a sua Relação com a Personalidade, Estratégias de Coping e Satisfação com a Vida

Introduction/Objectives: Burnout Syndrome is characterized by feelings of physical and emotional exhaustion, depersonalization, and low personal fulfillment and teaching has been considered one of the contexts of work where the professionals seem to be more exposed to suffer from Burnout. The aim of this study was to relate Burnout, personality, affectivity, Coping strategies and life satisfaction. Material and Methods: It was used a sample of 404 teachers aged between 23 and 64 years (M = 41.20; SD = 9.79), ranging from the first cycle to university education. The following instruments were used: Coping Responses Inventory (CRI), Big Five Inventory (BFI), Positive and Negative Affective Schedule (PANAS), Maslach Burnout Inventory (MBI) and Satisfaction with Life Scale (SWLS). Results: The results showed that teachers with higher levels of neuroticism presented more Burnout, on the other hand teachers with a higher level of extraversion and agreeableness showed more personal accomplishment. Teachers who were high on negative affectivity where also high on Burnout, those who presented Coping strategies focused on the problem had higher results on personal accomplishment, conscientiousness, extraversion and openness to experience. Teachers who presented strategies more focused on emotions also revealed higher levels of neuroticism and Burnout. Results also showed that greater the satisfaction with life is correlated with higher personal accomplishment and extraversion and lower Burnout. Those who teach in higher levels of education revealed higher satisfaction with life and those who teach in lower levels showed higher emotional exhaustion. Conclusions: We cannot understand Burnout ignoring personality processes and selection of coping strategies that accompany it.publishersversionpublishe

Burnout, satisfação com a vida, depressão e carga horária em professores

Foi objectivo da presente investigação estudar a relação entre o burnout, a satisfação com a vida, a depressão e a carga horária em docentes de vários níveis de ensino, numa amostra de 308 professores, 123 do sexo masculino e 185 do sexo feminino, com uma média de idades de 41,63 anos ( DP =10,12). Foram utilizados: Inventário de Burnout de Maslach (Maslach, Jackson, & Leiter, 1996), Satisfaction with Life Scale (Diener, 1984) e Beck Depression Inventory (Beck, Steer, & Garbin, 1988). Os resultados obtidos mostraram que os docentes com maior carga horária apresentaram mais sintomas de depressão, mas não revelaram relação com o burnout nem com a satisfação com a vida. As mulheres apresentaram valores superiores de burnout, ao nível da despersonalização e de exaustão emocional relativamente aos homens.The purpose of the present investigation was to study the relationship between burnout, satisfaction with life, depression and the workload in teachers of several teaching levels, in a sample of 308 teachers, 123 of the male gender and 185 of the female gender, with an age average of 41,63 years old ( SD=10,12). The following measures were used: Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996), Satisfaction with Life Scale (Diener, 1984) and Beck Depression Inventory (Beck, Steer & Garbin, 1988). The results showed that teachers with a larger workload presented more symptoms of depression, but the data didn’t show a relationship with burnout or satisfaction with life. Women showed higher levels of burnout, in terms of depersonalization and emotional exhaustion in comparison to men.info:eu-repo/semantics/publishedVersio

Burnout, satisfação com a vida, depressão e carga horária em professores

Foi objectivo da presente investigação estudar a relação entre o burnout, a satisfação com a vida, a depressão e a carga horária em docentes de vários níveis de ensino, numa amostra de 308 professores,123 do sexo masculino e 185 do sexo feminino, com uma média de idades de 41,63 anos (DP=10,12).Foram utilizados: Inventário de Burnout de Maslach (Maslach, Jackson, & Leiter, 1996), Satisfaction with Life Scale (Diener, 1984) e Beck Depression Inventory (Beck, Steer, & Garbin, 1988). Os resultados obtidos mostraram que os docentes com maior carga horária apresentaram mais sintomas de depressão, mas não revelaram relação com o burnout nem com a satisfação com a vida. As mulheres apresentaram valores superiores de burnout, ao nível da despersonalização e de exaustão emocional relativamente aos homens

O impacto de programas de intervenção na revisão textual de estudantes do 4º ano de escolaridade

Explicit feedback is an important factor in the revision process to give children’s clues to evaluate their own narrative text (McCurdy, Skinner, Watson, & Shriver, 2008. The aim of this study is to evaluate the impact of a narrative writing programme where the experiment gave to 4th grade children an instrument to revise their text. The participants were 71 children from 4th grade, from classrooms were teachers hardly gave them instructions about the structure of narrative texts. Children were divided in 3 different experimental groups that were submitted to 3 different types of writing programmes and 1 control group. Children were equivalent on cognitive level and on language development. Each experimental group, had to write down, 17 narrative texts, one for session. Children from experimental group 1 and 2 were given an instrument with a narrative structure to evaluate by their own means the quality of their text. Children from experimental group 3 were only asked to revise the text, without any further instruction. Control group children spent the same amount of time in math exercises and reading. The children from all experimental group improved the quality of their narrative when compared with children from control group, according PROESC criteria. However, the texts from children of experimental group, 1, 2 and 3 had not significant different in what concerns to children’s evolution from pre to post-test. This suggest the importance of the image sequence as support for children’s revision process.Este estudo tem como objetivo avaliar o impacto na escrita de textos narrativos, de um programa de escrita, em que os alunos têm acesso a instrumentos de autorregulação para a revisão dos textos. Participaram 71 crianças do 4º ano de escolaridade com práticas semelhantes ao nível do trabalho sobre o texto escrito na sala de aula, divididas em 3 grupos experimentais e 1 de controlo. Foram controladas as variáveis relativas ao nível cognitivo e ao desenvolvimento da linguagem lexical e sintática. Realizou-se no momento do pré e pós-intervenção um teste onde foi pedido às crianças que escrevessem uma mesma composição com base numa sequência de imagens. Entre os dois momentos realizaram-se 21 sessões de 60 minutos em grupo, distribuídas ao longo de 9 meses, nas quais as crianças dos grupos experimentais escreviam uma composição, sempre com base numa sequência de imagens e reviam a sua versão inicial. Nos grupos experimentais 1 e 2 proporcionou-se uma grelha com indicações sobre os principais elementos de uma estrutura narrativa, um com feedback e outro sem, com base na qual deveriam orientar a sua revisão. Às crianças do grupo experimental 3 foi-lhes pedido que revissem os textos sem recurso a qualquer tipo de instrumento e indicação específica. As crianças dos grupos de controlo despendiam o mesmo tempo em aulas de matemática e leitura. Os resultados apontam para uma evolução significativa em relação à qualidade dos textos narrativos produzidos entre o pré e o pós-intervenção em todos os grupos experimentais quando comparados ao grupo de controlo, embora não se registem diferenças significativas na evolução nos grupos experimentais

Prevention of suicidal behaviour: Results of a controlled community-based intervention study in four European countries

The ‘European Alliance Against Depression’ community-based intervention approach simultaneously targets depression and suicidal behaviour by a multifaceted community based intervention and has been implemented in more than 115 regions worldwide. The two main aims of the European Union funded project “Optimizing Suicide Prevention Programmes and Their Implementation in Europe” were to optimise this approach and to evaluate its implementation and impact. This paper reports on the primary outcome of the intervention (the number of completed and attempted suicides combined as ‘suicidal acts’) and on results concerning process evaluation analysis. Interventions were implemented in four European cities in Germany, Hungary, Portugal and Ireland, with matched control sites. The intervention comprised activities with predefined minimal intensity at four levels: training of primary care providers, a public awareness campaign, training of community facilitators, support for patients and their relatives. Changes in frequency of suicidal acts with respect to a one-year baseline in the four intervention regions were compared to those in the four control regions (chi-square tests). The decrease in suicidal acts compared to baseline in the intervention regions (-58 cases, -3.26%) did not differ significantly (2 = 0.13; p = 0.72) from the decrease in the control regions (-18 cases, -1.40%). However, intervention effects differed between countries (2 = 8.59; p = 0.04), with significant effects on suicidal acts in Portugal (2 = 4.82; p = 0.03). The interviews and observations explored local circumstances in each site throughout the study. Hypothesised mechanisms of action for successful implementation were observed and drivers for ‘added-value’ were identified: local partnership working and ‘in-kind’ contributions; an approach which valued existing partnership strengths; and synergies operating across intervention levels. It can be assumed that significant events during the implementation phase had a certain impact on the observed outcomes. However, this impact was, of course, not proven.Additional co-authors: Armin Schmidtke, György Purebl, James C Coyne, Ricardo Gusmão, on behalf of The OSPI-Europe Consortiu

Contribution to the validation of the Kutcher Adolescent Depression Scale (KADS-6) in a Portuguese population

The KADS-6 is a self-report assessment instrument known for its ease application in assessing depression in young people. This study aimed to contribute to the validation of the Portuguese version of this tool and analyze its psychometric characteristics in comparison with other self-report instruments for depression in adolescents, in Portugal. Two samples were collected, a non-clinical group of in school youth (n=773; 52.4% male) and a clinical sample (n=134 youth; 44% male). Comparisons also used the Beck Depression Inventory (BDI-II) and the Children's Depression Inventory (CDI). Results: The factor analysis revealed the unidimensionality of the measure. The KADS-6 demonstrated good internal consistency (Cronbach's alpha) in both clinical (.74) and school (.80) samples. Its convergent validity with the BDI-II and CDI was r=.44; r=.61, respectively in the clinical sample and r=.60; r=.57 in the school sample. The KADS-6, a short and time efficient instrument, showed good psychometric characteristics in terms of internal consistency and convergent validity in comparison with the BDI-II and the CDI. Given its ease of use and scoring, the KADS-6 could be considered for use in both school and clinical settings when addressing adolescent depression

Burnout in Teachers: its Relationship with Personality, Coping Strategies and Life Satisfaction

Introduction/Objectives: Burnout Syndrome is characterized by feelings of physical and emotional exhaustion, depersonalization, and low personal fulfillment and teaching has been considered one of the contexts of work where the professionals seem to be more exposed to suffer from Burnout. The aim of this study was to relate Burnout, personality, affectivity, Coping strategies and life satisfaction. Material and Methods: It was used a sample of 404 teachers aged between 23 and 64 years (M = 41.20; SD = 9.79), ranging from the first cycle to university education. The following instruments were used: Coping Responses Inventory (CRI), Big Five Inventory (BFI), Positive and Negative Affective Schedule (PANAS), Maslach Burnout Inventory (MBI) and Satisfaction with Life Scale (SWLS). Results: The results showed that teachers with higher levels of neuroticism presented more Burnout, on the other hand teachers with a higher level of extraversion and agreeableness showed more personal accomplishment. Teachers who were high on negative affectivity where also high on Burnout, those who presented Coping strategies focused on the problem had higher results on personal accomplishment, conscientiousness, extraversion and openness to experience. Teachers who presented strategies more focused on emotions also revealed higher levels of neuroticism and Burnout. Results also showed that greater the satisfaction with life is correlated with higher personal accomplishment and extraversion and lower Burnout. Those who teach in higher levels of education revealed higher satisfaction with life and those who teach in lower levels showed higher emotional exhaustion. Conclusions: We cannot understand Burnout ignoring personality processes and selection of coping strategies that accompany it.publishersversionpublishe