In the course of a school year, schools may face a number of crisis situations, including suicidality, child abuse and neglect, violence, and natural disasters that may impact individual students or create school-wide crises Collins & Collins, 2005； Mathai, 2002). Each of these crises can pose a threat to student and school safety and, therefore, requires swift and precise action. In addition to the potential lethality of these situations, they also can take an emotional toll on school personnel, potentially leading to increased levels of burnout Collins & Collins). Despite the prevalence of crisis situations in schools, there is a dearth of literature referencing school crisis intervention. To date, researchers have not considered important issues such as training in crisis intervention, adequacy of preparation, and self-perceived skills that are necessary to provide crisis intervention in the schools. Because schools serve as the primary provider of child and adolescent mental health services Burns et al. 1995； Hoagwood & Erwin, 1997), limited training in crisis intervention may leave the professional school counselor less than adequately prepared for the crises they encounter in their schools Allen et al., 2002). The current study examined the impact of crisis related issues type, frequency, and training) on school counselor burnout in order to describe any potential links between level and perceived adequacy of training, perception of crisis intervention efficacy, frequency of crises encountered, self-perceived crisis intervention skills, and level of burnout experienced. Specifically, results indicated that school counselors worked with a variety of individual crisis situations multiple times during the previous year, but may have gaps in their training experiences regarding crisis topics. On average, participants found crisis training helpful, and some types of crisis training were negatively correlated with levels of burnout. Findings of this study may inform further research on the potential relationships between crisis training, crisis frequency, and school counselor burnout. Counselor educators and school counselors may use these findings to explore ways to best prepare school counselors for crisis intervention. This exploration may ultimately help current and future school counselors both provide effective crisis intervention and prevent their own burnout.

The purpose of this study was to examine the relationship length of service, salary, and supervision has on the job satisfaction of teachers in Upstate South Carolina. Hypothesis One provided no significant support for teacher length of service and the six satisfaction scores. Teacher length of service was not positively correlated with job satisfaction. None of the six related correlations provided support for hypothesis two which predicted teacher salary would be negatively correlated with job satisfaction. Hypothesis three was confirmed. Supervision was positively correlated with teacher job satisfaction. The study predicted other findings that were significant. Overall, the study provided a significant difference in length of service, salary, and supervision as they impact job satisfaction. Implications of this study for teachers, administrators and human resource professionals in schools are discussed.

This study examines the potential impact of small learning centers within school districts on employee satisfaction. A mixed-method strategy is being used to determine if smaller groups can assist administrators to maintain a more stable, content, and satisfied staff, while potentially impacting turnover and attrition rates.

This study examines the potential impact of small learning centers within school districts on employee satisfaction. A mixed-method strategy is being used to determine if smaller groups can assist administrators to maintain a more stable, content, and satisfied staff, while potentially impacting turnover and attrition rates.

The purpose of this study is to determine if burnout occurs among counselors who work with eating disordered patients. This study examined client, counselor, and work related variables to determine if these factors influence burnout and career sustaining behaviors. This study sought to answer the following questions: 1) Do eating disorder therapists suffer from burnout?, 2) Is there a relationship between burnout levels and the use of career sustaining behaviors? Which career sustaining behaviors be used to predict burnout?, 3) Is there a relationship between burnout levels and use of career sustaining behaviors due to client characteristics? Which client characteristics predict burnout levels and the use of career sustaining behaviors?, 4) Is there a relationship between burnout levels and the use of career sustaining behaviors due to work setting differences? Which work setting characteristics can be used to predict burnout and the use of career sustaining behaviors?, and 5) Is there a relationship between burnout levels and use of career sustaining behaviors due to counselor characteristics? What counselor characteristics can be used to predict burnout and career sustaining behaviors? Sixty four usable surveys were received for a return rate of 18.29%. Each subject completed a background questionnaire, the Psychologist Burnout Inventory PBI), the Maslach Burnout Inventory-Human Services Survey MBI-HSS), and the Career Sustaining Behaviors Questionnaire CSB-Q). All data was entered in SPSS 11.0 student version for analysis. Mean scores for the three subscales of the MBI-HSS and the CSB-Q were entered into Pearson bivariate correlations with client, counselor and work setting variables. Any variables with a significant correlational relationship to the three subscales scores or CSB-Q score were then entered into multiple regression analysis to determine which variables were significant predictors. A correlational relationship was noted between some variables with burnout and career sustaining behaviors. Few were able to predict burnout or career sustaining behaviors. Future research should expand upon the variables used in this study.

The purpose of this study was to compare the effects of two intervention techniques on the level of burnout among Children Service Workers. A total of 28 individuals voluntarily agreed to participate in the study. These members were randomly assigned to three groups, Person Centered Theory, Cognitive Behavioral Theory and a control group. The Person Centered and Cognitive Behavioral groups received information and intervention techniques, specific to each theory, over a six week period. The control group received no treatment. At the conclusion of the six weeks of intervention treatment, all three groups were post-tested using the Maslach Burnout Inventory-Human Services Survey. Analyses were conducted on the post-tests of the dependent variables and covariates using among group multivariate analysis of covariance MANCOVA). No differences in level of burnout among the groups were found based on receiving Person Centered, Cognitive Behavioral or no intervention. Limitations of this study were greatly influenced by small sample size and limited treatment periods.

Scope and Method of Study. The purpose of this study was to describe the behavior/personality and learning strategy profiles and their relationships among individuals in the corporate workforce in Oklahoma. The study was descriptive and used a self-report questionnaire methodology. The concept of needs-driven behavior/personality was measured with the DiSC Personal Profiles System 2800 Series. The concept of preferred learning strategy was measured with Assessing the Learning Strategies of Adults ATLAS). Data were also collected on six demographic variables. The sample consisted of 124 participants from financial, information, and manufacturing industries in Oklahoma City, OK. Findings and Conclusions. The behavior/personality profile of the workforce participants indicated approximately 70% of the participants clustered in 5 of the 16 identified profile patterns for the DiSC. Chi-square analysis of the learning strategy profile indicated that the distribution of this sample was different from the ATLAS norms. Crosstab analysis for DiSC by the demographic variables indicated a statistically significant relationship for DiSC by Age p ＝.047). Crosstab analysis for ATLAS by demographic variables indicated a relationship for ATLAS by Industry p ＝.068) that warrants further research. Cluster analysis revealed that the most appropriate solution for describing the participants in this study was a 3-cluster solution. Discriminant analysis identified the three cluster groups as: Cognitive Leaders, Affective Leaders, and Team Members. Crosstab analysis for the clusters by other variables indicated a statistically significant relationship for Clusters by Education p ＝.009). Based on the findings, the following conclusions were drawn: 1) DiSC and ATLAS may measure discrete and unique constructs, 2) The relationship between preferred learning strategy ATLAS) and personality/behavior DiSC) may be complex and may require further study to evaluate, 3) Individuals in the sampled industries showed strong preference for five of the DiSC Classic profiles, and distribution may not be uniform across industries, 4) DiSC profiles may be related to age generations as defined by Strauss, 5) Preferred learning strategy may be related to industry in which employed and may not be uniform across industries, 6) There may be dissonance between workers identified work roles and their preferred work roles, and 7) Work roles and preferences may be related to level of education attained.