Date of Award

1-1-2023

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Content Description

1 online resource (vi, 77 pages) : illustrations (some color)

Dissertation/Thesis Chair

David Miller

Committee Members

Callen Kostelnik, Benjamin Solomon

Keywords

Burn out (Psychology), Teachers

Subject Categories

Psychology

Abstract

The purpose of this study was to systematically review available research on interventions that aim to reduce burnout and/or promote self-care in school-based professionals. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to identify studies for inclusion. Six databases were reviewed and a total of 4,571 records were generated. The titles and abstracts of these articles were reviewed for the inclusion criteria, yielding 200 articles matching eligibility criteria. Additionally, 107 duplicates were removed, yielding 93 studies eligible for closer review. After reviewing these studies, a total of 59 studies were analyzed. Most studies included burnout as an outcome variable (n = 54; 92%) whereas only one study was found to explicitly measure self-care as an outcome variable. Of the 54 studies that examined burnout, 41 were found to have statistically significant effects on decreasing burnout, with most interventions categorized as yoga, meditation, or mindfulness. Only 36% of studies specified when interventions occurred, and only 17% specified that interventions occurred during contracted work hours. Limitations of the study, future research needs, and implications for practice are discussed.Keywords: burnout, self-care, school-based professionals, evidence-based interventions

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