AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
reduction activities at their workplace with the aim to reduce
their stress caused by the nature of their profession. Three
respondents (2.2%) reported that they do not use such activities
at their workplace. The rest of the respondents (48.1%) did not
provide an answer to this question. All responses were
categorised. Helping professionals most frequently reported that
as a stress reduction method they use supervision (26.8%) and
educational activities (20.9%). These were followed by time-
management (13.4%) i.e. creating a system for work tasks,
alternating between different tasks, taking breaks during work;
creating pleasant working atmosphere (11.9%) i.e. doing
activities to help to create a positive atmosphere at work, good
relationships with colleagues as well as friendly and cosy
working environment; teambuilding (10.4%); work meetings
(10.4%) and trips paid for by the employer (10.4%). The rest of
the suggestions varied individually and were all included in the
category „Other“ (8.9%) containing activities such as
mindfulness training, memory training, music therapy, art-
therapy, relaxation or sport activities during the working time.
The question asking about the stress reduction activities which
would respondents like to have at their workplace was answered
by 117 respondents. This means that this question was also
answered by those professionals who reported that they already
use certain stress-reduction activities but would welcome more
of them. Out of 117 employees 47% answered the question
positively and 53% in addition to their positive response
provided also concrete suggestions which were then categorized.
As a means for reducing work stress, helping professionals
would mostly welcome the following: educational activities
(29%; e.g. lectures, workshops, internal educational program,
education in coping with stress, social skills trainings –
assertiveness, communication, cooperation, dealing with
conflicts) and teambuilding activities (24.2%). Helping
professionals would also welcome trainings in relaxation
methods (17.7%), trips paid for by the employer (9.7%), sport
activities (8%), consultations with a psychologist (8%),
supervision (4.8), music therapy or art-therapy (4.8%).
4. Discussion and conclusion
Generally, the findings of this study are positive and show that
positive outcomes such as personal satisfaction with work
performance and competence are experienced frequently by
helping professionals. Based on the results, it can be said that
helping professionals experience only a low level of burnout.
However, individual aspects of burnout show significant
differences which is in line with our findings in other published
studies so far (Köverová, Ráczová, 2017; Köverová, Ráczová, in
press). It was also found that when the role of socio-
demographic factors was taken into consideration, emotional
exhaustion showed a stronger effect (subscale of the ProQoL
questionnaire and emotional exhaustion in the MBI) which has
led us to the identification of those professionals who are at
higher risk for burnout. These were usually older and more
experienced professionals, employed in social services and
health care (employees of the Central Office of Labour, Social
Affairs and Family, social workers, nurses, carers) but also
professionals who spend too little time with their clients (less
than 3 hours per week). A higher level of exhaustion among
older professionals has also been shown in a number of studies
(Köverová, Ráczová, in press
; Śliwiński et al., 2014; Tuvesson
et al., 2011).
Supervision and education were found to be the most frequently
used stress reduction strategies by helping professionals from
those available at the workplace. However, the results also
suggest that helping professionals saw the provision of activities
for stress reduction provided by their employers as insufficient.
More opportunities for educational, teambuilding and relaxation
activities would be appreciated during work time.
The accounts of the employees mainly reflect the importance of
education (development of professional skills), maintaining
positive relationships at the workplace and mental hygiene
which suggests that helping professionals really care about
responsible and competent performance of their profession.
Suggestions concerning the possibilities of psychological
consultations and supervision showed that such consultations
and supervision is either not used sufficiently or that demand for
it is too high.
Based on the presented findings, it seems important that
employers pay more attention and dedicate more of their
employees’ working time to these activities (taking into account
their possibilities). This has been identified as important for
reducing the negative effects of working in helping professions
(mainly burnout and stress which are the most frequent; Figley,
2002; Stamm, 2010). Prevention programs for helping
professionals should contain up-to-date information about
burnout and especially about its prevalence in (but not only)
those occupations which are at high risk. For professionals who
are experiencing the symptoms of burnout there should be
intervention programs focused on the reduction of the negative
effects related this profession.
The presented findings should be interpreted in the context of
what needs to be improved in the work of helping professionals
which eventually increases the quality of the provided care. The
development, implementation and evaluation of a prevention and
intervention program aimed at improving the competence in self-
care as a means for reducing the negative effects related to
working as a helping professional is the main goal of the project
of which this study is part of. Thus, the presented findings along
with other findings of this project provide the background for the
development of such program.
Education in self-care can be seen as an opportunity for self-
realization which is one of the factors improving the resilience of
individuals against stress as such (Mesárošová, 2014).
According to several authors (Newell, Macneil, 2010;
Cunningham, 2004), prevention and intervention programs
aimed at education are the ideal solution for preventing burnout
as well as other negative consequences common in helping
professions. This has been supported empirically by showing
that these programs are effective (Awa, Plaumann, Walter,
2010). In Slovakia, several researchers in social work have
stud
ied this problem e.g. Šiňanská, Šandlová (2013) and
Lovašová (2016) who also argues that life-long education,
supervision and psycho-social trainings as individual
components of self-care are a necessary part of the education and
training of professionals. However, it has not yet been addressed
comprehensively and subsequently should be addressed by the
future research of this topic.
Literature:
1. ALKEMA, K., LINTON, J. M., DAVIES, R. A study of the
relationship between self-care, compassion satisfaction, compassion
fatigue, and burnout among hospice professionals. Journal of Social
Work in End-of-Life & Palliative Care. 2008, 4(2), 101-119. ISSN
1552-4264.
2. AWA, W. L., PLAUMANN, M., WALTER, U. Burnout
prevention: a review of intervention programs. Patient education and
counseling. 2010, 78(2), 184-190. ISSN 0738-3991.
3. BARNETT, J. E., BAKER, E. K., ELMAN, N. S., SCHOENER,
G. R. In pursuit of wellness: The self-care imperative. Professional
Psychology: Research and Practice. 2007, 38(6), 603-612. ISSN
0735-7028.
4. CUNNINGHAM, M. Teaching social workers about trauma:
Reducing the risks of vicarious traumatization in the classroom.
Journal of Social Work Education. 2004, 40(20), 305–317. ISSN
2163-5811.
5. DEMEROUTI, E., BAKKER, A. B. The Oldenburg Burnout
Inventory: A good alternative to measure burnout and engagement.
Handbook of stress and burnout in health care. Hauppauge, NY:
Nova Science. 2008, 68-78. ISBN 978-1-60456-500-3.
6. CHERNISS, C. Natural recovery from burnout: Results from a
10-year follow-up study. Journal of health and human resources
administration. 1990, 1, 132-154. ISSN: 1079-3739.
7. FIGLEY, C.R. Treating compassion fatigue. New York, NY:
Routledge. 2002, 227. ISBN 1583910530.
- 164 -