Hillert A, Koch S, Lehr D
Schön Klinik Roseneck, Am Roseneck 6, 83209 Prien am Chiemsee, Deutschland.
Nervenarzt. 2013 Jul;84(7):806-12. doi: 10.1007/s00115-013-3745-4.
In the public view as well as amongst teachers burnout was commonly regarded as an innate problem of this particular profession. Based on a critical evaluation of the phenomenon of burnout current concepts of mental health in teachers are presented. On the one hand they encompass job-related profiles of coping in schoolteachers. Other concepts focus on vocational competence of stress management or organizational factors, their perception and individual appraisal (e.g. effort-reward imbalance). Beyond that the role of functional recovery is illustrated. These concepts relate to elevated levels of occupational stress and increased risk of mental disorders. The current state of research is limited by the lack of longitudinal studies; however, practical job-specific approaches in the prevention and treatment of mentally stressed teachers can be deduced.
在公众以及教师群体看来，职业倦怠通常被视为这一特定职业的固有问题。基于对职业倦怠现象的批判性评估，本文提出了当前教师心理健康的相关概念。一方面，这些概念涵盖了教师在工作中的应对方式。其他概念则关注压力管理的职业能力或组织因素、对这些因素的认知以及个人评价（如努力与回报失衡）。除此之外，还阐述了功能恢复的作用。这些概念与职业压力水平的升高以及精神障碍风险的增加有关。目前的研究状况因缺乏纵向研究而受到限制；然而，可以推导出针对预防和治疗精神压力大的教师的具体实用方法。
