Self-Efficacy and Job Satisfaction as Predictors of Burnout Among School Psychologists in the Midwest United States

Problem The concept of burnout is expressed as a syndrome evidenced by chronic exhaustion, depersonalization, and a lack of personal accomplishment. Burnout or work burnout syndrome is conceptualized as a prolonged process of emotional fatigue, involving loss of motivation and expectations, generating a feeling of failure affecting personal, work, and social levels (Maslach et al., 2001). Victims of burnout usually become exhausted, cynical about work-related matters, and question their capacity or ability to perform. Job burnout includes feeling exhausted physically, emotionally, and or mentally in the context of work (Maslach & Jackson, 1981). The demanding profession of school psychology has subjected practitioners to excessive caseloads, insufficient resources, lack of control in decision-making, limited administrative support, and resistant parents and teachers (Boccio et al., 2016, Dixon & Burns, 2012; Huebner et al., 2002; Lee et al., 2011). These factors have contributed to burnout, high attrition rates, and the shortage of school psychologists. George Levi et al., (2020), indicated a high risk for burnout among school psychologists due to their varied job responsibilities, especially caring for the more vulnerable. Along with these factors some researchers asserted that gender, years of experience, age, marital status, self-efficacy, and job satisfaction have influenced the level of burnout among human service providers. Prompted by previous studies, self-efficacy and job satisfaction were examined as predictors of burnout among school psychologists in the Midwest United States. Methodology A quantitative research design was employed to predict the value of a single dependent variable, i.e., burnout, from a linear combination of independent variables: (a) self-efficacy and (b) job satisfaction. A cross-sectional design assessed the relationship between self-efficacy and job satisfaction in predicting school psychologists’ burnout. The sample included 206 participants, who completed three surveys: The Maslach Burnout Inventory--Human Service Survey, the General Self-Efficacy Scale, and the Minnesota Satisfaction Questionnaire--Short Form. Demographic information included age, gender, years of experience, marital status, and state in which they worked. The state where they worked was removed from the analyses because it was a criterion for participation. Multiple regression analysis was conducted to answer three research questions: (a) Is there a relationship between self-efficacy and burnout among school psychologists in the Midwest United States? (b) Is there a relationship between job satisfaction and burnout among school psychologist in the Midwest United States? (c) Does self-efficacy and job satisfaction predict burnout among school psychologists in the Midwest United States, when age, years of experience, gender, and marital status are controlled? Findings Three levels of analysis were employed. The univariate analysis generated descriptive statistics while the bivariate and multivariate analyses were used to test the null hypothesis and answer the research questions. Descriptive findings reported that respondents included 164 females (79.6%) and 42 males (20.4%). Of the 206 respondents 164 reported that they were married (79.6%), 28 single 13.6%), 12 divorced (5.8%) and 2 widowed (1%). Years of service among the respondents ranged from less than one year to 42 years of service while participant birth years ranged from 1949 to 1997. Bivariate findings (ANOVA) indicated the difference between burnout and marital status was significant (p = 0.02); single participants experienced the most burnout while widowed school psychologists experienced the least burnout. The difference between school psychologist burnout and gender was assessed using an independent samples t-test and a Welch’s test of unequal variances; no differences were observed between males and females for this variable, t (204) = -0.226, p = 0.822. An analysis between burnout and years of experience employed a one-way ANOVA, which indicated the difference between burnout and years of experience was significant (p = 0.029). Significance was found between groups 2 (10-14 years of work experience, or those classified as juniors for the purpose of this research) and 3 (15-24 years of work experience, or those classified as midcareer) when an analysis of the differences was conducted. A Pearson\u27s correlation was conducted to examine the relationship between school psychologists’ burnout and age, and revealed a significant inverse negative correlation, r = -0.188, p = 0.007, suggesting that burnout decreases with age. Apparently, younger school psychologists experienced more burnout than older colleagues. Multivariate analysis confirmed that the demographic variables age, work experience, and marital status, though significant in the bivariate analyses, were not significant contributors to the regression model. Self-efficacy and job satisfaction were found to be significant. Findings included a model which explained approximately 38% (adjusted R square) of the variance and was a good fit, F (13,192) = 10.498, p = .000). Thus, while self-efficacy and job satisfaction are good predictors of burnout, only self-efficacy acted as a buffer against burnout among school psychologists in the Midwest United States. Conclusion In summary, this study revealed that school psychologists classified as early career and juniors reported higher levels of burnout when compared to the senior group. Higher levels of burnout were reported among school psychologists who were not married, compared to their married or partnered counterparts. Another conclusion was that school psychologists’ self-efficacy predicted burnout; school psychologists with higher self-efficacy had lower burnout levels. Burnout among school psychologists was influenced by job satisfaction; however, contrary to expectations, higher burnout levels were found in those with higher job satisfaction

Abnormal Brain Iron Metabolism in Irp2 Deficient Mice Is Associated with Mild Neurological and Behavioral Impairments

Iron Regulatory Protein 2 (Irp2, Ireb2) is a central regulator of cellular iron homeostasis in vertebrates. Two global knockout mouse models have been generated to explore the role of Irp2 in regulating iron metabolism. While both mouse models show that loss of Irp2 results in microcytic anemia and altered body iron distribution, discrepant results have drawn into question the role of Irp2 in regulating brain iron metabolism. One model shows that aged Irp2 deficient mice develop adult-onset progressive neurodegeneration that is associated with axonal degeneration and loss of Purkinje cells in the central nervous system. These mice show iron deposition in white matter tracts and oligodendrocyte soma throughout the brain. A contrasting model of global Irp2 deficiency shows no overt or pathological signs of neurodegeneration or brain iron accumulation, and display only mild motor coordination and balance deficits when challenged by specific tests. Explanations for conflicting findings in the severity of the clinical phenotype, brain iron accumulation and neuronal degeneration remain unclear. Here, we describe an additional mouse model of global Irp2 deficiency. Our aged Irp2−/− mice show marked iron deposition in white matter and in oligodendrocytes while iron content is significantly reduced in neurons. Ferritin and transferrin receptor 1 (TfR1, Tfrc), expression are increased and decreased, respectively, in the brain from Irp2−/− mice. These mice show impairments in locomotion, exploration, motor coordination/balance and nociception when assessed by neurological and behavioral tests, but lack overt signs of neurodegenerative disease. Ultrastructural studies of specific brain regions show no evidence of neurodegeneration. Our data suggest that Irp2 deficiency dysregulates brain iron metabolism causing cellular dysfunction that ultimately leads to mild neurological, behavioral and nociceptive impairments

Connecting Through Circles: A Playbook for Cultivating Well-Being Between Wharton Women Alumni

The Wharton Women\u27s Circles (WWC) at the University of Pennsylvania is a ground-breaking alumnae program founded in 2019 with a mandate to cultivate meaningful connections. The Circles, led by facilitators, provide working women a safe space to gather in an environment of support and encouragement. Through this process, women look to build community, confidence, inspiration, and produce desired results across personal and professional domains. Leveraging research in Positive Psychology, our team developed five facilitator-led sessions, encompassed in an adaptable ‘Playbook’ to support facilitators, engage participants, and drive discussions. The Playbook aims to accomplish three goals: (1) Amplify participant connection and well-being (2) Address survey feedback and the desire for more formal programming and structured conversations; and (3) Provide resources to enable future growth and scalability. The Playbook’s five facilitator-led sessions include: Know Your Strengths, Well-Being 101, Fostering Strong Relationships, Struggling Well, and Positive Transitions. We suggest measuring the Playbook’s efficacy through mixed qualitative and quantitative metrics

Knowledge Translation Task Force for Core Measures Clinical Practice Guideline: A Short Report on the Process and Utilization

Background As part of the 2018 Clinical Practice Guideline (CPG): A Core Set of Outcome Measures for Adults with Neurologic Conditions Undergoing Rehabilitation, a Knowledge Translation (KT) Task Force was convened. The purpose of this short report was to (1) demonstrate the potential impact of a CPG KT Task Force through a practical example of efforts to implement a CPG into neurologic physical therapy practice and (2) describe the process to convene a KT Task Force and develop products (KT Toolkit) to facilitate implementation of the CPG. Methods To describe the process used by the KT Task Force to develop and review a KT Toolkit for implementation of the CPG. Results Utilizing the Knowledge-To-Action Cycle framework, eight tools were developed as part of the KT Toolkit and are available with open access to the public. Findings indicate that the Core Outcome Measures Homepage, which houses the KT Toolkit, has had greater than 70,000 views since its publication. Conclusions This short report serves as an example of the efforts made to implement a CPG into physical therapy practice. The processes to facilitate KT and the tools developed can inform future implementation efforts and underscore the importance of having a KT Task Force to implement a CPG. Moving forward, KT Task Forces should be convened to implement new or revised guidelines

Lessons Learned and Challenges of Biopesticide Usage for Locust Management- The Case of China

Using qualitative methods, this study assessed the stakeholders and management processes involved in locust outbreaks in China, including factors influencing the use of biopesticides. Study findings show that China has an integrated national locust response protocol, which involves various institutions from all administrative levels of the government. The process is inherently highly complex but efficient, with multisectoral agencies working closely together to prevent and/or manage locust outbreaks. In addition, the process has been successful in combating recent outbreaks, due to dedicated government funding, decisive administrative and technical actions, and the empowerment of local government administration. This is the case with the county level acting as a ‘first-responder’ that is capacitated financially and technically to respond to a locust invasion in their jurisdiction. Additionally, study findings show that despite the availability of biopesticides in local markets, their use is dampened by inadequate information about market availability, negative perceptions by decision makers about their efficacy, and concerns about their costs, as well as limited knowledge of their application techniques. Actions are therefore needed by relevant authorities to enhance stakeholder awareness of biopesticide market availability, efficacy, and field application processes. Future areas of research should focus on modelling the expected impact and cost effectiveness of chemicals vs. biopesticides, thus increasing the evidence base for promoting biopesticide use

Essential Content for Teaching Implementation Practice in Healthcare: A Mixed-Methods Study of Teams Offering Capacity-Building Initiatives

Background Applying the knowledge gained through implementation science can support the uptake of research evidence into practice; however, those doing and supporting implementation (implementation practitioners) may face barriers to applying implementation science in their work. One strategy to enhance individuals’ and teams’ ability to apply implementation science in practice is through training and professional development opportunities (capacity-building initiatives). Although there is an increasing demand for and offerings of implementation practice capacity-building initiatives, there is no universal agreement on what content should be included. In this study we aimed to explore what capacity-building developers and deliverers identify as essential training content for teaching implementation practice. Methods We conducted a convergent mixed-methods study with participants who had developed and/or delivered a capacity-building initiative focused on teaching implementation practice. Participants completed an online questionnaire to provide details on their capacity-building initiatives; took part in an interview or focus group to explore their questionnaire responses in depth; and offered course materials for review. We analyzed a subset of data that focused on the capacity-building initiatives’ content and curriculum. We used descriptive statistics for quantitative data and conventional content analysis for qualitative data, with the data sets merged during the analytic phase. We presented frequency counts for each category to highlight commonalities and differences across capacity-building initiatives. Results Thirty-three individuals representing 20 capacity-building initiatives participated. Study participants identified several core content areas included in their capacity-building initiatives: (1) taking a process approach to implementation; (2) identifying and applying implementation theories, models, frameworks, and approaches; (3) learning implementation steps and skills; (4) developing relational skills. In addition, study participants described offering applied and pragmatic content (e.g., tools and resources), and tailoring and evolving the capacity-building initiative content to address emerging trends in implementation science. Study participants highlighted some challenges learners face when acquiring and applying implementation practice knowledge and skills. Conclusions This study synthesized what experienced capacity-building initiative developers and deliverers identify as essential content for teaching implementation practice. These findings can inform the development, refinement, and delivery of capacity-building initiatives, as well as future research directions, to enhance the translation of implementation science into practice

HIF-1 Regulates Iron Homeostasis in Caenorhabditis elegans by Activation and Inhibition of Genes Involved in Iron Uptake and Storage

Caenorhabditis elegans ftn-1 and ftn-2, which encode the iron-storage protein ferritin, are transcriptionally inhibited during iron deficiency in intestine. Intestinal specific transcription is dependent on binding of ELT-2 to GATA binding sites in an iron-dependent enhancer (IDE) located in ftn-1 and ftn-2 promoters, but the mechanism for iron regulation is unknown. Here, we identify HIF-1 (hypoxia-inducible factor -1) as a negative regulator of ferritin transcription. HIF-1 binds to hypoxia-response elements (HREs) in the IDE in vitro and in vivo. Depletion of hif-1 by RNA interference blocks transcriptional inhibition of ftn-1 and ftn-2 reporters, and ftn-1 and ftn-2 mRNAs are not regulated in a hif-1 null strain during iron deficiency. An IDE is also present in smf-3 encoding a protein homologous to mammalian divalent metal transporter-1. Unlike the ftn-1 IDE, the smf-3 IDE is required for HIF-1–dependent transcriptional activation of smf-3 during iron deficiency. We show that hif-1 null worms grown under iron limiting conditions are developmentally delayed and that depletion of FTN-1 and FTN-2 rescues this phenotype. These data show that HIF-1 regulates intestinal iron homeostasis during iron deficiency by activating and inhibiting genes involved in iron uptake and storage

Doctoral physical therapy students’ increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study

Purpose: Active video gaming (AVG) is used in physical therapy (PT) to treat individuals with a variety of diagnoses across the lifespan. The literature supports improvements in balance, cardiovascular endurance, and motor control; however, evidence is lacking regarding the implementation of AVG in PT education. This study investigated doctoral physical therapy (DPT) students’ confidence following active exploration of AVG systems as a PT intervention in the United States.Methods: This pretest-posttest study included 60 DPT students in 2017 (cohort 1) and 55 students in 2018 (cohort 2) enrolled in a problem-based learning curriculum. AVG systems were embedded into patient cases and 2 interactive laboratory classes across 2 consecutive semesters (April–December 2017 and April–December 2018). Participants completed a 31-question survey before the intervention and 8 months later. Students’ confidence was rated for general use, game selection, plan of care, set-up, documentation, setting, and demographics. Descriptive statistics and the Wilcoxon signed-rank test were used to compare differences in confidence pre- and post-intervention.Results: Both cohorts showed increased confidence at the post-test, with median (interquartile range) scores as follows: cohort 1: pre-test, 57.1 (44.3–63.5); post-test, 79.1 (73.1–85.4); and cohort 2: pre-test, 61.4 (48.0–70.7); post-test, 89.3 (80.0–93.2). Cohort 2 was significantly more confident at baseline than cohort 1 (P&lt;0.05). In cohort 1, students’ data were paired and confidence levels significantly increased in all domains: use, Z=-6.2 (P&lt;0.01); selection, Z=-5.9 (P&lt;0.01); plan of care, Z=-6.0 (P&lt;0.01); set-up, Z=-5.5 (P&lt;0.01); documentation, Z=-6.0 (P&lt;0.01); setting, Z=-6.3 (P&lt;0.01); and total score, Z=-6.4 (P&lt;0.01).Conclusion: Structured, active experiences with AVG resulted in a significant increase in students’ confidence. As technology advances in healthcare delivery, it is essential to expose students to these technologies in the classroom.</jats:p

Agricultural Information Worldwide, vol. 3, no. 2, 2010

Agricultural Information Worldwide, Volume 3, Number 2, 2010In this issue: FROM THE EDITOR’S DESK: Special Conference Issue on IAALD Montpellier Meeting: Introduction / Elizabeth Goldberg (55). ARTICLES: Theme 1: How Can Information Contribute to Innovative Learning Processes? Insight from A Farmer University in Brazil [Article and Abstract], Comment l'information peut-elle contribuer aux processus d’apprentissage innovants? Aperçu de l’expérience d'une université paysanne au Brésil [Resumé], ¿Cómo Puede la Información Contribuir a Procesos de Aprendizaje Innovadores? Apreciaciones de una Universidad de Agricultores en Brasil [Resumen] / Emilie Coudel, Jean-Philippe Tonneau (56); Theme 1: Developing a Mixed Knowledge Innovative System of Technical, Institutional and Traditional Information for Capacity Building and Empowerment of Multi-Stakeholders Networks in Rural Africa [Article and Abstract], Développer un système innovant mixte de connaissances concernant des informations techniques, institutionnelles et traditionnelles pour renforcer les capacités et l'autonomisation de réseaux incluant diverses parties prenantes en Afrique rurale [Resumé], Desarrollo de un Sistema Innovador de Conocimientos Mixtos de Información Técnica, Institucional y Tradicional para el Fortalecimiento de Capacidades y el Empoderamiento de Redes de Múltiples Interesados Directos en África Rural [Resumen] / Khady Kane Touré, Danièle Clavel (65); Theme 2: Targeted Information Products and Services: Balancing Stakeholder Needs, Learning, and Strategy [Article and Abstract], Produits et services d'information ciblés : un équilibre à trouver entre les besoins des parties prenantes, l’apprentissage et la stratégie [Resumé], Productos y Servicios de Información Dirigidos: Equilibrando las Necesidades de los Interesados Directos, el Aprendizaje y la Estrategia [Resumen] / Ibrahim Khadar (73); Theme 2: Is There a Future for the Conventional Abstracting and Indexing Services? [Article and Abstract], Y a-t-il un futur pour les services conventionnels d’analyse de documents et d'indexation? [Resumé], ¿Hay un Futuro para los Servicios Convencionales de Resúmenes e Indización? [Resumen] / Lutishoor Salisbury (77); Theme 3: Incorporating Use of a Mixed-media Information Tool into the Work of Actors Involved in the Development of Livestock Production in Tanzania; Dissemination, User Training, Monitoring and Evaluation, and Impact [Article and Abstract], Intégrer l'utilisation d'un outil d'information multi-médias pour le travail des acteurs impliqués dans le développement de la production animale en Tanzanie ; diffusion, formation des utilisateurs, suivi et évaluation et impact [Resumé], Incorporación del Uso de una Herramienta de Información de Medios Mixtos en el Trabajo de los Actores Involucrados en el Desarrollo de la Producción Pecuaria en Tanzania: Difusión, Capacitación de Usuarios, Seguimiento y Evaluación, e Impacto [Resumen] / Jane Frances Asaba, Gareth Ronald Richards, Dannie Romney, Ericah Nkonoki (83); Theme 3: Documentation for Building and Sharing Agroecological Knowledge [Article and Abstract], La documentation pour construire et partager les connaissances agroécologiques [Resumé], Documentación para Construir y Compartir Conocimientos Agroecológicos [Resumen] / Jorge Chavez-Tafur, Paulo Petersen, Frank Van Schoubroeck, Edith Van Walsum (91); Theme 4: L’observatoire de la recherche agronomique en Algérie. Pour une intégration des pôles scientifiques dans le processus de développement [Article et Resumé], The observatory of Algerian Agronomic Research: an Integration of Scientific Collective Intelligence in the Development Process [Abstract], El Observatorio de Investigación Agrícola Argelino: Una Integración de Inteligencia Científica Colectiva en el Proceso de Desarrollo [Resumen] / Rosa Issolah (96); Theme 4: Knowledge Sharing on Best Practices for Managing Crop Genebanks [Article and Abstract], Partage des connaissances sur les meilleures pratiques pour la gestion des banques de gènes des cultures [Resumé], Participación del Conocimiento sobre Mejores Prácticas para el Manejo de Bancos de Genes de Cultivos [Resumen] / Maria Alexandra Jorge et al (101); Theme 5: Communicating Agricultural Science and Technology Indicators: Lessons Learned [Article and Abstract], Communiquer les indicateurs des sciences et technologies agricoles : leçons apprises [Resumé], Comunicando Indicadores de Ciencia y Tecnología Agrícola: Lecciones Aprendidas [Resumen] / Kathleen Flaherty, Nienke Beintema, Gert-Jan Stads (107); Theme 5: Capitalisation d’expériences et innovations institutionnelles en Afrique de l’Ouest [Article et Resumé], Capitalization experiences and institutional innovation in West Africa [Abstract], Experiencias de capitalización e innovación institucional en África Occidental [Resumen] / Thiendou Niang, Ndeye Coumba Fall (113). NEWS FROM IAALD: News from IAALD/ IAALD Secretariat (118