THE PREVENTION AND MENDING OF BURNOUT AMONG SECONDARY SCHOOL TEACHERS 2

feasibility studyA substantial percentage of people who work with and for others will fall victim to burnout during their professional career. They will often not be able to continue work any longer in their profession. This is also the case in the teaching profession. Research revealed that pupils' disruptive behavior, especially disorder in the classroom, could be looked upon as a possible cause of teacher burnout (Brouwers & Tomic, 1998; Barquist, Hogelucht & Geist, 1997). It goes without saying that teachers should possess the specific skills to successfully manage their class. An important prerequisite for the attainment of this purpose is a high level of perceived self-efficacy. According to Bandura (1997) self-efficacy could be described as: "the beliefs in one's capabilities to organize and execute the course of action required to produce given attainments" (p. 3). If however, the self-efficacy beliefs to manage clans are not stable and will fluctuate during a teacher's professional career. The following process may develop and become perceptible. In the first phase the teacher will become uncertain when confronted with new or challenging tanks which, as a result of that will be shunned. Dissatisfaction about the work performances and the achieved results wilt reinforce feelings of doubt about the quality of his or her work. Gradually, pupils will notice the teacher's self-doubts, and they consequently take over the initiative in the every day negotiations about classroom management: they instead of the teacher decide what is going to happen in the classroom. This process should not be given the change to develop, and if it does though, be stopped as soon as possible, in the interest of all parties involved in the educational process. In many cases the teachers will have to be helped to get back the trust in their skills in order to be able to manage class on a qualitatively high level. The question if and in which way intervention helps teachers from not becoming burnout because of disruptive pupil behavior is the main problem to be answered in this study. In this study the self-efficacy theory is the framework to be used in at possible intervention program. Designing a program that helps teachers to improve classroom management and thus prevent classroom disorder may contribute to the prevention of burnout. Before participating in an intervention program it must be clear whether the teacher lacks the self-efficacy to manage class or the skills necessary for good classroom management. The diagnosis is meant to provide the teacher with a program suited for his or her specific situation. In case one, self-efficacy reinforcement intervention exercises are necessary, whereas in the second case skills as such should be trained. As teachers differ in respect to self-efficacy or skills, they had better be offered individually focused training, First, burnout in a general sense wilt be discussed, then the self-efficacy theory and after that teacher burnout. The study continues with the application of the results found in literature into a suggested burnout intervention program

Doeltreffendheid van zorgverleners in het omgaan met agressief gedrag van ouderen in relatie tot burnout

research paperIn dit artikel wordt een onderzoek beschreven naar de mediërende functie van de eigen doeltreffendheid (i.e. self-efficacy) tussen de drie dimensies van burnout en het kunnen omgaan met agressief gedrag van ouderen bij een steekproef onder 551 zorgverleners in verzorgings- en verpleeghuizen. Uit de resultaten van de hiërarchische regressieanalyses blijkt dat lichamelijke en psychische agressie en het aantal uren dat men per week werkt, gerelateerd zijn aan emotionele uitputting. Psychische agressie is gerelateerd aan depersonalisatie. Het aantal uren dat men per week werkt en de eigen doeltreffendheid vertonen een positieve relatie met persoonlijke bekwaamheid. Sekse noch leeftijd zijn gerelateerd aan één van de burnoutaspecten. Implicaties voor verder onderzoek en suggesties voor werk en opleiding in de ouderenzorg worden besproken

Models of everywhere revisited: a technological perspective

The concept ‘models of everywhere’ was first introduced in the mid 2000s as a means of reasoning about the environmental science of a place, changing the nature of the underlying modelling process, from one in which general model structures are used to one in which modelling becomes a learning process about specific places, in particular capturing the idiosyncrasies of that place. At one level, this is a straightforward concept, but at another it is a rich multi-dimensional conceptual framework involving the following key dimensions: models of everywhere, models of everything and models at all times, being constantly re-evaluated against the most current evidence. This is a compelling approach with the potential to deal with epistemic uncertainties and nonlinearities. However, the approach has, as yet, not been fully utilised or explored. This paper examines the concept of models of everywhere in the light of recent advances in technology. The paper argues that, when first proposed, technology was a limiting factor but now, with advances in areas such as Internet of Things, cloud computing and data analytics, many of the barriers have been alleviated. Consequently, it is timely to look again at the concept of models of everywhere in practical conditions as part of a trans-disciplinary effort to tackle the remaining research questions. The paper concludes by identifying the key elements of a research agenda that should underpin such experimentation and deployment

High prevalence of non-accidental trauma among deceased children presenting at Level I trauma centers in the Netherlands

PURPOSE: Between 0.1—3% of injured children who present at a hospital emergency department ultimately die as a result of their injuries. These events are typically reported as unnatural causes of death and may result from either accidental or non-accidental trauma (NAT). Examples of the latter include trauma that is inflicted directly or resulting from neglect. Although consultation with a forensic physician is mandatory for all deceased children, the prevalence of fatal inflicted trauma or neglect among children is currently unclear. METHODS: This is a retrospective study that included children (0–18 years) who presented and died at one of the 11 Level I trauma centers in the Netherlands between January 1, 2014, and January 1, 2019. Outcomes were classified based on the conclusions of the Child Abuse and Neglect team or those of forensic pathologists and/or the court in cases referred for legally mandated autopsies. Cases in which conclusions were unavailable and there was no clear accidental cause of death were reviewed by an expert panel. RESULTS: The study included 175 cases of childhood death. Seventeen (9.7%) of these children died due to inflicted trauma (9.7%), 18 (10.3%) due to neglect, and 140 (80%) due to accidents. Preschool children (< 5 years old) were significantly more likely to present with injuries due to inflicted trauma and neglect compared to older children (44% versus 6%, p < 0.001, odds ratio [OR] 5.80, 95% confidence interval [CI] 2.66–12.65). Drowning accounted for 14 of the 18 (78%) pediatric deaths due to neglect, representing 8% of the total cases. Postmortem radiological studies and autopsies were performed on 37 (21%) of all cases of childhood death. CONCLUSION: One of every five pediatric deaths in our nationwide Level I trauma center study was attributed to NAT; 44% of these deaths were the result of trauma experienced by preschool-aged children. A remarkable number of fatal drownings were due to neglect. Postmortem radiological studies and autopsies were performed in only one-fifth of all deceased children. The limited use of postmortem investigations may have resulted in missed cases of NAT, which will result in an overall underestimation of fatal NAT experienced by children. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s12024-021-00416-7

Invited Review: Decoding the pathophysiological mechanisms that underlie RNA dysregulation in neurodegenerative disorders: a review of the current state of the art

Altered RNA metabolism is a key pathophysiological component causing several neurodegenerative diseases. Genetic mutations causing neurodegeneration occur in coding and noncoding regions of seemingly unrelated genes whose products do not always contribute to the gene expression process. Several pathogenic mechanisms may coexist within a single neuronal cell, including RNA/protein toxic gain-of-function and/or protein loss-of-function. Genetic mutations that cause neurodegenerative disorders disrupt healthy gene expression at diverse levels, from chromatin remodelling, transcription, splicing, through to axonal transport and repeat-associated non-ATG (RAN) translation. We address neurodegeneration in repeat expansion disorders [Huntington's disease, spinocerebellar ataxias, C9ORF72-related amyotrophic lateral sclerosis (ALS)] and in diseases caused by deletions or point mutations (spinal muscular atrophy, most subtypes of familial ALS). Some neurodegenerative disorders exhibit broad dysregulation of gene expression with the synthesis of hundreds to thousands of abnormal messenger RNA (mRNA) molecules. However, the number and identity of aberrant mRNAs that are translated into proteins – and how these lead to neurodegeneration – remain unknown. The field of RNA biology research faces the challenge of identifying pathophysiological events of dysregulated gene expression. In conclusion, we discuss current research limitations and future directions to improve our characterization of pathological mechanisms that trigger disease onset and progression