Teachers Burnout Too: Developing Groups to Support Teachers Christine Ebrahim, PhD, LPC-S, NCC Loyola University New Orleans Brandon A. Hartenstein, BGS Loyola University New Orleans

Did you know... ? Teachers are at an increased risk for burnout Emotional exhaustion is decreased when experiences are shared with peers School environment does NOT have a significant effect on teacher burnout Support groups foster increased coping abilities and personal insight

What is burnout? an operational, yet abstract definition characterized by a sense of emotional exhaustion, depersonalization of those served, and a depleting sense of personal accomplishment may be mistaken for disorder

Influencing factors... o classroom management o teacher-parent conflict o having to organize teaching by protocol o lack of social supports "Worn-out teachers tend to seek out those colleagues and friends who confirm their sense that teaching is primarily a stressful, ungratifying profession, that students are essentially ungrateful and disruptive, and the administrators are always unresposive and self- promoting" (Farber, 2000).

Teachers' Attitude Students' Attitude Classroom Culture School Culture Administrators' Attitude

Burnout influences student learning. A teacher who feels: emotionally exhausted unaccomplished alienated...may interact with students in ways that are: detached authoritative unempathetic hostile mutually depleting A teacher who feels: emotionally balanced accomplished personally vested...may interact with students in ways that are: engaged diligent empathetic patient mutually fulfilling vs.

Groups? Focus on your initial response... how do you feel about groups? Teachers will never join- ENCOURAGE I need to focus on the students first- TRICKLE DOWN I don't have the time for groups- RESISTANCE the administration will never allow groups- PROMOTE Teachers will blame and complain... no work will get done- NEW MODE OF INTERACTION

Implementing groups Advocate for teacher emotional health supports focus on cost-benefit, win-win when proposing the group to the administration create partnerships with other schools' counseling departments meet with potential members individually prior to first group meeting screen members for admission- obtain a balance of personalities and overall burnout symptoms market group to teachers using creative strategies

Marketing needs assessment- data-driven plan outreach meetings brochures assess teachers' perceptions and respond highlight the pros of membership incentives word of mouth after initial group (importance of evaluation) convenience and anonyminity of joining

Managing groups teachers' concern over confidentiality and a blurring of boundaries makes a collaborative arrangement between schools ideal o open or closed o size (5-10) o time/schedule o location (implications for on school property) o compensation

Group structure leader guides and works to build "we-ness" (cohesiveness) leader provides productive topic suggestions leader makes productive self-disclosures leader is honest and offers appropriate feedback leader avoids dispensing advice and solutions leader allows members to engage at will

Group stages 1.Pre-commitment stage- anticipatory anxiety; ambivalence 2.Commitment stage- less defensive, freer expression 3.Termination stage- cope, accept, explore; integral part of promoting change (Berg, 2006)

Topics classroom discipline management stress related to parent-teacher disharmony frustration related to resource availability feelings of reduced personal accomplishment district/network/administration demands stress related to content organization feelings related to student apathy school culture's effect on teaching strategies for managing stress translating group-work to occupational (teacher) role

Evaluate Be mindful of your initial reaction to generating and collecting data... how does it make you feel? Measure members' response and react accordingly Include questions designed to evaluate the leader Revise, Revamp, Remarket, Redo

Evaluate Pre-group, post-group questionnare designed to measure: work-related stress emotional exhaustion depersonalization personal fulfillment Open Questions: "What effect has this group had on your life?" "What changes have you made in your life that you can attribute, at least partially, to the group experience?"

References Berg, R. C., Landreth, G. L., & & Fall, K. A. (2006). Group counseling:Concepts and procedures (4th ed.). New York, NY: Routledge. Farber, B. (2000). Treatment strategies for different types of teacher burnout. Journal of Clinical Psychology, 56(5), 675.