This quantitative study examined self-compassion as a buffer in burnout of teaching assistants working with students on the autism spectrum. An on-line survey was developed using the Self-Compassion Scale (SCS) and the Copenhagen Burnout Inventory (CBI) to investigate self-compassion, burnout, and a number of demographic variables. The survey was shared with teaching assistants who work with students on the autism spectrum in nine New York Counties. One hundred forty-five (N = 145) teaching assistants participated in the study. The self-kindness factor score, the mindfulness factor score, and the overall self-compassion composite score of teaching assistants working with students on the autism spectrum demonstrated statistically significant negative relationships with all areas of burnout: personal, work-related, and student-related. This indicates that as the teaching assistants' scores for self-kindness, mindfulness, and self-compassion increase their scores for all areas of burnout decrease. Overall, the findings indicate that there may be buffers that prevent against burnout in teaching assistants who work with students on the autism spectrum.
|Advisor:||Phillips, Joseph J.|
|Commitee:||Monson, Robert, Reilly, Monique|
|School Location:||United States -- New York|
|Source:||DAI-A 80/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Educational psychology, Psychology, Occupational psychology|
|Keywords:||Autism, Burnout, Positive psychology, Self-compassion, Teaching assistants|
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