Farber B A
Teachers College, Columbia University, New York, NY 10027, USA.
J Clin Psychol. 2000 May;56(5):675-89. doi: 10.1002/(sici)1097-4679(200005)56:5<675::aid-jclp8>3.0.co;2-d.
Using teachers as a prototype, this article suggests that there are three types of burnout: "wearout," wherein an individual gives up, feeling depleted in confronting stress; "classic" burnout, wherein an individual works increasingly hard in the face of stress; and an "underchallenged" type, wherein an individual is faced not with excessive degrees of stress per se (e.g., overload), but rather with monotonous and unstimulating work conditions. The major arguments put forward are that: a) clinicians should avoid treating teacher burnout as if it were a single phenomenon, and instead tailor their treatment to the specific type of burnout manifested by their client; and b) these treatments, while embodying different elements, should be essentially integrative in nature. Psychoanalytic insight, cognitive restructuring, empathic concern, and stress-reduction techniques may all be necessary, albeit in different combinations, to treat successfully burnout of each type.
以教师为原型，本文提出倦怠有三种类型：“耗竭”，即个体放弃，在面对压力时感到精力枯竭；“典型”倦怠，即个体在面对压力时工作越来越努力；以及“缺乏挑战”型，即个体面临的不是压力本身过大（例如，负荷过重），而是单调且缺乏刺激的工作条件。提出的主要观点是：a）临床医生应避免将教师倦怠视为单一现象，而是根据客户表现出的特定倦怠类型进行针对性治疗；b）这些治疗虽然包含不同元素，但本质上应是综合的。精神分析洞察力、认知重构、共情关怀和减压技巧可能都是必要的，尽管组合不同，但都有助于成功治疗每种类型的倦怠。
