental. Foram analisadas por um investigador independente. A análise de conteúdo efetuou-se através da Análise Temática e Categorial (Bardin, 2011). As entrevistas clínicas foram analisadas de acordo com as diretrizes contempladas no manual do OPD-2. Resultados: Os dados quantitativos sugerem que 19.6% apresenta elevados índices de exaustão emocional, 4.9% elevada despersonalização e 2.6% baixa realização pessoal. Os dados qualitativos indiciam que a manifestação clínica do burnout mais relevante foi a Exaustão Emocional. Os fatores com maior influência foram as relações interpessoais, em particular entre profissionais e os utentes, e as vivências/significados associados ao trabalho, mais do que fatores organizacionais. Os modelos que melhor se adequam, na compreensão do burnout, no contexto em estudo foram: a dinâmica intrapessoal e relacional. Por outro lado, observa-se que o nível de integração estrutural moderado a baixo parece tornar os profissionais mais propensos a desenvolverem índices elevados de Exaustão Emocional e Burnout. Estes profissionais caracterizam-se por um Superego severo e externalizado, com um Ideal do Ego exagerado. Os conflitos situam-se ao nível interpessoal não sendo vividos intrapsíquicamente. Os conflitos com maior predominância são: necessidade de ser cuidado vs. autossuficiência e individuação vs. dependência. Revelam uma capacidade limitada para diferenciar os seus afetos. Pressupõe-se que a sua satisfação pessoal e a sua autoestima é obtida através do trabalho. Por outro lado, observa-se uma necessidade exagerada de independência emocional havendo a forte convicção de não precisar do Outro, o que remete para a despersonalização. Conclusão: O burnout parece mais associado aos conflitos: necessidade de ser cuidado vs. autossuficiência e individuação vs. dependência e, a níveis de estrutura moderado a baixo. A Exaustão Emocional é a dimensão mais significativa para a ocorrência de fenómenos de burnout em profissionais que cuidam de população idosa na amostra estudada. Este estudo constitui-se um importante contributo para o entendimento das dimensões psicodinâmicas na génese do Burnout permitindo, assim, elações diretivas para a prevenção e tratamento; For understanding phenomena burnout in care providers elderly chronically ill Abstract: Background: In a psychodynamic perspective, the origin of the burnout has been explained as: the result of a gradual process of exhaustion and the result of the inhibition of impulses incompatible. Aim: The current thesis aimed to understand what types of internal conflicts and level of structural integration contribute to burnout in formal caregivers of elderly chronically ill. On the other hand, to understand which of the dimensions associated with burnout has greater relevance and the influence of environmental and relational factors in the development of this syndrome. Method: Three studies were conducted, cross-sectional, have been used: study 1 quantitative methodology and study 2 and 3, a mixed methodology. In study 1: sample of 265 participants, 94.3% were female (n = 250). The average age was situated at 43.04 (SD = 10.2). In trials 2 and 3, we used convenience sample, 15 participants, with 93.3% of the female. Selected according: burnout criteria (n = 7) and high levels of emotional exhaustion (n = 8). The average age is located between 41.6 (SD = 8.92) and 37.2 (SD = 11.54). Maslach Burnout Inventory (MBI-HSS) was applied for quantitative assessment and semi-structured interview was used to explore clinical indications, indication of problems, satisfying aspects and the constraints experienced in their work, and the clinical interview research, in order to apprehend the intrapsychic conflicts and mental structure. Were analyzed by an independent investigator. The content analysis was carried out through thematic analysis and Categorical (Bardin, 2011). Clinical interviews were analyzed according to the guidelines included in the OPD-2 manual. Results: Quantitative data suggest that 19.6% have high levels of emotional exhaustion, 4.9% high depersonalization and 2.6% low personal accomplishment. Qualitative data suggest that the clinical manifestation of burnout with greater relevance was Emotional Exhaustion. The factors with greater influence were interpersonal relationships, particularly between professionals and users and the experiences/ meanings associated with the work, rather than organizational factors. Models that best suits the context: The intrapersonal and relational dynamics. On the other hand, it is observed that the level of structural integration moderate to low seems to make them more likely professionals to develop high levels of emotional exhaustion and burnout. These professionals are characterized by a severe and externalized Superego, with an exaggerated Ideal Ego. Conflicts are located in the interpersonal level not being lived intrapsychically. Conflicts with predominance are: Need for care vs. autarky and individuation vs. dependence. Show a limited ability to differentiate their affections. It is assumed that the personal satisfaction and self-esteem is achieved through the work. On the other hand, it is observed in some participants an exaggerated need for emotional independence having the strong belief of not needing the Other, which refers to depersonalization. Conclusions: Burnout seems most associated with conflict: the need for care vs autarky and individuation vs dependency and structure levels moderate to low. Emotional Exhaustion is the most significant dimension to the occurrence of phenomena of burnout in professionals who care for elderly people in the study sample. This study constitutes an important contribution, to the understanding of psychodynamic dimensions in the genesis of Burnout, thus allowing elations policies for prevention and treatment.

Объект исследования: эмоциональное выгорание педагогов высшей школы. Предмет исследования: факторы влияющие на профессиональное выгорание педагогов высшей школы. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (62 источника) и приложений. Объем магистерской диссертации 82 страницы, на которых размещены 9 рисунков и 15 таблиц. Во введении раскрываются актуальность и проблемы исследования, ставятся цель, задачи исследования, определяются объект и предмет исследования, формулируются гипотеза, указываются методы, а также эмпирическая база, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по темам: профессионального и эмоционального выгорания, стресса, в том числе, организационного, тревожности, факторов выгорания педагогов высшей школы. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание методик и методов проведенного исследования и результатов, полученных по всем использованным методикам. Методика «Диагностика эмоционального выгорания личности» (В. В. Бойко). Методика диагностика профессионального «выгорания» (К. Маслач, С. Джексон, в адаптации Н.Е. Водопьяновой). Тест на выявление уровня личностной и ситуативной тревожности (Ч. Спилбергер, Ю. Ханин). Методика «Шкала организационного стресса» (Мак-Лина в адаптации Н. Е. Водопьяновой). Также в главе представлены: описательная статистика, исследование нормальности распределения, сравнительный и корреляционный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутой гипотезе.
Object of research: emotional burnout of higher school teachers. Subject of the study: factors influencing professional burnout of higher school teachers. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (62 sources) and appendices. The volume of the master's thesis is 82 pages, which contain 9 figures and 15 tables. The introduction reveals the relevance and problems of the research, sets the goal and objectives of the research, defines the object and subject of the research, formulates a hypothesis, specifies the methods and empirical base, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the following topics: professional and emotional burnout, stress, including organizational stress, anxiety, burnout factors for higher school teachers. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the methods and methods of the study and the results obtained by all the methods used. Methodology "Diagnostics of emotional burnout of the individual" (V. V. Boyko). Methods for diagnosing professional "burnout" (K. Maslach, S. Jackson, adapted by N. E. Vodopyanova). Test to identify the level of personal and situational anxiety (h. Spielberger, Yu. Khanin). The method "Scale of organizational stress" (McLean in the adaptation of N. E. Vodopyanova). The chapter also presents: descriptive statistics, the study of the normality of the distribution, comparative and correlation analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as the conclusions on the proposed hypothesis, are summarized.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
Recognizing the importance the workplace has on mental health of the individual, the objective of this study was to investigate the relationship between the burnout syndrome and the sources of physical and emotional wear which permeate the work conditions of the urban public transport system of the city of Natal. Although existent in international literature, research on burnout in the professional transport category and studies directed to this category are not a tradition in Brazil. The research was carried out using 412 drivers and money-changers of two transport companies of Natal. To collect the data, two questionnaires and a semi-structured interview were used. The first instrument, developed and validated during the research, investigated the sources of wear and the second, the syndrome of burnout. As its main results, two sources of empirical wear were identified as follows: (1) the Conflict of Values and the Lack of Justice at the Workplace, (2) Union and Reward. Besides these, it was observed that there is an incidence of the syndrome of burnout among the drivers and money-changers of urban transport by bus, not only in the caring occupations studied before in Natal and Brazil and that this incidence is related to the sources of wear which permeate the work conditions of these professionals
Reconhecendo-se a import?ncia que o local de trabalho tem para a sa?de mental do indiv?duo, o objetivo do presente estudo foi investigar a rela??o entre a s?ndrome de burnout e as fontes de desgaste f?sico e emocional que permeiam ?s condi??es de trabalho do setor de transporte coletivo urbano da cidade de Natal. Embora exista na literatura internacional pesquisa sobre burnout, na categoria profissional de transporte, n?o ? tradi??o, no Brasil, estudos direcionados para essa categoria. A pesquisa foi realizada com 412 motoristas e cobradores de duas empresas de tranporte de Natal. Para realiza??o da coleta de dados foram utilizados dois question?rios e uma entrevista semi-estruturada. O primeiro instrumento, constru?do e validado durante a pesquisa, investigou as fontes de desgaste e o segundo a s?ndrome de burnout. Como principais resultados, foram identificadas duas fontes de desgaste emp?ricas a saber: (1) o Conflito de Valores e a Falta de Justi?a no Trabalho, (2) Uni?o e Recompensa. Al?m disso, observou-se que h? incid?ncia da s?ndrome de burnout entre os motoristas e cobradores de transporte urbano via ?nibus, tanto quanto nas ocupa??es de cuidado estudadas anteriormente em Natal e no Brasil e ainda que essa incid?ncia est? relacionada ?s fontes de desgaste que permeiam as condi??es de trabalho desses profissionais

People in Sweden are living longer than ever before, as research and improvements in medical care become progressively more advanced. Yet, absenteeism related to stress and clinical burnout has increased dramatically in the past decade. The purpose of this study is to investigate employers’ support functions regarding rehabilitation from clinical burnout, from the perspective of social workers. The research was conducted using qualitative, semi-structured interview sessions with 16 social workers that either have been or are suffering from clinical burnout. The main theory used was House’s theory on different types of social support, which classifies social support into four categories. The results show that the interviewees describe emotional support in ways that do not entirely correlate with House’s theory. The interviewees emphasised the importance of the support from family and friends, that they never stopped calling or texting. This especially entails the importance of someone recognizing the person’s needs without being asked to do so, being willing to listen, assisting in understanding and processing the anxiety, as well as offering a sense of emotional security and community. The majority of respondents stressed the crucial role of managers in their return to work, for example through continuous monitoring, follow-ups and adaptation of tasks. Relatedly, most respondents meant that they lacked a way of fully recovering. The absolute majority of those claiming to lack different kinds of support from managers. Roughly half of said respondents also experienced the lack of an insufficient sense of influence and autonomy in the process of returning to work. This study shows that emotional support from the employer has great positive effects on rehabilitation and the possibility for social workers to return to work following clinical burnout.
I Sverige idag så lever människor längre än tidigare, forskning och vård är så utvecklade att vi kan hjälpa och stötta människor bättre än någonsin. Trots detta har antalet sjukskrivningar på grund av stress och utmattningssyndrom ökat explosionsartat de senaste tio åren. Syftet med denna studie är att få ta del av socionomers egna upplevelser av vilken betydelse emotionellt stöd från arbetsgivaren har för rehabiliteringsprocessen från utmattningssyndrom. Genom en kvalitativ undersökning genomfördes semistrukturerade intervjuer med 16 socionomer som är eller har varit sjukskrivna.  Den teori som används är Houses teori om olika former av socialt stöd, den delar upp socialt stöd i fyra olika former. Resultatet visar att informanterna beskriver emotionellt stöd på flera olika sätt som inte helt stämmer överens med Houses uppdelning. Informanterna lyfter fram vikten av att familj och vänner fanns där, att de inte slutade att ringa eller skicka sms. Vikten av att någon ser vad som behöver göras och bara göra, att inte behöva be om hjälp. De flesta informanterna lyfte fram vikten av att bli lyssnad på samt att få hjälp och stöd med att bearbeta och kartlägga ångesten. Att öppna sig för någon och känna sig trygg, bli sedd och vara i ett sammanhang. De flesta informanterna svarade att chefen hade en avgörande roll för deras återgång i arbete efter utmattningssyndrom bland annat genom täta avstämningar och arbetsanpassningar. Samtidigt berättade mer än hälften av informanterna att de saknade något för att komma åter på bästa sätt. Nästan alla av de som saknade något saknade olika former av chefsstöd. Drygt hälften av de informanter som saknade något, saknade känslan av delaktighet och självbestämmande i processen för återgång i arbetet. Denna studie visar att emotionellt stöd från arbetsgivaren har stor positiv effekt på rehabiliteringsprocessen och möjligheten för socionomer att komma åter i arbete efter sjukskrivning på grund av utmattningssyndrom.

Bisherige Studien deuten an, dass Emotionale Intelligenz eine wichtige Rolle in der Lehrtätigkeit spielt. Sie hilft dem Lehrer bzw. der Lehrerin mit sich selbst, aber auch mit Schülern klarzukommen. Jedoch ist bislang noch weitgehend unklar, welche Mechanismen dem Zusammenhang zwischen Emotionaler Intelligenz und berufsnahen Kriterien zugrundeliegen. Zur Klärung dieser Frage soll die vorliegende Arbeit einen Beitrag leisten. Emotionale Intelligenz wird dabei in Anlehnung an Mayer und Salovey (1997) als Fähigkeit aufgefasst. Die vorliegende Arbeit umfasst drei Artikel. Der erste Artikel beschäftigt sich mit dem Zusammenhang zwischen wahrgenommener Emotionaler Intelligenz des Lehrers und Schülerverhalten im Klassenraum. Gefunden wurde, dass Lehrer über weniger unpassendes Verhalten ihrer Schüler berichten, wenn sie selbst über hohe emotionale Fähigkeiten verfügen. Hohe Emotionale Intelligenz scheint positiv verbunden zu sein mit der Tendenz, auf die Bedürfnisse der Schüler zu fokussieren, die wiederum weniger unpassendes Verhalten im Klassenraum zeigen. Im zweiten Artikel wird der Zusammenhang zwischen Emotionaler Intelligenz und Burnout untersucht. Proaktives Coping wurde als Mediator zwischen Emotionaler Intelligenz und Burnout angenommen. Daneben wurde geprüft, ob die wahrgenommene Unterstützung durch den Vorgesetzten den vermuteten Zusammenhang zwischen Emotionaler Intelligenz und Burnout und die Dimension moderiert. Die Ergebnisse deuten darauf hin, dass Lehrer mit hoher Emotionaler Intelligenz deshalb weniger Burnout-Symptome zeigen, weil sie dazu tendieren, proaktives Coping als Strategie der Stressbewältigung zu nutzen. Sie können ihre Kompetenzen und Ressourcen offensichtlich situationsangemessen einsetzen, um emotional anspruchsvolle Situationen am Arbeitsplatz zu meistern. Darüber hinaus zeigt sich, dass wahrgenommene Unterstützung durch den Vorgesetzten den Zusammenhang zwischen Emotionaler Intelligenz und Burnout moderiert: Für Lehrer, die angaben, von ihrem Vorgesetzten unterstützt zu werden, zeigte sich der indirekte Effekt von Emotional Intelligenz auf wahrgenommene Leistungsfähigkeit über proaktives Coping deutlicher. Die Beziehung zwischen positivem und negativem Affekt, Arbeitszufriedenheit und Burnout ist Inhalt des dritten Artikels. Gefunden wurde, dass Lehrer mit hohem positiven Affekt zufriedener mit ihrer Arbeit sind als Lehrer, die negativen Affekt im Zusammenhang mit ihrer Arbeit berichten. Darüber hinaus war Arbeitszufriedenheit negativ mit dem Level an Burnout verbunden. Die Ergebnisse der Mediationsanalyse zeigen, dass Arbeitszufriedenheit den Zusammenhang zwischen Affekt und Burnout vermittelt. Zusammenfassend lässt sich also sagen, dass Lehrer mit hoher wahrgenommener Emotionaler Intelligenz erfolgreicher und zufriedener im Beruf sind und zudem eine höhere psychische Gesundheit aufweisen. Schüler von Lehrern mit hohen emotionalen Fähigkeiten scheinen deshalb weniger unpassendes Verhalten im Klassenraum zu zeigen, weil auf sie mehr geachtet und ihre Probleme und Bedürfnisse besser erkannt werden. Emotional intelligente Lehrer versuchen, Problemen im Klassenraum schon bei deren Entstehung zu begegnen, was wiederum dazu führen könnte, dass sie weniger Belastung erleben und langfristig weniger Burnoutsymptome zeigen. Dieser Prozess kann durch die Unterstützung des Vorgesetzten positiv beeinflusst werden. Daneben zeigt sich auch, dass Lehrer, die positiven Affekt gegenüber ihrer Arbeit erfahren, zufriedener mit ihrer Arbeitstätigkeit sind, was wiederum damit verbunden ist, dass jene Lehrer Burnout-Symptome in geringem Maße erleben. Daher scheint es gewinnbringend, in die Personalauswahl Emotionale Intelligenz als ein wichtiges Entscheidungskriterium einzubeziehen. Bestehende Qualifizierungsprogramme sollten zusätzlich auf eine Verbesserung der emotionalen Fähigkeiten abzielen. Weiteres Potential zur Intervention von Burnout besteht im Aufbau oder der Stabilisierung kooperativer Beziehungen zwischen Lehrer und Vorgesetztem
Many teachers experience high levels of stress from their work, but not all of them suffer from burnout. Why are some teachers less likely to succumb to burnout than others? How can teachers avoid suffering from burnout and continue to have a good influence on the behavior of their students? One reason that some teachers are able to avoid burnout might be that these teachers embody personality characteristics such as emotional intelligence and proactive coping, and these characteristics may act as resources that counteract burnout. Another reason might be that they experience feelings of positive affect from their work and feel satisfied with their jobs. Perhaps this occurs because emotional intelligence helps teachers to understand the emotions of their students and to interact with them. Or perhaps these teachers are engaged in their jobs, and this might reduce the risk of burnout. Proactive coping helps teachers to use their resources to overcome their difficulties and to manage the demands they face, which aids in preventing burnout. Emotional intelligence can help teachers to control their emotions and be able to think effectively and use active strategies to find solutions to their problems. In my thesis, I expected that emotional intelligence would have a direct negative effect on burnout and an indirect effect on it through proactive coping. Furthermore, proactive coping was expected to be positively related to emotional intelligence and negatively related to burnout. Perceived supervisor support in the form of information, advice, and feedback provided by supervisors may help teachers to more actively deal with stressors. I assumed that perceived support from supervisors would moderate the influence of emotional intelligence on reduced personal accomplishment through proactive coping. However, teachers with positive affect tend to derive enjoyment from their work and to find their jobs interesting in spite of many difficulties. They are satisfied with their jobs, and this may prevent them from experiencing burnout. Positive affect is considered to be a stable personality variable, whereas job satisfaction is a temporal attitude toward one’s job; therefore, positive affect was expected to predict job satisfaction and to be positively related to it. Burnout is more of a job outcome that results from having excessive stress for a long time, whereas job satisfaction is an evaluative response to one’s job. Job satisfaction also means that a person enjoys his or her career and is engaged in it; people who are satisfied tend to feel energized and competent and are protected from being at risk of burnout. Thus, job satisfaction was expected to contribute to the prediction of burnout by being negatively linked to it. In addition, teachers who experience positive emotions while working as teachers tend to want to keep working as teachers despite any setbacks that they experience. They have positive attitudes about their jobs and are thus satisfied with them. Therefore, it was expected that positive affect would predict job satisfaction and would be positively related to it. Having positive emotions in the workplace can help teachers to like their work and to find pleasure in it. They then probably exhibit good job performance and this prevents them from suffering from burnout. Therefore, I assumed that job satisfaction would mediate the relation between positive affect and burnout. Little attention has been given to the relation between teachers’ emotional intelligence and student misconduct in the literature, but these factors may be linked. Emotionally intelligent teachers are aware of their own emotions; thus, they can regulate their own negative emotions so they can act as a role model for the students and influence the behavior of their students. Emotional intelligence also helps teachers to understand their students’ emotions, to address their students’ emotions in a positive fashion, and to establish warm relationships with their students. Emotionally intelligent teachers can understand their students and motivates these students so the teachers can focus on helping their students to accomplish their goals. These factors strengthen the relationships between the teachers and their students and have a positive impact on the behavior of the students. This thesis consists of three studies.The aim of the first study was to investigate the link between emotional intelligence and student misconduct through attention to student needs. The findings showed that attention to student needs mediates the emotional intelligence- student misconduct relation. Identifying the factors that are related to burnout is important as this can help to reduce the risk of such negative outcomes. Although many studies have been conducted on the resources that protect teachers from burnout, few studies have examined the relation between burnout and personal resources such as emotional intelligence and proactive coping. Therefore, I tested how these factors are related to burnout in direct and indirect ways. The role of perceived supervisor support has also been neglected. Thus, I tested the relation between emotional intelligence and burnout through proactive coping in the second study. In addition, I tested the moderating role of perceived supervisor support on the link between emotional intelligence and reduced personal accomplishment through proactive coping. The results showed that proactive coping mediated the impact of emotional intelligence on burnout, and perceived supervisor support moderated the influence of emotional intelligence on reduced personal accomplishment through proactive coping. Emotions in the work environment play an essential role in job satisfaction and seem to protect teachers from experiencing burnout. The purpose of the third study was to examine the relations between positive affect, job satisfaction, and burnout and to determine whether job satisfaction would mediate the association between positive affect and burnout. The results indicated that positive affect was positively related to job satisfaction and negatively related to burnout, and job satisfaction functioned as a mediator between positive affect and burnout

The thesis deals with the concept of stress and emotional intelligence. First, it discusses the major theories of stress, coping strategies and resilience. Furthermore, they are presented and described in more detail methods for identifying coping strategies. The next chapter describes the burnout syndrome and its causes. Chapter emotional intelligence deals with theoretical inputs of these issues and, as with stress are also presented in this chapter methods of detecting emotional intelligence. The last chapter focuses on the personality of the prison warden and qualification requirements for the profession. The empirical part deals with the research of emotional intelligence and coping strategies among prison guards. Subsequently outputs are evaluated quantitatively processed results of these two variables and the correlation between them.

Застука С. В. Особливості професійного вигорання спеціалістів системи людина-знак : кваліфікаційна робота магістра спеціальності 053 «Психологія» / наук. керівник Г. О. Горбань. Запоріжжя : ЗНУ, 2020. 77 с.
UA : Робота викладена на 77 сторінки, 13 таблиць, 8 рисунків. Перелік посилань включає 57 джерел. Об’єкт дослідження – професійне вигорання. На сучасному етапі розвитку суспільства в умовах соціально-економічної нестабільності, конкурентної боротьби на ринку праці, громадських стресів, підвищується рівень вимог, що пред’являється до професіоналізму особистості. Разом з тим далеко не кожен має можливість пристосуватися, продуктивно виконувати свою професійну діяльність і соціальну роль, і завдяки цьому збільшується ймовірність формування негативних психічних станів. Професійна діяльність людини обумовлює формування особливостей його свідомості, психічних процесів і властивостей, особистісних якостей і рис. Вона може сприяти розвитку людини, бути передумовою для формування творчих здібностей і, отже, індивідуального стилю діяльності. Але за певних обставинах, може викликати зворотний ефект, тобто блокування особистісного зростання робітника. Наукова новизна полягає в визначенні психологічних особливостей синдрому професійного вигорання бухгалтерів; вивченні динаміки і рівня розвитку синдрому професійного вигорання і соціально-психологічних детермінант його виникнення, розробці пропозицій щодо профілактики вигорання у бухгалтерів.
EN : The work is presented on 77 pages, 13 tables, 8 figures. The list of links includes 57 sources. The object of research is professional burnout. At the present stage of development of society in conditions of socio-economic instability, competition in the labor market, social stress, the level of requirements for the professionalism of the individual increases. However, not everyone has the opportunity to adapt, productively perform their professional activities and social role, and this increases the likelihood of the formation of negative mental states. Professional activity of the person causes formation of features of its consciousness, mental processes and properties, personal qualities and features. It can promote human development, be a prerequisite for the formation of creative abilities and, consequently, individual style of activity. But under certain circumstances, it can cause the opposite effect, ie blocking the personal growth of the worker. The scientific novelty is to determine the psychological characteristics of the syndrome of professional burnout of accountants; study of the dynamics and level of development of the burnout syndrome and socio-psychological determinants of its occurrence, development of proposals for the prevention of burnout in accountants.

The objective of this thesis is map whenever there are differences between teachers and their danger level of burnout syndrome. The next aim is the finding if there are some differences between men and women in coping with burnout syndrome and if their coping strategies are different. The theoretical part is focused on describing burnout syndrome, its symptoms, impacts and coping strategies which have been already defined by other authors. Analysis of coping strategies is part of the theoretical part too. Empirical work is based on the research that I realized. The research is two-phased. In the first phase teachers filled the questionnaire which is focused on the burnout syndrome. In the second phase, there were interviews which were realized with women and men picked based on outcomes of the first phase. Teachers from basic schools, secondary technical schools, grammar schools and secondary vocational schools. The interviews were realized with six respondents. Data gained from questionnaires and interviews are compared in terms of the type of school and in terms of gender. The main results of my research are following. Gender does not differ in manifestation of burn-out syndrome, burnout syndrome symptoms are gender-neutral. The frequency of burnout syndrome manifestation differs depending on the...

A síndrome de burnout, considerada um grande impacto na saúde do trabalhador do século XXI, constitui-se num fenômeno complexo e multidimensional, resultante da interação entre aspetos individuais e o ambiente do trabalho, interpretada como resposta ao stress laboral crônico. Definida pela exaustão emocional, despersonalização e realização pessoal, designa um estado de fadiga física e emocional crónico dos profissionais, que pode comprometer as organizações. O presente estudo teve como objetivo avaliar a síndrome de burnout numa amostra de setenta e um Ajudantes de Ação Direta que trabalham em Lares Residenciais para Idosos no distrito de Viseu, através do MBI-HSS (Maslach Burnout Inventory – Human Services Survey), instrumento de perceção de sinais e sintomas de stress e caraterização sociodemográfica dos participantes. Trata-se de um estudo descritivo com abordagem quantitativa. De acordo com os resultados, estima-se que 15% da amostra em estudo apresenta síndrome de burnout uma vez que evidenciam altos níveis de exaustão emocional e despersonalização e baixos níveis de realização pessoal. Melhorar o ambiente de trabalho, o humor de alguns funcionários, o trabalho em equipa, melhorar o relacionamento com os idosos, o aumento do número de trabalhadores, e o aumento do salário são algumas das estratégias propostas pelos Ajudantes de Ação Direta, participantes do estudo, para que possam sentir-se ainda melhor no seu meio de trabalho.
The burnout syndrome is considered a great impact in the 21st century worker's personal health. It is a complex and multidimensional phenomenon, resulting from the interaction between the work environment and individuals aspects, interpreted as an answer to chronic work stress. Defined by emotional exhaustion, depersonalization and personal accomplishment, the Burnout Syndrome often refers to a chronic physical and emotional exhaustion of professionals that may compromise the organizations. This study aimed to measure the Burnout Syndrome with a sample of seventy one Patient Care Assistant working in residential care homes for the elderly in the district of Viseu, using the MBI-HSS (Maslach Burnout Inventory – Human Services Survey) application, instrument of perception of signs and symptoms of stress a of professional and the sociodemographic characteristics of the participants. It is a descriptive study with a quantitative approach. According to the results, it is estimated that 15% of the test sample presents burnout syndrome, showing high levels of emotional exhaustion and depersonalization and low levels of personal accomplishment. Improve the working environment, de mood of some collaborators, the teamwork, the relationship with the elderly, increase the number of employees and rising wages are some of the strategies proposed by the Patient Care Assistant, participants of the current study, so they can fell even better in their work environment.

Os estudantes de medicina dentária (EMD) e os médicos dentistas (MD) estão cada vez mais suscetíveis a altos níveis de stress e burnout, com repercussão negativa na sua vida pessoal e profissional. O burnout é uma síndrome psicológica multifatorial, descrita através de três dimensões: elevada exaustão emocional, elevada despersonalização/cinismo e baixa realização profissional/eficácia, profissional. O principal objetivo desta dissertação é contribuir para uma maior compreensão da Síndrome de Burnout, conhecer os fatores de vulnerabilidade que suscetibilizam o seu aparecimento nos EMD e nos MD, perceber se existem medidas de prevenção, deteção precoce e tratamento. Foi realizada uma pesquisa bibliográfica baseada em artigos científicos com recurso à base de dados MEDLINE/PubMed. Concluiu-se que a ocorrência da síndrome de burnout em EMD e em MD é frequente, estando associada a diversos fatores. Seria importante considerar estratégias de coping para conseguirem lidar e ultrapassar as circunstâncias adversas ou geradoras de stress, bem como os problemas e para controlo das emoções a que estão suscetíveis durante o período da formação universitária, bem como ao longo de todo o percurso profissional como MD.
Dental students and dentists are increasingly susceptible to high levels of stress and burnout, with negative impact on their personal and professional lives. Burnout is a multifactorial psychological syndrome, described through three dimensions: high emotional exhaustion, high depersonalization/cynicism and low professional achievement/effectiveness. The main objective of this dissertation is to contribute for a better understanding of Burnout Syndrome, to know the vulnerability factors that contribute to the susceptibility of appearing in dental students and dentists, to realize if there are preventive measures and also early detection and treatment. A bibliographic research based on scientific articles was performed using the MEDLINE/PubMed databases. It was concluded that the occurrence of burnout in dental students and dentists is frequent, being associated with several factors. It would be important to consider coping strategies to deal with and overcome the adverse or stressful circumstances, as the problems and emotional control which they are susceptible during college education, as well as throughout their professional career as a dentist.

The thesis is dealing with the problematics of burnout syndrome and engagement in teaching profession in different types of schools and grades. Its objective is to detect the degree of burnout in a selected sample of teachers and map the main determinants of contentment related to engaged teachers. The theoretical part defines the concept of burnout syndrome, its development, progress, signs, causes and diagnostics. It clarifies the development of burnout in teaching profession. Furthermore, it describes the key characteristics of engagement, the diagnostic methods and the relationship between teaching and engagement. The empiric part has two goals: to find out the degree of burnout in teachers and depict the essential factors which contribute to their engagement. The research was based on questionnaires and interviews and answered the research questions. The results are presented in tables and graphs. In conclusion, there are some suggestions how to lower the risk of genesis and growth of burnout syndrome. KEY WORDS Burnout syndrome, work load, stress, emotional exhaustion, fatigue, teaching profession, engagement, flow, well-being.

Актуальність проблеми подолання стресу у медичних працівників зумовлена реаліями сучасного суспільства, змінними процесами, які відбуваються у галузі останнім часом та в суспільстві загалом. У сучасному суспільстві утвердилася тенденція посилено накопичувати психологічне напруження та з труднощами позбуватися його. Саме здатність долати стресові ситуації є запорукою психічного здоров’я людей. Мета дослідження полягає у виявленні у медичних працівників професійного стресу та визначення методів його попередження під час їх професійної діяльності.
The urgency of the problem of overcoming stress in health professionals is due to the realities of modern society, the changing processes taking place in the industry recently and in society as a whole. In modern society, there is a tendency to accumulate psychological stress and find it difficult to get rid of it. It is the ability to cope with stressful situations that is the key to people's mental health. The purpose of the study is to identify occupational stress in health professionals and identify methods to prevent it during their professional activities.

Кащенко О. А. Психолого-педагогічна компетентність як фактор збереження та зміцнення професійного здоров’я вчителя : кваліфікаційна робота магістра спеціальності 011 "Освітні, педагогічні науки" / наук. керівник В. В. Овсяннікова. Запоріжжя : ЗНУ, 2020. 91 с.
UA : Робота викладена на 91 сторінки друкованого тексту, містить 7 таблиць, 3 рисунки. Перелік посилань включає 78 джерел. Об’єкт дослідження: процес збереження та укріплення професійного здоров'я вчителя. Актуальність роботи полягає в недостатній розробленості психолого-педагогічних засобів активізації особистісних резервів учителя, що сприяють збереженню й зміцненню його професійного здоров'я. В роботі проаналізовано наукові підходи до вивчення проблеми професійного здоров'я педагога, визначено особистісні характеристики (показники), що входять у структуру професійного здоров'я, обґрунтовано поняття психолого-педагогічної компетентності вчителя, проведено експериментальне дослідження впливу синдрому емоційного вигоряння на рівень професійного здоров'я вчителя. Наукова новизна полягає в розширенні поняття «психолого-педагогічна компетентність» учителя за рахунок введення компетентності в області здоров'я як компонента інтегральної характеристики особистості вчителя.
EN : The work is presented on 91 pages of printed text, contains 7 tables, 3 figures. The list of references includes 78 sources. The object of the study: the process of preserving and strengthening the professional health of the teacher. The urgency of the work lies in the insufficient development of psychological and pedagogical means of activating the teacher's personal reserves, which contribute to the preservation and enhancement of his professional health. The paper analyzes the scientific approaches to the study of the problem of professional health of the teacher, defines the personal characteristics (indicators) that are part of the structure of professional health, substantiates the concept of psychological and pedagogical competence of the teacher, conducted an experimental study of the influence of emotional burnout syndrome on the level of professional health I'm a teacher. The scientific novelty is to broaden the concept of "psychological and pedagogical competence" of the teacher by introducing competence in the field of health as a component of the integral characteristic of the teacher's personality.

Bisherige Studien deuten an, dass Emotionale Intelligenz eine wichtige Rolle in der Lehrtätigkeit spielt. Sie hilft dem Lehrer bzw. der Lehrerin mit sich selbst, aber auch mit Schülern klarzukommen. Jedoch ist bislang noch weitgehend unklar, welche Mechanismen dem Zusammenhang zwischen Emotionaler Intelligenz und berufsnahen Kriterien zugrundeliegen. Zur Klärung dieser Frage soll die vorliegende Arbeit einen Beitrag leisten. Emotionale Intelligenz wird dabei in Anlehnung an Mayer und Salovey (1997) als Fähigkeit aufgefasst. Die vorliegende Arbeit umfasst drei Artikel. Der erste Artikel beschäftigt sich mit dem Zusammenhang zwischen wahrgenommener Emotionaler Intelligenz des Lehrers und Schülerverhalten im Klassenraum. Gefunden wurde, dass Lehrer über weniger unpassendes Verhalten ihrer Schüler berichten, wenn sie selbst über hohe emotionale Fähigkeiten verfügen. Hohe Emotionale Intelligenz scheint positiv verbunden zu sein mit der Tendenz, auf die Bedürfnisse der Schüler zu fokussieren, die wiederum weniger unpassendes Verhalten im Klassenraum zeigen. Im zweiten Artikel wird der Zusammenhang zwischen Emotionaler Intelligenz und Burnout untersucht. Proaktives Coping wurde als Mediator zwischen Emotionaler Intelligenz und Burnout angenommen. Daneben wurde geprüft, ob die wahrgenommene Unterstützung durch den Vorgesetzten den vermuteten Zusammenhang zwischen Emotionaler Intelligenz und Burnout und die Dimension moderiert. Die Ergebnisse deuten darauf hin, dass Lehrer mit hoher Emotionaler Intelligenz deshalb weniger Burnout-Symptome zeigen, weil sie dazu tendieren, proaktives Coping als Strategie der Stressbewältigung zu nutzen. Sie können ihre Kompetenzen und Ressourcen offensichtlich situationsangemessen einsetzen, um emotional anspruchsvolle Situationen am Arbeitsplatz zu meistern. Darüber hinaus zeigt sich, dass wahrgenommene Unterstützung durch den Vorgesetzten den Zusammenhang zwischen Emotionaler Intelligenz und Burnout moderiert: Für Lehrer, die angaben, von ihrem Vorgesetzten unterstützt zu werden, zeigte sich der indirekte Effekt von Emotional Intelligenz auf wahrgenommene Leistungsfähigkeit über proaktives Coping deutlicher. Die Beziehung zwischen positivem und negativem Affekt, Arbeitszufriedenheit und Burnout ist Inhalt des dritten Artikels. Gefunden wurde, dass Lehrer mit hohem positiven Affekt zufriedener mit ihrer Arbeit sind als Lehrer, die negativen Affekt im Zusammenhang mit ihrer Arbeit berichten. Darüber hinaus war Arbeitszufriedenheit negativ mit dem Level an Burnout verbunden. Die Ergebnisse der Mediationsanalyse zeigen, dass Arbeitszufriedenheit den Zusammenhang zwischen Affekt und Burnout vermittelt. Zusammenfassend lässt sich also sagen, dass Lehrer mit hoher wahrgenommener Emotionaler Intelligenz erfolgreicher und zufriedener im Beruf sind und zudem eine höhere psychische Gesundheit aufweisen. Schüler von Lehrern mit hohen emotionalen Fähigkeiten scheinen deshalb weniger unpassendes Verhalten im Klassenraum zu zeigen, weil auf sie mehr geachtet und ihre Probleme und Bedürfnisse besser erkannt werden. Emotional intelligente Lehrer versuchen, Problemen im Klassenraum schon bei deren Entstehung zu begegnen, was wiederum dazu führen könnte, dass sie weniger Belastung erleben und langfristig weniger Burnoutsymptome zeigen. Dieser Prozess kann durch die Unterstützung des Vorgesetzten positiv beeinflusst werden. Daneben zeigt sich auch, dass Lehrer, die positiven Affekt gegenüber ihrer Arbeit erfahren, zufriedener mit ihrer Arbeitstätigkeit sind, was wiederum damit verbunden ist, dass jene Lehrer Burnout-Symptome in geringem Maße erleben. Daher scheint es gewinnbringend, in die Personalauswahl Emotionale Intelligenz als ein wichtiges Entscheidungskriterium einzubeziehen. Bestehende Qualifizierungsprogramme sollten zusätzlich auf eine Verbesserung der emotionalen Fähigkeiten abzielen. Weiteres Potential zur Intervention von Burnout besteht im Aufbau oder der Stabilisierung kooperativer Beziehungen zwischen Lehrer und Vorgesetztem.:1 Introduction 1 2 Burnout 3 2.1 Risk factors for burnout 3 2.2 Assessment of burnout 4 2.3 Consequences of burnout 6 2.4 Protective factors against burnout 6 2.4.1 Protective facotrs at the individual level 6 2.4.2 Protective factors at the organizational level 8 3 The situation of Syrian teachers 8 4 General questions of the studies and general hypotheses 9 4.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 10 4.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 10 4.3 Positive Affect, Job Satisfaction, and Burnout 11 5 Studies 12 5.1 Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom 12 5.2 Emotional Intelligence, Proactive Coping, and Burnout in Syrian Teachers: Examination of a Mediation Model 25 5.3 The Role of Job Satisfaction as a Mediator between Positive Affect and Burnout 45 6 General Findings of the Three Studies 58 6.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 58 6.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 58 6.3 Positive Affect, Job Satisfaction, and Burnout 59 7 General Discussion 59 8 Limitations and implications for future research 61 9 Conclusions 63 10 References 65
Many teachers experience high levels of stress from their work, but not all of them suffer from burnout. Why are some teachers less likely to succumb to burnout than others? How can teachers avoid suffering from burnout and continue to have a good influence on the behavior of their students? One reason that some teachers are able to avoid burnout might be that these teachers embody personality characteristics such as emotional intelligence and proactive coping, and these characteristics may act as resources that counteract burnout. Another reason might be that they experience feelings of positive affect from their work and feel satisfied with their jobs. Perhaps this occurs because emotional intelligence helps teachers to understand the emotions of their students and to interact with them. Or perhaps these teachers are engaged in their jobs, and this might reduce the risk of burnout. Proactive coping helps teachers to use their resources to overcome their difficulties and to manage the demands they face, which aids in preventing burnout. Emotional intelligence can help teachers to control their emotions and be able to think effectively and use active strategies to find solutions to their problems. In my thesis, I expected that emotional intelligence would have a direct negative effect on burnout and an indirect effect on it through proactive coping. Furthermore, proactive coping was expected to be positively related to emotional intelligence and negatively related to burnout. Perceived supervisor support in the form of information, advice, and feedback provided by supervisors may help teachers to more actively deal with stressors. I assumed that perceived support from supervisors would moderate the influence of emotional intelligence on reduced personal accomplishment through proactive coping. However, teachers with positive affect tend to derive enjoyment from their work and to find their jobs interesting in spite of many difficulties. They are satisfied with their jobs, and this may prevent them from experiencing burnout. Positive affect is considered to be a stable personality variable, whereas job satisfaction is a temporal attitude toward one’s job; therefore, positive affect was expected to predict job satisfaction and to be positively related to it. Burnout is more of a job outcome that results from having excessive stress for a long time, whereas job satisfaction is an evaluative response to one’s job. Job satisfaction also means that a person enjoys his or her career and is engaged in it; people who are satisfied tend to feel energized and competent and are protected from being at risk of burnout. Thus, job satisfaction was expected to contribute to the prediction of burnout by being negatively linked to it. In addition, teachers who experience positive emotions while working as teachers tend to want to keep working as teachers despite any setbacks that they experience. They have positive attitudes about their jobs and are thus satisfied with them. Therefore, it was expected that positive affect would predict job satisfaction and would be positively related to it. Having positive emotions in the workplace can help teachers to like their work and to find pleasure in it. They then probably exhibit good job performance and this prevents them from suffering from burnout. Therefore, I assumed that job satisfaction would mediate the relation between positive affect and burnout. Little attention has been given to the relation between teachers’ emotional intelligence and student misconduct in the literature, but these factors may be linked. Emotionally intelligent teachers are aware of their own emotions; thus, they can regulate their own negative emotions so they can act as a role model for the students and influence the behavior of their students. Emotional intelligence also helps teachers to understand their students’ emotions, to address their students’ emotions in a positive fashion, and to establish warm relationships with their students. Emotionally intelligent teachers can understand their students and motivates these students so the teachers can focus on helping their students to accomplish their goals. These factors strengthen the relationships between the teachers and their students and have a positive impact on the behavior of the students. This thesis consists of three studies.The aim of the first study was to investigate the link between emotional intelligence and student misconduct through attention to student needs. The findings showed that attention to student needs mediates the emotional intelligence- student misconduct relation. Identifying the factors that are related to burnout is important as this can help to reduce the risk of such negative outcomes. Although many studies have been conducted on the resources that protect teachers from burnout, few studies have examined the relation between burnout and personal resources such as emotional intelligence and proactive coping. Therefore, I tested how these factors are related to burnout in direct and indirect ways. The role of perceived supervisor support has also been neglected. Thus, I tested the relation between emotional intelligence and burnout through proactive coping in the second study. In addition, I tested the moderating role of perceived supervisor support on the link between emotional intelligence and reduced personal accomplishment through proactive coping. The results showed that proactive coping mediated the impact of emotional intelligence on burnout, and perceived supervisor support moderated the influence of emotional intelligence on reduced personal accomplishment through proactive coping. Emotions in the work environment play an essential role in job satisfaction and seem to protect teachers from experiencing burnout. The purpose of the third study was to examine the relations between positive affect, job satisfaction, and burnout and to determine whether job satisfaction would mediate the association between positive affect and burnout. The results indicated that positive affect was positively related to job satisfaction and negatively related to burnout, and job satisfaction functioned as a mediator between positive affect and burnout.:1 Introduction 1 2 Burnout 3 2.1 Risk factors for burnout 3 2.2 Assessment of burnout 4 2.3 Consequences of burnout 6 2.4 Protective factors against burnout 6 2.4.1 Protective facotrs at the individual level 6 2.4.2 Protective factors at the organizational level 8 3 The situation of Syrian teachers 8 4 General questions of the studies and general hypotheses 9 4.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 10 4.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 10 4.3 Positive Affect, Job Satisfaction, and Burnout 11 5 Studies 12 5.1 Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom 12 5.2 Emotional Intelligence, Proactive Coping, and Burnout in Syrian Teachers: Examination of a Mediation Model 25 5.3 The Role of Job Satisfaction as a Mediator between Positive Affect and Burnout 45 6 General Findings of the Three Studies 58 6.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 58 6.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 58 6.3 Positive Affect, Job Satisfaction, and Burnout 59 7 General Discussion 59 8 Limitations and implications for future research 61 9 Conclusions 63 10 References 65

This diploma thesis is theoretically-empirical. The theoretical part provides us with information about stress and burnout syndrome obtained on the basis of study of relevant literature. It defines the basic concepts of stress and burnout syndrome and introduces us to their basic characteristics. In the second empirical part is the rate and frequency of burnout staff is determined on the basis of a questionnaire survey in the sample of pedagogical staff. As a partical part targeted interviews with selected teachers are used as a complementary method.

Empathy of Workers in Helping Professions The term empathy means the ability to understand emotions of other people. It is the person´s ability to understand the mental condition of the other person with whom he or she is in immediate contact. Such understanding makes it possible to understand emotions, thinking, acting, behavior and attitudes of other people. To empathize with someone the person needs to efficiently focus and concentrate on the other person and to have the sufficient will to do so. Empathy is a complex psychological experience. The objective of the thesis is to determine whether the attitudes to empathy and experience of difficulties associated with empathy are different among personal assistants and nurses. The research was conducted among personal assistants operating in the district of České Budějovice and among nurses working in the hospital in Jindřichův Hradec. The respondents were of diverse ages with a different representation of men and women. The method of the research was inquiry with a questionnaire technique. I formulated three hypotheses in total. All the hypotheses have been confirmed by the completed research. The thesis may be used as a source of information for the general public, as well as for teaching purposes.

The thesis explains the concept of crisis, crisis intervention and telephone crisis intervention, its procedures and techniques. It's focused on history of Helplines not only in Czech Republic but also in the world. It looks closely at the format and principles involved in Helpline call management. The thesis identifies requirements that are imposed on trained specialists and presents some of the institutions that organize training in telephone crisis intervention. Not only Czech but also international organizations focusing on telephone crisis interventions are introduced. A telephone counselors might be at risk for so-cold "burnout syndrome", therefore, the thesis includes chapters devoted to supervision practice and mental hygiene. Finally, the specific Helpline calls are listed.