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Dissertation/Thesis Abstract

The isolation, perceived organizational support (POS), and occupational role stress of mental health practitioners in scholastic and related applied settings
by Land, Lorraine A., Ph.D., Capella University, 2008, 195; 3297736
Abstract (Summary)

Mental health practitioners in scholastic settings, such as K though 12 schools or universities, and in related applied settings, such as agencies or children's hospitals, may be feeling isolated and lacking support. As a result, these professionals may perceive higher levels of occupational role stress due to the demands that their respective organizations place on them. These practitioners include: trained school psychologists, psychiatrists, psychology professors, scientist-practitioner researchers, counselors, therapists, and/or social workers. As Basset and Lloyd (2001) note in their research on human service professionals: Stress and burn-out in human service workers has been receiving increasing attention over a number of years. For workers in the field of mental health, additional stressors are present owing to organizational restructuring and new models of careā€¦. Various issues have been raised about this new way of working, such as professional isolationā€¦. Yet, as noted by Cropanzano (1997), empirical data between work stress and support from workers' organizations has been minimal. This quantitative and exploratory study will investigate the relationships between the isolation, POS, and occupational role stress of mental health practitioners employed in scholastic and related applied settings.

Indexing (document details)
Advisor: Bausch, Kenneth
School: Capella University
Department: School of Psychology
School Location: United States -- Minnesota
Source: DAI-B 69/02, Dissertation Abstracts International
Subjects: Occupational psychology
Keywords: Counselors, Isolation, K-12 schools, Occupational role stress, Perceived organizational support, Psychologists, Teachers, Universities
Publication Number: 3297736
ISBN: 978-0-549-48628-2
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