Hastings, Richard P. and Brown, Tony (2002) Coping strategies and the impact of challenging behaviors on special educators' burnout. Mental Retardation and Developmental Disabilities Research Reviews, Volume 40 (Number 2). pp. 148-156. doi:10.1352/0047-6765(2002)040<0148:CSATIO>2.0.CO;2

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Abstract

Although challenging behaviors have been identified as a source of staff stress, few researchers have directly addressed this relationship. In the present study, 55 teachers and support staff in special schools for children with mental retardation completed questionnaires assessing burnout, coping strategies for challenging behavior, and their exposure to challenging behavior. Results showed that (a) use of maladaptive coping strategies for challenging behaviors constitutes a risk for staff burnout, (b) this risk is in addition to that associated with exposure to challenging behavior, and (c) use of maladaptive coping strategies moderated the impact of exposure to challenging behaviors on emotional exhaustion burnout. Implications for future research and for the support of staff working with individuals who have challenging behaviors are discussed.

Item Type:	Journal Article
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Journal or Publication Title:	Mental Retardation and Developmental Disabilities Research Reviews
Publisher:	John Wiley & Sons, Inc.
ISSN:	1080-4013
Official Date:	April 2002
Dates:	Date Event April 2002 Published
Volume:	Volume 40
Number:	Number 2
Page Range:	pp. 148-156
DOI:	10.1352/0047-6765(2002)040<0148:CSATIO>2.0.CO;2
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access

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