nach oben

Administration and Policy in Mental Health and Mental Health Services Research

Erschienen in:

17.09.2018 | Original Article

Boon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers’ Emotional Exhaustion

verfasst von: Rachel R. Ouellette, Melanie Pellecchia, Rinad S. Beidas, Rukiya Wideman, Ming Xie, David S. Mandell

Erschienen in: Administration and Policy in Mental Health and Mental Health Services Research | Ausgabe 1/2019

Einloggen, um Zugang zu erhalten

Abstract

This study examined the association between (1) beginning-of-the-year emotional exhaustion and use of three evidence-based practices (EBP) for children with autism spectrum disorder; and (2) use of these EBP and end-of-year emotional exhaustion among 46 kindergarden to 2nd grade autism support teachers participating in a randomized trial. Emotional exhaustion was measured at the end and beginning of the school year using a subscale of the Maslach Burnout Inventory. Fidelity was measured using monthly observations, coded by research assistants trained to reliability. Correlations were used to examine unadjusted associations and ordinary least squares regression was used to examine associations adjusted for beginning-of-year burnout, years teaching, and average change in student cognitive functioning. Emotional exhaustion at the beginning of the year was not associated with EBP use. Greater fidelity to each EBP was associated with lower end-of-year emotional exhaustion (coefficients ranging from − .34 to − 1.13, all p’s < .05). Results indicate that helping teachers implement EBP with greater fidelity may help reduce burnout, a substantial challenge in the field.

Aarons, G. A. (2005). Measuring provider attitudes toward evidence-based practice: Organizational context and individual differences. Child and Adolescent Psychiatric Clinics of North America, 14, 255–271. https://doi.org/10.1016/j.chc.2004.04.008.CrossRefPubMedPubMedCentral

Aarons, G. A., Fettes, D. L., Flores, L. E., & Sommerfeld, D. H. (2009). Evidence-based practice implementation and staff emotional exhaustion in children’s services. Behaviour Research and Therapy, 47, 954–960. https://doi.org/10.1016/j.brat.2009.07.006.CrossRefPubMedPubMedCentral

Aarons, G. A., & Palinkas, L. A. (2007). Implementation of evidence-based practice in child welfare: Service provider perspectives. Administration and Policy in Mental Health and Mental Health Services Research, 34, 411–419. https://doi.org/10.1007/s10488-007-0121-3.CrossRefPubMed

Arick, J., Loos, L., Falco, R., & Krug, D. A. (2004). The STAR program: Strategies for teaching based on autism research. Austin: PRO-ED.

Arick, J. R., Young, H. E., Falco, R. A., Loos, L. M., Krug, D. A., Gense, M. H., et al. (2003). Designing an outcome study to monitor the progress of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(2), 75–87. https://doi.org/10.1177/108835760301800201.CrossRef

Barlow, D. H., Levitt, J. T., & Bufka, L. F. (1999). The dissemination of empirically supported treatments: A view to the future. Behaviour Research and Therapy, 37, 147–162. https://doi.org/10.1016/S0005-7967(99)00054-6.CrossRef

Beidas, R. S., Marcus, S., Aarons, G., Hoagwood, K. E., Schoenwald, S., Evans, A. C., et al. (2015). Predictors of community therapists’ use of therapy techniques in a large public mental health system. JAMA Pediatrics, 169(4), 374–382. https://doi.org/10.1001/jamapediatrics.2014.3736.CrossRefPubMedPubMedCentral

Beidas, R. S., Marcus, S., Wolk, C. B., Powell, B., Aarons, G. A., Evans, A. C., et al. (2016). A prospective examination of clinician and supervisor turnover within the context of implementation of evidence-based practices in a publicly-funded mental health system. Administration and Policy in Mental Health and Mental Health Services Research, 43(5), 640–649. https://doi.org/10.1007/s10488-015-0673-6.CrossRefPubMed

Blankertz, L. E., & Robinson, S. E. (1997). Turnover intention of community mental health workers in psychosocial rehabilitation services. Community Mental Health Journal, 33, 517–529. https://doi.org/10.1023/A:1025000703487.CrossRefPubMed

Burns, B. J. (2003). Children and evidence-based practice. Psychiatric Clinics of North America, 26(4), 955–970. https://doi.org/10.1016/S0193-953X(03)00071-6.CrossRefPubMed

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356.CrossRef

Cropanzano, R., Rupp, D. E., & Byrne, Z. S. (2003). The relationship of emotional exhaustion to work attitudes, job performance, and organizational citizenship behaviors. Journal of Applied Psychology, 88(1), 160–169. https://doi.org/10.1037/0021-9010.88.1.160.CrossRefPubMed

Darling-Hammond, L. (2001). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.

Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The early start Denver model. Pediatrics, 125(1), e17–e23. https://doi.org/10.1542/peds.2009-0958.CrossRefPubMed

Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41(5), 597–609. https://doi.org/10.1007/s10803-010-1081-0.CrossRefPubMedPubMedCentral

Domitrovich, C. E., Gest, S. D., Gill, S., Jones, D. J., & DeRouise, R. S. (2009). Individual factors related to the professional development process of the Head Start REDI intervention. Early Education and Development, 20, 402–430. https://doi.org/10.1080/10409280802680854.CrossRefPubMedPubMedCentral

Domitrovich, C. E., Pas, E. T., Bradshaw, C. P., Becker, K. D., Keperling, J. P., Embry, D. D., et al. (2015). Individual and school organizational factors that influence implementation of the PAX good behavior game intervention. Prevention Science, 16(8), 1064–1074. https://doi.org/10.1007/s11121-015-0557-8.CrossRefPubMed

Duyar, I., Gumus, S., & Bellibas, M. S. (2013). Multilevel analysis of teacher work attitudes. International Journal of Education Management, 27, 700–719. https://doi.org/10.1108/IJEM-09-2012-0107.CrossRef

Elliott, C. D. (1990). Differential ability scales (2nd ed.). Pearson: San Antonio.

Friedman-Krauss, A. H., Raver, C. C., Neuspiel, J. M., & Kinsel, J. (2014). Child behavior problems, teacher executive functions, and teacher stress in head start classrooms. Early Education and Development, 25(5), 681–702. https://doi.org/10.1080/10409289.2013.825190.CrossRefPubMed

Geurts, S. A., Schaufeli, W. B., & De Jonge, J. (1998). Burnout and intention to leave among mental health care workers. Journal of Clinical and Social Psychology, 17(3), 341–362. https://doi.org/10.1521/jscp.1998.17.3.341.CrossRef

Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87–106. https://doi.org/10.1007/s12564-015-9411-8.CrossRef

Glisson, C. (1992). Structure and technology in human service organizations. In Y. Hasenfeld (Ed.), Human services as complex organizations (pp. 184–202). Thousand Oaks: Sage Publications.

Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82, 581–629. https://doi.org/10.1111/j.0887-378X.2004.00325.x.CrossRefPubMedPubMedCentral

Greenwood, C. R. (2001). Bridging the gap between research and practice in special education: Issues and implications for teacher preparation. Teacher Education and Special Education, 24(4), 273–275. https://doi.org/10.1177/088840640102400402.CrossRef

Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679. https://doi.org/10.1007/s10802-005-7646-2.CrossRefPubMed

Hoagwood, K., Burns, B. J., Kiser, L., Ringeisen, H., & Schoenwald, S. K. (2001). Evidence-based practice in child and adolescent mental health services. Psychiatric Services, 52(9), 1179–1189. https://doi.org/10.1176/appi.ps.52.9.1179.CrossRefPubMed

Kealey, E. M. (2015). Organizational factors associated with implementation of evidence-based practices: Multiple family group psychoeducation in New York state. Available from PsycINFO. (1653145581; 2015-99030-157).

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237.CrossRef

Knudsen, H., Ducharme, L., & Roman, P. M. (2009). Turnover intention and emotional exhaustion ‘‘at the top’’: Adapting the job demands-resources model to leaders of addiction treatment organizations. Journal of Occupational Health Psychology, 14(1), 84–95. https://doi.org/10.1037/a0013822.CrossRefPubMedPubMedCentral

Knudsen, H. K., Ducharme, L. J., & Roman, P. M. (2006). Counselor emotional exhaustion and turnover intention in therapeutic communities. Journal of Substance Abuse Treatment, 31(2), 173–180. https://doi.org/10.1016/j.jsat.2006.04.003.CrossRefPubMed

Larson, M., Cook, C. R., Fiat, A., & Lyon, A. R. (2018). Stressed teachers don’t make good implementers: Examining the interplay between stress reduction and intervention fidelity. School Mental Health, 10, 61–76. https://doi.org/10.1007/s12310-018-9250-y.CrossRef

Lee, R. T., & Ashforth, B. E. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology, 81(2), 123–133. https://doi.org/10.1037/0021-9010.81.2.123.CrossRefPubMed

Lindsay, J., Perkins, C., & Karanjikar, M. (2009). Conquering innovation fatigue: Overcoming the barriers to personal and corporate success. Hoboken: Wiley.

Lopata, C., Thomeer, M. L., Volker, M. A., Lee, G. K., Smith, T. H., Smith, R. A., et al. (2012). Feasibility and initial efficacy of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Psychology in the Schools, 49(10), 963–974. https://doi.org/10.1002/pits.21649.CrossRef

Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., et al. (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 695–708. https://doi.org/10.1007/s10803-005-0017-6.CrossRefPubMed

Mandell, D. S., Stahmer, A. C., Shin, S., Xie, M., Reisinger, E., & Marcus, S. C. (2013). The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention. Autism, 17(3), 281–295. https://doi.org/10.1177/1362361312473666.CrossRefPubMedPubMedCentral

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113. https://doi.org/10.1002/job.4030020205.CrossRef

Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach burnout inventory manual (3rd ed.). Palo Alto: University of California, Consulting Psychologists Press.

Maslach, C., & Leiter, M. P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. San Francisco: Jossey-Bass.

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425–436. https://doi.org/10.1007/s10803-009-0825-1.CrossRefPubMed

Ouellette, R. R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Marinez-Lora, A., et al. (2018). Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom, and organizational-level influences. Behavior Therapy, 49(4), 494–508. https://doi.org/10.1016/j.beth.2017.11.011.CrossRefPubMed

Pellecchia, M., Connell, J. E., Beidas, R. S., Xie, M., Marcus, S. C., & Mandell, D. S. (2015). Dismantling the active ingredients of an intervention for children with autism. Journal of Autism and Developmental Disorders, 45(9), 2917–2927. https://doi.org/10.1007/s10803-015-2455-0.CrossRefPubMedPubMedCentral

Plash, S., & Piotrowski, C. (2006). Retention issues: A study of Alabama special education teachers. Education, 127(1), 125–128.

Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38, 510–532.

Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118–128. https://doi.org/10.1177/1098300711413820.CrossRef

Seibert, J. K. (2003). Enhancing teacher competence in accommodating challenging behaviors: Investigating the effects of an experimental professional development program (Order No. AAI3060494). Available from PsycINFO. (620251756; 2003-95001-099).

Shirom, A. (1989). Burnout in work organizations. In C. L. Cooper (Ed.), International review of industrial and organizational psychology (pp. 25–48). Oxford: Wiley.

Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., et al. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37, 354–366. https://doi.org/10.1007/s10803-006-0173-3.CrossRefPubMed

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145.CrossRef

U.S. Department of Education, National Center for Education Statistics, Common Core of Data. (2015). Local education agency universe survey. Washington, DC: U.S. Government Printing Office.

van Horn, J. E., & Schaufeli, W. B. (1998). Maslach Burnout Inventory: The Dutch Educators Survey (MBI-NLES) Psychometric evaluations. Manual (unpublished manuscript). Utrecht University: Department of Social and Organizational Psychology.

Wehby, J. H., Maggin, D. M., Moore Partin, T. C., & Robertson, R. (2012). The impact of working alliance, social validity, and teacher burnout on implementation fidelity of the good behavior game. School Mental Health, 4(1), 22–33. https://doi.org/10.1007/s12310-011-9067-4.CrossRef

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.CrossRefPubMed

Wright, T. A., & Cropanzano, R. (1998). Emotional exhaustion as a predictor of job performance and voluntary turnover. Journal of Applied Psychology, 83(3), 486–493. https://doi.org/10.1037/0021-9010.83.3.486.CrossRefPubMed

Zhang, Z., & Wu, Z. (2001). Research on the relation between high school principal’s behavior and job satisfaction of the teachers. Psychological Science, 24(1), 120–121.

Titel: Boon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers’ Emotional Exhaustion
verfasst von: Rachel R. Ouellette
Melanie Pellecchia
Rinad S. Beidas
Rukiya Wideman
Ming Xie
David S. Mandell
Publikationsdatum: 17.09.2018
Verlag: Springer US
Erschienen in: Administration and Policy in Mental Health and Mental Health Services Research / Ausgabe 1/2019
Print ISSN: 0894-587X
Elektronische ISSN: 1573-3289
DOI: https://doi.org/10.1007/s10488-018-0894-6

Neu im Fachgebiet Psychiatrie

17.04.2024 | Delir nicht substanzbedingt | Nachrichten

Update Psychiatrie

Bestellen Sie unseren Fach-Newsletter und bleiben Sie gut informiert.

Newsletter bestellen

Springer Medizin

Boon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers’ Emotional Exhaustion

Abstract

Neu im Fachgebiet Psychiatrie

Delir kann Demenz begünstigen

Zunahme von Geschlechtsinkongruenz und -dysphorie registriert

Vitiligo: Prävalenz steigt und viele Erkrankte werden spät behandelt

Impostor-Syndrom häufig bei Hyperhidrose zu finden

Update Psychiatrie

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 1/2019

Professional Burnout of Psychiatrists in a Veterans Health Administration: Exploring the Role of the Organizational Treatment

Impacts of the Dependent Care Expansion on the Allocation of Mental Health Care

Factors Associated with Community-Partnered School Behavioral Health Clinicians’ Adoption and Implementation of Evidence-Based Practices

Impacts of an Integrated Medicaid Managed Care Program for Adults with Behavioral Health Conditions: The Experience of Illinois

Mastering the Art of Collaboration: Supporting Family Caregivers of Mental Health Patients by Service Providers in Iran

Evidence-Based Treatment Strategies in Youth Mental Health Services: Results from a National Survey of Providers

Neu im Fachgebiet Psychiatrie

Delir kann Demenz begünstigen

Zunahme von Geschlechtsinkongruenz und -dysphorie registriert

Vitiligo: Prävalenz steigt und viele Erkrankte werden spät behandelt

Impostor-Syndrom häufig bei Hyperhidrose zu finden

Update Psychiatrie