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Title: Burnout and technical college counselors

Total Pages: 25 Words: 7250 Sources: 25 Citation Style: APA Document Type: Essay

Essay Instructions: My exsiting text need reworked in o rdert to have dissertsation committee approve the proposal.

This research proposal outlines the background, theoretical and research foundations, as well as the methodological framework, of a study that will investigate the prevalence of burnout in counselors within the sixteen (16) colleges in the Wisconsin Technical College System (WTCS). Burnout for the intent of this study is defined as emotional exhaustion, depersonalization or cynicism and inefficacy of a counselor. This research suggests that there is a distinct difference between counselor burnout as a function of whether or not they teach at a four-year or a two-year post secondary institution. Further, this research delineates that this difference may be directly related to the diversity of the student body at two-year post secondary institutions as well as the type of services counselors provide as a result of the vast diversity of the students served. The diversity in this sense is less cultural and more situational as students at two-year institutions tend to be non-traditional students (e.g., first generation college students, working full time and/or be single parents, etc.). Counselors in two-year post secondary institutions tend to provide “traditional” academic support and interpersonal counseling. In addition, they frequently have to work with students who are more directly impacted by life stressors, such as child rearing, loss of income, poor study habits, to name a few.
> While admittedly there has been very little research specific to the relationship between burnout and counselors employed in technical colleges, a study to investigate the burnout among technical colleges’ counselors seemed appropriate to understand and to address remedies to counter burnout in counselors employed in technical colleges.

CHAPTER I
INTRODUCTION TO THE PROBLEM
Introduction
. In 1975 Herbert Freudenberger first used the term “burnout” (Skovolt, 2001), as a characterization of his substance-abused clients. Since then thirty years of research had been accumulated on Burnout (Maslach, Schaufeli, & Leiter, 2001). Hall, Gardner, Perl, Stickney and Pfefferbaum (as cited in Watkins, 1983) described burnout as wearing out, failing, and becoming exhausted. Ryan (1976) described it as physical and emotional exhaustion, loss of self-confidence, and an inability to continue the caring and the commitment that was initially brought to the job. Perlman and Hartman (1980) described burnout as feelings of exhaustion, the development of chronic negative attitudes about oneself and/or clientele, and lowered job performance.
Forney, Wallace-Shutzman, and Wiggers (as cited in Watkins, 1983) described it as a two dimensional phenomenon, consisting of a significant loss of motivation, enthusiasm and energy, as well as a marked departure from the individual’s behavioral norm. Murray (1987) expressed burnout as a generalized reaction to some form of frustration. Pines and Aronson (as cited in Emerson & Markos, 1996) explained it as physical, emotional, and mental exhaustion brought on by involvement over prolonged periods with emotionally demanding situations and weakness. Maslach (2003) summarized the past work on burnout by writing, “What has emerged from all this research is a conceptualization of job burnout as a psychological syndrome in response to chronic interpersonal stressors on the job” (p.189).
Over the past thirty years, the construct burnout has acquired various definitions; however, the multitude of definitions consistently describes some or all aspects of the same three components: exhaustion, depersonalization, and inefficacy (Maslach and Leiter, 1997, 2003).Emotional exhaustion refers to feelings of tiredness and fatigue (Schaufeli, Salanova, Gonzalez-Roma, & Bakker, 2002). The depletion or draining of emotional and physical energies is caused when individuals overextend themselves and become overwhelmed by the demands of others (Maslach, Schaufeli, & Leiter, 2001). Depersonalization or cynicism, described as the second component of burnout, is an attempt to put distance between oneself and the client (Maslach, Schaufeli, & Leiter, 2001). Cynicism refers to a negative, callous, or excessively detached response to various aspects of the job (Angerer, 2003). Inefficacy is the feeling that one is inadequate (Angerer 2003). Maslach, Schaufeli, and Leiter (2001) and Angerer (2003) sum up the dimension of inefficacy by referring to the feelings of productivity and non-productivity at work, stating that individuals began to see themselves unworthy of the profession and began to view their role as unimportant.
The research on burnout indicates that individuals who pursue helping professions such as nursing, teaching, and counseling are more likely to experience burnout because of personal characteristics, such as a willingness to provide care and comfort for others, (Schaufeli, Salavona, Gonzalez-Roma & Bakker, 2002; Skovholt, 2001; Swanton, Stude, Unruh & Swanton, 2001). Most of the burnout research on the counseling profession, have investigated psychologists, rehabilitation counselors and social workers.
This study, examines burnout as emotional exhaustion, depersonalization or cynicism and inefficacy among counselors working in technical colleges. Existing research suggests that there may be a significant degree of burnout among the identified population. Further, the research delineates that this prevalence of burnout may be directly related to the diversity of the student body (e.g., older adult, first generation, working full time and/or single parents, etc.) At two-year post secondary institutions as well as the type of services counselors provide to the students they serve. Counselors in two-year post secondary institutions tend to provide “traditional” academic support and interpersonal counseling. In addition, they frequently have to work with students who are more directly impacted by life stressors which are encapsulated in their effort to balance everyday life, work, and school. There has been very little research specific to the relationship between burnout and counselors employed in technical colleges, a study to investigate the burnout among technical college counselors seemed appropriate in order to understand and to address instances of burnout in counselors employed in technical colleges.
Although most, if not all, postsecondary educational institutions provide some type of counseling services to students, the counseling services provided, and the role the counselor performs depends largely upon the nature and the size of the institution (Dean, 2000). According to Craig and Norton, (2000), counselors’ duties at four-year colleges are usually specialized in one or two areas such as career counseling, personal counseling, and academic advising. In comparison, counselors’ duties at two-year colleges consist of career counseling, academic advising, crisis intervention, personal counseling, and other miscellaneous tasks. The assumption here is that counselor burnout may be heightened as a result of the diversity of students who attend post secondary educational institutions, and the variety of services the two- year postsecondary counselors must provide to these students.
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Background
College Counselors
The literature on postsecondary education counselors indicates that people who become counselors typically enter the profession due to an intrinsic desire to help people through academic, social, and personal issues, and usually believe that their work is meaningful and helpful Murray, 1987, and Maslach, 2003). New counselors are often enthusiastic and come with innovative ideas and an abundance of energy, however, after twenty years, and sometimes with in five or ten years of providing counseling services to large numbers of diverse and demanding students, many counselors find themselves with little tolerance for routine and exhausting work with students(Gmelch, Wilke, and Lovrich, 1983).
The level of service and/or the role the counselor performs is contingent upon the nature and size of the educational institution in which they are employed (Dean, 2000). Counselors’ primary duties within two-year colleges include providing career counseling and academic advising; they may also perform crisis intervention, personal counseling (Craig and Norton, 2000) other miscellaneous tasks. These services are provided to a student population that quite often includes students who may be academically unprepared with a history of academic failures. Students may also be returning to college after many years, with or without a high school diploma or equivalent credential. Many of these students are first-generation, ethnic minorities, and initially lack the academic support system necessary to succeed (Davis and Humphrey, 2000; Ray and Altekruse, 2000). The aforementioned is especially relevant to counselors working at two-year colleges because fifty percent of students enrolled in higher education attend two-year community colleges (Durodoye, Harris, & Bolden, 2000). It is clear how counselors can become physically and mentally exhausted or “burned out” upon examination of their extensive work responsibilities and diverse student population and work environment (Maslach, 2003). This construct of Burnout is not a new term, however it is layered with complexities and application or interpretation. (This statement needs to be expanded before the end of this section).


Statement of the Problem

Burnout has been examined in other counseling professions such as school counselors (Butler and Constantine, 2005), rehabilitation counselors (Layne, Hohenshil, & Singh, 2004), school psychologists (Miles and Chittooraan, 2001), and mental health and substance abuse counselors (Osborne, 2004), there has yet to be a study dedicated to counselors in a technical colleges. Therefore, by understanding the aspects of burnout in counselors in the technical colleges specifically those in the Wisconsin Technical College System, it will help guide the counseling supervisors in identifying and supporting appropriate professional development opportunities for intervention and prevention of burnout, which would hopefully lead to improved service to the students.

Community and Technical College counseling environments promote more of a risk of burnout than other college or university environments (Durodoye, Harris, & Bolden, 2000). This study will gather more information about the prevalence of burnout experienced by certified counselors in the Wisconsin Technical College System; the relationship between selected demographics (age, gender, level of education, years of counseling experience, average number of hours per week worked above contracted hours and the number of professional development activities completed per year) and burnout among this population; the most frequently identified stress related issue(s) or situation(s) experienced by this group; and the relationship between their own perception of their counseling role and level of burnout. Finding the answers to these questions will allow for a clearer picture of prevalence and impact of burnout has on these counselors working in the Wisconsin Technical College System. However, if this topic is not studied the literature on burnout as it relates to counselors in all educational settings would continue to be incomplete. Also, counseling services in the Wisconsin Technical College System may not obtain the necessary information for counseling supervisors to develop professional development strategies in order to prevent and intervene with those counselors experiencing burnout. Lastly, without the information this study could provide students may receive less than adequate counseling services because of an impaired counselor.



Purpose of the Study
The purpose of this study is threefold; first, to determine the prevalence of burnout experienced by certified counselors in the WTCS; second, to determine the most frequently occurring stressful issues or situations experienced by certified counselors in the WTCS; and third, to examine the relationship between selected demographics and perceived levels of burnout. The ability to identify and quantify these characteristics is important for the technical colleges because of the role the counselor performs. In most cases, counselors are the first contact for new students and a frequent contact for continuing students. Therefore, given the consequences of burnout, counselors who are experiencing burnout are at risk of providing less than quality services to students (Renjilian, Baum, & Landry 1998; Renjilian & Stites, 2002). By conducting this study, the discoveries may identify characteristics that could be used to develop interventions to help combat counselor burnout and possibly prevent impaired service.
This research is significant for two primary reasons: First, the results from this study can add to the existing literature and data supporting the validity of the Maslach Burnout Inventory (MBI) and its’ many studies. From a review of the literature on the subject of counselor burnout, very little is directly related to college counselors, and less so for post secondary or technical college counselors. Much of the MBI studies have focused on teachers and mental health or rehabilitative counselors (Layne, Hohenshil, & Singh, 2004), (Miles and Chittooraan, 2001), and (Osborne, 2004).
Secondly, by investigating counselor burnout in the technical college system, the data and findings from this study can potentially identify interventions, resources, and strategies that could serve to effectively assist counselors and counseling supervisors in identifying, preventing, and dealing with counselor burnout.

Research Questions

The research questions guiding this study are:
(1) What is the prevalence of burnout experienced by certified counselors in the WTCS?
(2) What is the relationship between selected demographics (age, gender, and level of education, years of counseling experience, average number of hours per week worked above contracted hours, and the number of professional development activities completed per year) and burnout among certified counselors working in the WTCS?
(3) What do certified counselors working in the WTCS indicate as the most frequent stress related issue(s) or situation(s) they experience?
(4) What is the relationship between certified counselors’ perception of their counseling role and burnout within the WTCS?


Definitions of Terms

For the purpose of this study the following definitions will apply.

Burnout

Burnout has been defined as “a complex phenomenon involving a sense of exhaustion, detachment, and lack of effectiveness with respect to one's job and-or one's interactions with other people on the job” (Maslach, Schaufeli, & Leiter, 2001).

Counselor

The term counselor is defined as an individual who meets the WTCS provisional certification requirements for counselors, which consists of a Master's degree in guidance and counseling (including a practicum experience); or bachelor's degree and 30 semesters graduate credits in counseling and guidance (including the practicum experience); 24 months of occupational experience in any field except education and 2 years professional experience as an counselor.





Limitations and Assumptions

This descriptive study is a one time quantitative design utilizing a survey and a demographic questionnaire. The research questions required correlations and multiple regression statistical analysis. Given the convenience of the population there is a possibility of bias due to the size of the population and the number of responses to the survey. Also, the ability to generalize from the data will be limited, particularly because the study is limited to only one post secondary institution within the WTCS and specifically to counselors employed within that system. While there is the possibility that the validity demonstrated holds true only for this particular population, this present study is weakened because there is no direct comparison to a four-year post secondary institution (e.g., no questionnaires or surveys to counselors working outside of the WTCS, etc.). In addition, the findings of the study are also limited to the reliability and validity of the survey and the accuracy of respondents’ self- perceptions and attitudes, as well as relying on counselors from each of the 16 WTCS schools to participate by returning the surveys.
This study is inherently dependent upon the instrument, the Maslach Burnout Inventory (MBI), as an adequate measure of professional burnout within the organization. Subsequently if there are intrinsic problems with this instrument we could be building our premises and/or hypothesis on a fragmented or faulty foundation. One other aspect that this present study did not investigate is how students perceive and/or rate the counseling services they receive. An additional flaw of this present study it is assumed that the participants in the survey understand the directions and content of the survey form and responded honestly. Nevertheless as this is an opportunity to add information to the body of knowledge in this regard, this author is certain that useful information will result from this study that can in fact set the framework for future studies.
Summary

This research proposal outlines the background, theoretical and research foundations, as well as the methodological framework, of a study that will investigate the prevalence of burnout in counselors within the sixteen (16) WTCS. Burnout for the intent of this study is defined as emotional exhaustion.
The literature on postsecondary educational counselors indicates that people who become counselors typically enter the profession due to an intrinsic desire to help people through academic, social, and personal issues, and usually believe that their work is meaningful and helpful.
Over the past thirty years, the construct burnout has acquired various definitions; however, the multitude of definitions consistently describes some or all aspects of the same three characteristics: exhaustion, depersonalization, and inefficacy.
By understanding the aspects of burnout in counselors in the WTCS, it will help guide the counseling supervisors in identifying and supporting appropriate professional development opportunities for intervention and prevention of the aspects
The three pivotal reasons behind this study are:
(1) To determine the prevalence of burnout experienced by certified counselors in the WTCS.
(2) To determine the most frequently occurring stressful issues or situations experienced by certified counselors in the WTCS.
(3) To examine the relationship between selected demographics and the perceived levels of burnout.
This research is significant, as it has the following benefits:
(1) It will contribute to two areas of existing research (the MBI and the study of counselor burnout in post secondary educational institutions
(2) It may suggest ways in which counselor burnout can be minimized and treated.
This research has the following limitations:
(1) The methodology (returning surveys) do no guarantee that the experience of counselors at each of the 16 schools will be reported; subsequently the results may be one dimensional and/or biased thus not entirely reflective of the WTCS as a whole.
(2) There are no participants from four-year post-secondary institutions.
(3) Students who receive services from counselors are not surveyed.
However, this author believes that scholarly discovery begins from inquiry and investigation even though scientific methodologies and access to populations have limitations. This present study is a beginning and the research, which follows should be an extension and improvement that adds to the body of knowledge and provides the opportunity to make further inferences about populations.




CHAPTER II

REVIEW OF LITERATURE

Introduction

This Literature Review focuses on and examines three specific components:
(1) The construct of burnout including its characteristics and defined symptoms
(2) Counselors and the characteristics of burnout including both personal and environmental factors, as well as counselor burnout in post-secondary education
(3) The impact of counselor burnout on students.

The Literature Review is designed to explore the three specific components to provide the reader with a broader based understanding of the problem, implications to the effectiveness of counselors at the post-secondary institute, as well as to begin to explore possible remedies. Key to this dialogue is an understanding of what burnout it and how it affects counselors and impacts students specifically and the post secondary institute in general.
Burnout
The early research and literature on burnout bring to light three components that make up the syndrome known as burnout: emotional exhaustion, depersonalization or cynicism, and a lack of personal accomplishment or inefficacy and each component contains different characteristics that join with each other and produce the experience of burnout in individuals (Maslach, Schaufeli, & Leiter, 2001).

Emotional Exhaustion

Emotional exhaustion, the first dimension, is the main feature of burnout and the most visible symptom. When people describe themselves or others as experiencing burnout, they are most often referring to the experience of exhaustion. Emotional exhaustion refers to feelings of tiredness and fatigue (Schaufeli, Salanova, Gonzalez-Roma, & Bakker, 2002). The depletion or draining of emotional and physical energies is caused when individuals overextend themselves and become overwhelmed by the demands of others (Maslach, Schaufeli, & Leiter, 2001). Following emotional exhaustion, individuals begin to distance themselves from clients and/or professional activities (Ryan, 1976), leading them into the second component of burnout.

Depersonalization or Cynicism

Depersonalization or cynicism, described as the second component of burnout, is an attempt to put distance between oneself and the client (Maslach, Schaufeli, & Leiter, 2001). Maslach (1982) stated that distancing is such an acute response to exhaustion that a clear relationship from exhaustion to depersonalization or cynicism is found consistently in burnout research. Cynicism refers to a negative, callous, or excessively detached response to various aspects of the job (Angerer, 2003). When exhausted, individuals become unresponsive to other people's needs and begin to develop an indifference or cynical attitude as a way to protect themselves from exhaustion and disappointment (Angerer, 2003). The cynical feelings toward others can continue until individuals feel distress or guilt about the way they have thought about or treated others (Watkins, 1983). In the helping professions, this can lead to a feeling of reduced personal accomplishment or inefficacy (Maslach, Schaufeli, & Leiter, 2001).

Inefficacy or Lack of Personal Accomplishment

Inefficacy is the third component of burnout. Maslach (1982) noted that exhaustion and cynicism lead directly to ineffectiveness. According to Angerer (2003), inefficacy is the feeling that one is inadequate. “If one feels inadequate, accomplishments seem trivial and projects seem overwhelming” (p. 399), wrote Maslach, Schaufeli, and Leiter (2001). Any work situation with constant, overwhelming demands that contribute to exhaustion or cynicism is likely to grind down one's sense of effectiveness, competence, and achievement. It can be tough to realize a sense of accomplishment when feeling exhausted (Maslach, 1982). Maslach, Schaufeli, and Leiter (2001) and Angerer (2003) sum up the dimension of inefficacy by referring to the feelings of productivity and non-productivity at work, stating that individuals began to see themselves unworthy of the profession and began to view their role as unimportant.
The amount of research on burnout has grown mainly due to the development of the various assessments and inventories. Maslach and Jackson (1981) developed the original Maslach Burnout Inventory (MBI), which continues to be the premier assessment for measuring burnout. Subsequently, Maslach and Jackson developed a series of MBIs to be used with other occupational fields, such as the MBI-Human Services Survey for human service workers and the MBI- Educators Survey (MBI-ES) for use with teachers in 1986 (Maslach, Schaufeli, & Leiter, 2001).
In 1996 Maslach, Jackson and Leiter developed the MBI-General Survey (MBI-GS). This MBI inventory helped to expand the research beyond human service and education and into other occupations that are not primarily people-oriented, but with respect to the job, and not just to the personal relationships that may be a part of that job (Maslach, Jackson and Leiter 1996).
Symptoms of Burnout

According to Grosch and Olson (1994), the symptoms of burnout typically fall into four categories: physical, emotional, behavioral, and interpersonal. Physical symptoms frequently include exhaustion, sleep difficulties, headaches, gastrointestinal disturbances and colds, insomnia, muscle tension, and ulcers (Forney, Wallace-Schutzman, & Wiggers as cited in Watkins 1983). According to Watkins (1983) Emotional symptoms commonly include the following:
(1) Depression
(2) Irritability
(3) Sense of guilt
(4) Anxiety
(5) Helplessness
(6) Hopelessness
(7) Frustration
(8) Pessimism
(9) Depression
Behavioral symptoms regularly include low productivity, alcoholism, drug abuse, incessant complaining, daydreaming, loss of enthusiasm, and procrastination (Grosch and Olson, 1994). Interpersonal symptoms usually include lack of concentration, withdrawal, and the intellectualizing of the client (Grosch and Olson, 1994). Additional symptoms include strained relationships with co-workers, family members, and significant others; reluctance to admit that a problem exists or to seek help; and quitting the job or profession entirely (Angerer, 2003). In the end, burnout is not usually just a temporary state. It can become an unhealthy condition if allowed to progress untreated (Watkins, 1983).
Whereas the many definitions of burnout consistently lead to the same three components—exhaustion, cynicism and inefficacy—the many symptoms of burnout, whether from the physical, emotional, behavioral or interpersonal categories, lead to the same inevitable consequences: a decrease in effectiveness and a decrease in work performance (Schaufeli, Maslach, & Marek, as cited in Angerer, 2003). Unfortunately most helping professional, including counselor possess characteristics, which predisposed them to this construct.
Counselors and Characteristics of Burnout

Much of the literature on burnout focuses on the relationships between workers and clients in occupations such as human services, health care, education, social work and counseling (Maslach 2003; Apker & Ray, 2003; Turnipseed, 1998; Garrett, 1999; Zellars, Perrewe, Hochwarter, 2000; Edelstein, 2001). Various researchers (Schaufeli, Salavona, Gonzalez-Roma & Bakker, 2002; Skovholt, 2001; Swanton, Stude, Unruh & Swanton, 2001) have indicated that in people-oriented occupations in which workers provide constant empathy, give personal assistance, and take on the responsibility of emotionally caring for others, these workers also experience high rates of burnout.
The literature also reveals that many human service professionals, especially counseling professionals such as school counselors (Butler and Constantine, 2005), rehabilitation counselors (Layne, Hohenshil, & Singh, 2004), school psychologists (Miles and Chittooraan, 2001), and mental health and substance abuse counselors (Osborne, 2004); possess identifiable personal and environmental characteristics that predispose them to burnout (Benjamin, 1987; Maslach, Schaufeli, & Leiter, 2001).

Personal Characteristics

Age, gender, level of education, marital status and length of time in the occupation are personal characteristics that have been studied and related to burnout (Maslach, 2003; Butler and Constantine, 2005; and Osborne, 2004). VanYperen, Buunk & Schaufeli (1992) reported that burnout is mainly identified in highly educated individuals younger than 30 or 40 years of age. Various studies (Butler and Constantine 2005; Sharada, and Raju, 2001; Skovholt, Grier, & Hanson, 2001) reported that burnout tends to be higher for people who are single than for people who are married, higher for younger employees than for older employees, and higher for individuals with less time on the job. Cushway and Tyler (1996) reported that female psychologists reported a higher rate of burnout than male psychologists and that younger and less experienced psychologists reported higher rates of burnout than older experienced psychologists.
Butler and Constantine (2005) found that counselors with 20-30 years of experience had lower feelings of personal accomplishment and higher feelings of depersonalization than counselors with 0-9 or 10-19 years of service. The literature still supports Benjamin’s (1987) thoughts that indicate burnout affects the ambitious, dedicated, enthusiastic, and most able young professionals the most. According to Maslach (2003), burnout occurs because new counseling professionals are ambitious, hard working and are expecting a return on their effort and investment.

Environmental Characteristics

The job-person-fit framework best characterizes the environmental characteristics. Burnout appears (Angerer, 2003) when there is a prolonged imbalance or mismatch in one of the six domains: work overload, lack of control, insufficient reward, breakdown of community, absence of fairness, and conflicting values between the job environment and employee. Therefore, chronically difficult job demands, such as the pressure for quantity over quality and competition with other service providers, including managed care, contribute to counselor burnout (Swanton, Stude, Unruh, & Swanton, 2001). An imbalance between high demands and low resources, such as, large case loads and staffing shortages, budget problems, diverse clientele both demographically and types of services requested, and the lack of specialization among the staff contribute to counselor burnout (Butler and Constantine, 2005). Also, the presence of conflict, such as the constant questioning of professional judgment or values of a professional counselor comprise some of the antecedent characteristics that are consistently found in work environments and contribute to counselor burnout experience (Miles and Chittooran, 2001).

Counselor Burnout in Post-Secondary Education

Counselors working in post-secondary educational environments possess the same personal and environmental characteristics that predispose them to burnout as professional counselors working in other counseling environments (Renjilian, Baum, & Landry, 1998). Furthermore, there is some indication from the research that counselors at 2-year institutions report a higher incidence of counselor burnout than do counselors at 4-year institutions (Durodoye, Harris, & Bolden, 2000).
Most, if not all, post secondary educational institutions provide some type of counseling service. These services come in all shapes and sizes. However, the level of service or the role the counselor performs depends upon the nature and the size of the institution (Dean, 2000). The literature on post secondary educational counselors indicates that individuals who become counselors typically approach the profession from an inner sense or drive of wanting to help others through academic, social, and personal issues and problems and usually believe that the work they will be doing will be meaningful and helpful (Murray, 1987). To this end, beginning counseling professionals are enthusiastic, overflowing with new ideas, filled with an abundance of boundless energy, confident and committed (Gmelch, Wilke, and Lovrich, 1983) and possess the same personal antecedents characteristics for burnout as identified for those working in people-oriented occupations (Benjamin, 1987; Maslach, Schaufeli, & Leiter, 2001; Miles and Chittooraan, 2001; Layne, Hohenshil, & Singh, 2004; Osborne, 2004; Butler and Constantine, 2005).
In educational counseling environments where counselors’ duties primarily include providing career counseling and academic advising, they may also perform crisis intervention, personal counseling (Craig and Norton, 2000) and a variety of additional student services related functions, thereby creating a workload imbalance. Combine the extensive job duties with the large number and diversity of students to be served, and counselors become physically and mentally exhausted trying to fulfill the duties in their job by performing routine repetitive tasks over a prolonged period of time (Maslach, 2003).
To further complicate matters, many students are academically unprepared, may have a history of academic failures, or are returning to college after many years. This is especially relevant as 50 percent of students enrolled in higher education attend community colleges (Durodoye, Harris, & Bolden, 2000). Many of these college students are first-generation college students, ethnic minorities, or lack an academic support system (Davis and Humphrey, 2000; Ray and Altekruse, 2000). Another factor adding to the environmental and person-job-fit equation is that for college counselors, the risks of burnout are compounded by organizational problems such as low pay, restricted budget, insufficient staff and few opportunities for advancement (Phelps, 1992). These counselors often struggle with the administration’s agendas and regulations, which can negatively impact their counseling work as they attempt to serve students (May, 2000).
Research (Renjilian, Baum, & Landry 1998; Durodoye, Harris, & Bolden 2000; Benjamin, 1987; Maslach, Schaufeli, & Leiter, 2001; Miles and Chittooraan, 2001; Layne, Hohenshil, & Singh, 2004; Osborne, 2004; Butler and Constantine, 2005) indicates that counselors in educational environments are susceptible to burnout due to the personal and environmental characteristics commonly present that are antecedents to burnout. It seems likely that counselor burnout may have an impact on an institution, particularly as it relates to climate and overall morale (Maslach, 2001). However, given the consequences of burnout, counselors who are experiencing burnout are at risk of injuring students by providing less than quality services (Renjilian, Baum, & Landry 1998; Renjilian & Stites, 2002).


Impact of Counselor’s Burnout on Students

When counselors experience burnout, the services they provide to students may be less than professional and possibly contrary to the student’s goals (Renjilian, Baum, & Landry 1998; Renjilian & Stites, 2002). Strupp (1996) reported that negative counselor behaviors produce negative reactions in clients, and that just a few such behaviors were sufficient to produce dissatisfaction for the client. Renjilian and Stites (2002) found that college students who had been in counseling have a sense of what is and what is not acceptable counselor behavior. However, first time students were less affected by counselor burnout because of their inexperience with counseling. They also found that female students tend to be more perceptive of counselor burnout since many of the symptoms are manifested in nonverbal behavior (Renjilian and Stites, 2002).
Nonetheless, according to Renjilian and Stites (2002), it appears that college students are sensitive to the signs of counselor burnout, and their perceptions affect their view of the counselor. This view is already compromised because of the low levels of confidence the public has in counselors (Bram, 1997). Sherman and Thelen (1998) concluded that in practice, counselors who experience burnout most likely see their work as “hindered to some extent” (p. 83), thus also realizing that the quality of their service to students has decreased.
Additional literature and research on the impact of counselor burnout on students is drawn from the related literature and research on burnout completed in similar fields of study (Watkins, 1983; Benjamin, 1987; Emerson & Markos, 1996; Maslach, 2001; Angerer, 2003). Benjamin (1987) noted that faculty and counselors who are distressed are less effective in what they do. It is as though there is a disconnection, detachment and eventual dissonance from the passion that initially fueled the counselor leading them to this helping profession (Maslach, 2001). In addition, there seems to be a change in what counselors who experience burnout determine as their primary purpose. It may shift from people to processing paper or leaving direct contact work for administrative work (Casas, Furlong & Castillo, 1980). Watkins (1983) purports that listening and fully attending becomes a more burdensome and demanding activity than has been previously experienced when a therapist is experiencing burnout and that for the afflicted college counselor, the appointment with the student becomes another routine chore rather than an opportunity to help someone achieve their educational goals.
Fundamental in this line of reasoning is carelessness and poor advising, as impaired counselors take on a hardening and pervasive attitude of indifference toward the job and students (Watkins, 1983). Skorupa and Agresti (1993) reported that depersonalization might occur when a counselor experiencing burnout behaviorally acts out, responding to the student in a derogatory, unsupportive way or by negating the student as a person. According to Renjilian and Stites, (2002) this would suggest that college students possess a low threshold for counselor burnout. In turn this may cause students to become frustrated, angry and even discouraged enough to withdraw from the college.
Maslach (2001) sums up the impact on students with the statement, “If burnout causes people to be more irritable or uncooperative, or to minimize their efforts, then the quality and efficiency of their work will decline, and the social climate of their workplace will deteriorate” (p. 611). College counselors provide a variety of services (Craig and Norton, 2000) available to students. A typical student could have multiple contacts with the counselors before attending his or her first class. If the counselor is experiencing some symptom of burnout, the student’s experiences may not be positive and that experience will impact on how that student feels and what that student can expect from the college. It can also determine the student’s level of satisfaction with the services (Renjilian, Baum, & Landry 1998; Renjilian and Stites, 2002). In the end, the research suggests that college students are sensitive to counselors experiencing burnout and that counselor burnout can have serious repercussions on students in post-secondary institutions.

Summary
Emotional exhaustion, Depersonalization or Cynicism and Inefficacy (or lack of personal accomplishment) are the three components that make up the syndrome of burnout. Emotional exhaustion refers to feelings of tiredness and fatigue. Depersonalization or cynicism is an attempt to put distance between oneself and the client. Inefficacy or Lack of Personal Accomplishment is the feeling of inadequacy and/or ineffectiveness. There are four distinct categories of burnout, physical, emotional, behavioral and interpersonal. Physical symptoms include exhaustion, etc.; Emotional symptoms include depression, etc.; Behavioral symptom demonstrates low productivity, etc.; and Interpersonal symptoms usually include a lack of concentration, withdrawal, etc.
There seem to be specific personal and environmental characteristics of counselors, which may increase their likelihood of experiencing burnout, and include, age, gender, level of education, marital status and length of time in the occupation. It has been noted that females report a higher incidents of burnout than do their male counterparts. Also, younger and less experienced counselors report a higher incident of burnout than do older and more experienced. In addition single counselors report a higher incident of burnout than do their married counterparts. As it relates to environment, if there is a prolonged imbalance or mismatch in workload, or a perception of a lack of control, if there is insufficient reward or a breakdown of community, as well as an absence of a sense of fairness the potential for burnout in counselors can be heightened. There also seems to be a role between conflicting values of the counselor and the job environment.
The workload imbalance may be one of the most distinctively defining character traits between two and four year post secondary institutions counselor roles. This may be as a result of providing crisis intervention and personal counseling in addition to providing career counseling and academic advising, as well as a variety of additional student services related functions. This no only has the potential to create work imbalances it can be emotionally and physically draining for the counselor.
There seems to be agreement in the literature that when counselors experience burnout the services they provide to students may definitely be less than professional but even more problematic, it can be counterproductive for the student and serve to derail, prolong and otherwise impede the student’s goal attainment.
The extension of the hypothetical rational in this regard is that this has far reaching impact on all stakeholders and include but are not limited to the following:
(1) Good counselors may not recover from burnout
(2) Students may abandon their academic and professional aspirations and drop out
(3) Enrollment and Retention efforts at the post-secondary institute will be negatively impacted.
(4) The calculations by which the state and federal government provide financial assistance to post-secondary institutions will be comprised as less money will be given to schools with lower enrollments and FTEs
(5) Economic Development may slow down, as the ability to have a skilled workforce will diminish.
Burnout is a construct that can both directly and indirectly impact the quality of life for professional counsels, students, faculty and staff at post-secondary institutions and the community.























CHAPTER III

METHODOLOGY
Introduction
Research Design
The methodological approach to the research design of this study is a non -experimental quantitative design, which will use a combination descriptive, correlation, and inductive statistics. The purpose of this self-reported study is to examine the prevalence of burnout and the relationship of burnout between independent and dependent variables of counselors working in WTCS. This study will also examine the counselors’ perception about their roles and responsibilities.
Participants
The participants for this study will be drawn from sixteen technical colleges located in Midwestern United States’ technical college system. The participants will consist of those individuals who are employed as counselors and meet the WTCS provisional certification requirements for counselor; which consists of a Master's degree in guidance and counseling (including a practicum experience); or bachelor's degree and 30 semesters graduate credits in counseling and guidance (including the practicum experience); 24 months of occupational experience in any field except education and two (2) years professional experience as an Counselor. There are approximately 150 potential participants in this population. Since it is possible to include the entire sample population, no specific sampling or randomization technique will be used. The results will be based solely upon the percentage of returned response.
.
Instruments

The instruments used in this investigation are the Maslach Burnout Inventory-Educator Survey third edition (MBI-ES) (Maslach et al., 1996), a demographic data sheets and a one page questionnaire with three questions. Two of the three questions require a likert response. All three question request a short explanation or a listing.

The Maslach Burnout Inventory

The Maslach Burnout Inventory (MBI) is a twenty-two item, self-administered inventory which was developed by Christina Maslach and Susan Jackson (1981; 1986; 1996). The inventory contains three subscales that are designed to measure the three dimensions of burnout. These subscales are Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The items on each of the three subscales are written as statements about the subject’s personal feelings and attitudes. The subject rates each statement on a Likert scale of 0 (never) to 6 (every day). Each subscale is considered separately and (is not intended to be) collapsed into a general burnout score (Maslach et al., 1996).
The Emotional Exhaustion subscale is concerned with an individual’s feelings of being emotionally worn down or so drained by their work that they are exhausted emotionally. This subscale contains nine items. The Depersonalization subscale is concerned with the impersonal attitudes and feelings toward those individuals that an individual is working with i.e., clients or customers. This subscale contains five items. The Personal Accomplishment subscale is concerned with one’s level of competence and success in working with clients or customers. It contains eight items. A high mean score on the first two subscales (Emotional Exhaustion and Depersonalization) coupled with and a low mean score on the latter (Personal Accomplishment) reflects a greater tendency toward a high level of burnout in the respondent. The MBI has been found to be reliable, valid, and easy to administer (subjects usually take 10-15 minutes to complete the inventory). Internal consistencies (Chronbach’s Alpha) for the three subscales of the MBI are reported as .90 for Emotional Exhaustion; .79 for Depersonalization; and .71 for Personal Accomplishment (Maslach & Jackson, 1986). Test-retest reliability for subscales were reported as .82 for Emotional Exhaustion; .60 for Depersonalization; and .82 for Personal Accomplishment (Maslach & Jackson, 1986).
Validity of the MBI was determined three ways. First, someone who knew the individual well – such as a co-worker or spouse, correlated MBI scores of an individual with behavioral ratings of the individual. Second, the MBI scores were correlated with job characteristics that were present and believed to contribute to burnout.
Finally, MBI scores were correlated with measures of certain outcomes that have been hypothesized to be related to burnout. Maslach and Pines (1977), Maslach and Jackson (1984), and Riggar, et al. (1985) have demonstrated validity. Significant criterion validity correlations ranged from a low of .16 to a high of .56 (Maslach et al., 1996, pp. 45-46)


The Demographic Data Sheet & Questionnaire

The demographic data sheet and questionnaire consist of twelve questions. The first nine questions are specific to the respondent; gender, age, marital status, highest degree earned, primary work assignment, years of counseling experience, years in current position and average number of professional development hour completed per year, and, average number of hours worked over regular scheduled hours. The remaining three questions focus on the respondent’s perception of the counseling role. The answer to these questions will assist in determining if a relationship exists between these variables and burnout among this particular population.











Procedure

A letter summarizing the study and requesting voluntary participation in the study and the questionnaire will be emailed to all certified counselors in the WTCS. The email addresses are available through the college’s websites. The packets containing the survey instrument, demographic data sheet & questionnaire, a cover letter with instructions and a self addressed prepaid postage mailers will be mailed to those respondents who agreed to participate in the study. Participants will be instructed to return the completed packets, with in two weeks by mail in the self addressed prepaid postage mailers included with the initial mailing. Email contact will be made three to five day after the mailing to make sure the participant has received the packet. A follow up email will be made in seven to ten day to encourage the completion and return of the completed instruments.
Analysis

Several statistical methods will be used to examine the data. The prevalence of burnout experienced by counselors working in the WTCS will be determined by using descriptive statistics from the scores off the MBI. Theses descriptive statistics will be based on the standards set forth by Maslach and Jackson in their original work on burnout (Maslach & Jackson, 1981a; Maslach & Jackson, 1981b). These standards allow for categorization of the counselors into high, moderate, and low levels of the burnout dimensions of emotional exhaustion, depersonalization, and personal accomplishment. In order to determine the relationship between selected demographics information and total burnout scores separate standard multiple regressions will be conducted for each independent variable. The independent variables are gender, age, marital status, highest degree earned, primary work assignment, years of counseling experience, years in current position and average number of professional development hours completed per year, and, number of hours worked over regular scheduled hours. The dependent variables are the burnout scores for the three subscales.
To determine the type of and most frequent stressful issue(s) or situation(s) experienced, by the counselors working in the WTCS, and inductive analysis will be conducted. Each response will be labeled and a unit of data, called a value unit. Each value unit's content will be noted and then grouped into a like- category. Similar value unit responses will be grouped non-similar value unit response will represent a new category. The frequency with which the counselors identify the value unit will also be documented for each category to provide an understanding of how pervasive the stressful situation or issue may be.
Summary
This present study is a non-experimental quantitative design, which uses a combination descriptive, correlation and inductive statistics. The participants in this study are drawn from the sixteen (16) WTCS located in the Midwestern United States. The instrument used to investigate and measure counselor burnout is the MBI-ES. In addition a demographic data sheet along with a one-page questionnaire will be mailed to 150 counselors. Only those surveys that are returned will be used in this study and a variety of statistical methodologies will be used to examine the data. A copy of the procedural letter to all participants is attached.

Excerpt From Essay:

Title: PERSONAL STATEMENT

Total Pages: 4 Words: 1194 References: 0 Citation Style: MLA Document Type: Research Paper

Essay Instructions: FOR MSW PROGRAM APPLICATION ! MUST COMPLETE A FIVE-TO-SEVEN PAGE, DOUBLE-SPACED, PERSONAL STATEMENT WHICH ADDRESSES THE QUESTIONS ASKED BELOW. PLEASE COMPOSE IN A QUESTION-AND-ANSWER FORMAT AND INCLUDE MY NAME(MARTINYAN, NARINE) AT THE TOP OF EACH PAGE.
PLEASE ANSER THE FOLLOWING:

1. HOW DID YOU DEVELOP AN INTEREST IN SOCIAL WORK? WHAT QUALITIES, SKILLS, OR EXPERIENCES MAKE YOU AN EXCELLENT CANDIDATE FOR OUR URBAN FAMILY SOCIAL WORK PROGRAM?
2. SOCIAL WORK IS A PROFESSION WITH A STRONG VALUE SYSTEM IN HELPING PEOPLE IN NEED. HOW DO YOU THINK YOUR PERSONAL VALUE STSTEM WILL FIT IN THE FIELD OF SOCIAL WORK PROGRAM?
3. WHAT MADE YOU DECIDE ON A CREER IN SOCIAL WORK? WHAT GOALS DO YOU HOPE TO ACHIEVE ONCE YOU OBTAIN A MSW?
4. IF YOU HAVE WORKED IN ANOTHER FIELD, WHAT MADE YOU WANT TO CHANGE TO SOCIAL WORK?
5. IDENTIFY THREE CLIENT POPULATIONS THAT MIGHT CREATE A VALUE CONFLICT FOR YOU, OR THAT MIGHT CAUSE YOU TO LOSE YOUR PROFESSIONAL OBJECTIVITY. DESCRIBE WHAT APPROACH YOU WILL TAKE IN ORDER TO WORK WITH EACH POPULATION LISTED.
6. WHAT DO YOU CONSIDER YOUR PERSONAL STRENGHS AND LIMITATIONS IN TERMS OF YOUR DEVELOPMENT AS A PROFESSIONAL SOCIAL WORKER? WHAT QUALITIES DO YOU POSSESS WHICH PREPARE YOU FOR GRADUATE SOCIAL WORK (INSIGHT, INTUITIVENESS, SELF-AWARENESS, ETC.)?
7. CLEARLY DESCRIBE THE PLANS THAT YOU HAVE MADE IN ORDER TO ENSURE THAT YOU WILL BE ABLE TO COMPLETE THE MSW PROGRAM YOU ARE APPLYING FOR (2 OR 3-YEAR), GIVEN THE COURSE WORKLOAD OF THE PROGRAM AND THE NUMBER OF HOURS THAT ARE REQUIRED FOR FIELD EDUCATION. INVLUDE A DISCUSSION ABOUT FINANCES (HOW WILL YOU FINANCE YOUR EDUCATION WHILE MEETING YOUR OTHER FINANCIAL OBLIGATIONS), TIME MANAGEMENT (HOW YOU PLAN TO JUGGLE THE COURSEWORK AND FIELD EDUCATION HOURS), AND FAMILY OBLIGATIONS (HOW WILL YOU MEET THESE AND WHAT SUPPORTS ARE IN PLACE TO HELP YOU IN THIS PROCESS).

(I WAN TO APPLY FOR 3YEARS AND IN THIS 3 YEARS I AM NOT PLANNING TO WORK / MY FIANCE AND MY DAD WILL SUPPORT ME WITH FINANCIAL).

8. IF APPLICABLE, DISCUSS ANY CURRENT PERSONAL ISSUES OR LIMITATIONS WHICH MAY IMPACT YOUR PARTICIPATION IN THE SOCIAL WORK GRADUATE CURRICULUM AND FIELD WORK.

(MY NAME IS NARINE MARTINYAN AND I AM 25 YEARS OLD. ON MAY 2007 I GRADUATED FROM NORTHRIDGE AND MY MAJOR IS SOCIALOGY. FROM 2007 ANTIL TODAY I HAVE BEEN WORKING AS A SOCIAL WORKER ASSISTANT AND I LOVE MY JOB. I HAVE FLEXABLE HOURS (8AM TO 2:30 PM ), I DO SOME PAPERWORK AND THEROAPIES, I ALSO LOVE HELPING PEOPLE). BEFOR GRADUATION I HAVE WORKED AT BANK OF AMERICA FOR 2 AND A HALF YEARS AND AT A CLOTHING STORE FOR 2 YEARS.
MY ESSAY IS DOUBLE SPACE / I DON'T KNOW HOW MANY PAGE TO TELL YOU / IT NEEDS TO BE 5-7 PAGE DOUBLE SPACE
MY RESUME

Narine Martinyan
7754 Cherrystone Ave.
Panorama City, CA 91402
Phone: (818)300-9182



Objective: Experienced Social Worker Assistant seeking to contribute relevant experience in the human services and medical fields to a challenging management/supervisory position that offers ample skill utilization and growth opportunities.


Education:
CSUN (Northridge)
Graduated in 2007
Major in Sociology

John Marshall High School
Graduated in June 2002

Thomas Start King Middle School
Graduated in June of 1998

Experience:
July / 2008-Present
Family Adult Day Health Care Center Social Worker Assistance
October/2007-July/2008
Paradise Adult Day Health Care Center Social Worker Assistance
July/2007-October/2007
Ararat Adult Day Health Care Center Social Worker Assistance
> Provided support to individuals or families coping with illness or diseases; at times, this may include both terminal and chronic illnesses. Help participants function within the limitations of their environment, improve their relationships and solve personal and family problems. Preparing monthly reports(flows chit), writing progress notes and quarterlies for each participant. Entering data in to the puter and doing munity resources.


COMMUNITY SERVICE: Volunteer at Queen of Angels Prespaterian



Language: Fluent in Armenian and English


References: Available upon request

There are faxes for this order.

Excerpt From Essay:

Title: separation of powers

Total Pages: 3 Words: 1307 Works Cited: 3 Citation Style: APA Document Type: Essay

Essay Instructions: In a 3-5 page paper, compare and contrast the impeachment trials of Andrew Johnson, Richard Nixon, and Bill Clinton. Identify ethical dilemmas presented by each. Be sure to focus on the trial proceedings in the Senate and political aspects of the impeachment proceedings as opposed to only the actions of the presidents in question. After you identify the ethical dilemmas presented in each case, rank the severity of the ethical violations of each and answer these questions:

If you were a member of the Senate, which ethical charges would you bring against each President?
In your opinion, are these charges actionable?
Should each President be impeached? Removed from office? Tried and convicted?
In each case, were the actions of the Senate ethical? Were they politically motivated?
What arguments do these ethical dilemmas bring up or create? For example, where should the line be drawn between personal issues and issues which affect a president’s ability to govern?
Are criminal proceedings appropriate in any of the cases? Why, or why not?

Excerpt From Essay:

Essay Instructions: explains a fictitious organization?s ethics programs and overall ethical environment.

Create a fictitious organization. (I choose an import/export company)


Describe the type of business, locations, size, and products or services offered.

Write a value statement which includes:

? Overall ethics of the organization
? Socially responsible business practices

Write the basic code of conduct as follow:

? Hiring practices
? Workplace discipline
? Termination of employment
? Diversity
? Harassment
? Family and personal issues


Imagine your organization has decided to begin operations in another country. Identify the country and answer the following questions:

? What legal and ethical issues might your organization face with operations in that country?

? What stakeholder groups relevant to your organization would be affected by expanding operations into this new country?

? How might those groups influence the legal and ethical decisions your organization might make while expanding its operations?

? How might the legal and ethical issues faced in this country influence your organization?s value statement and code of conduct?

NOTE: Format your paper consistent with APA guidelines.
Avoid passive voice.

Excerpt From Essay:

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