Group intervention with teachers with burnout syndrome: an integrative review

Authors

  • Luciana de Araújo Mendes e Silva Universidade de Franca – UNIFRAN, São Paulo, SP- Brasil
  • Vitória Regina de Morais Cardoso Rodrigu Universidade de Franca – UNIFRAN, São Paulo, SP- Brasil
  • Alessandra Faleiros Silveira Universidade de Franca – UNIFRAN, São Paulo, SP- Brasil
  • Cleria Maria Lobo Bittar Universidade de Franca – UNIFRAN, São Paulo, SP- Brasil

DOI:

https://doi.org/10.17058/reci.v1i1.7977

Abstract

Background and objectives: Teaching is considered one of the most stressful professions and prolonged stressful situation can lead to burnout syndrome. The purpose of this integrative review was to identify the scientific productions that highlight the importance of group interventions as strategies to promote coping and / or prevention of illness caused by the syndrome. Contents:The database used was SCIELO and the sample was consisted of 01 article obtained from the criterion of inclusion and exclusion adopted in the research. It was evident that the studies conduct surveys about risk factors of burnout syndrome; prevalence of the syndrome in teachers, knowledge of the syndrome by teachers and confronting strategies. However, only does one study perform interventional actions. Conclusion:Thus, what stands out is the need of conducting research in the country with an emphasis on effective group interventions to prevent or rehabilitate teachers who were diagnosed with burnout syndrome.

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Published

2016-10-03

How to Cite

de Araújo Mendes e Silva, L., de Morais Cardoso Rodrigu, V. R., Faleiros Silveira, A., & Lobo Bittar, C. M. (2016). Group intervention with teachers with burnout syndrome: an integrative review. Revista De Epidemiologia E Controle De Infecção, 1(1), 203-213. https://doi.org/10.17058/reci.v1i1.7977

Issue

v. 6 (2016): SUPLEMENTO - II Congresso Brasileiro Interdisciplinar de Promoção da Saúde

Section

REVIEW ARTICLE

License

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