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- All Subjects: Burnout
Description
Child advocacy centers provide a safe, child-friendly environment for the forensic interview and subsequent investigation of child victimization cases. However, very little research has examined the effects of burnout, secondary trauma, and organizational stressors on forensic interviewers. The goal of the present project was addressing the following research questions. Do forensic interviewers experience burnout and secondary trauma associated with their profession? How do organizational stressors mitigate or increase these effects among forensic interviewers? Data was collected by conducting an online survey of forensic interviewers working at child advocacy centers across the United States. Specifically, burnout was measured with the Oldenburg Burnout Inventory, and secondary trauma was measured with the Secondary Traumatic Stress Scale (STSS). The current study utilized bivariate correlations, and OLS regression models to analyze the effects of burnout, secondary trauma, and organizational stressors on forensic interviewers. The results indicate burnout and secondary trauma among interviewers in the sample. Job support, funding constraints, and heavy caseloads all influence the outcome measures. Policy recommendations include continued education, training, and mental health services for forensic interviewers. Future researchers should conduct qualitative interviews and expand on variables within the current dataset such as note taking, peer evaluations, and forensic interviewing protocols in order to gain further insight into this population.
ContributorsStarcher, Destinee (Author) / Stolzenberg, Stacia (Thesis advisor) / Telep, Cody (Committee member) / Young, Jacob (Committee member) / Arizona State University (Publisher)
Created2019
Description
The Zero Tolerance Policy began appearing in secondary schools in the early 1990's. In the late 1980's, crimes committed by juveniles were at an all-time high. Fears that the violence would spill onto campus propelled lawmakers and school officials to take preventative measures. With the creation of the Gun-Free School Zone Act of 1990 and Gun-Free Act of 1994, any individual caught with a weapon on campus would be found in violation of the Act and be punishable by law. In addition to the Acts, School Resource Officers (SROs) became more prominent on campus. SROs were originally on campus to teach drug prevention programs, however SROs began to take on more of a disciplinary role to support the Zero Tolerance Policy. Furthermore, educators began turning towards SROs to handle less serious incidents such as behavioral outbursts. As SROs took a more active role, arrests among students started to rise. Many think this is a direct pathway to our criminal justice system, more commonly known as the school-to-prison pipeline. This pipeline disproportionately affects African Americans. This paper will examine the creation, aims and purpose of the Zero Tolerance Policy as well as what incidents helped create and install the policy. This paper will look at what the Zero Tolerance Policy looks like since it has been enacted. Moreover, there will be a focus on which students are affected the most and if this policy will lead to criminal justice contact in the future. Lastly, alternatives to the Zero Tolerance Policy will be discussed and if the policy can be improved or should it be eliminated.
ContributorsSoto, Tatyana E. (Author) / Sweeten, Gary (Thesis director) / Stolzenberg, Stacia (Committee member) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
In recent years, public service has confronted the challenge of decreasing employee well-being, evidenced by increased burnout and turnover. One of the threats to employee well-being is the challenge of balancing increasing job demands and decreasing job resources. The imbalance between public servants’ job demands and resources has been exacerbated during a time of heightened stress due to a global pandemic. This perfect storm of imbalance along with the stressors from a global pandemic offers an opportunity to examine how public organizations and leaders can help employees maintain or improve workplace well-being. One way public employees can handle this imbalance between job demands and job resources is by relying on coping resources. Coping resources are personally and environmentally produced assets that work in conjunction with coping mechanisms to increase employee well-being. All job resources can be considered coping resources, but not all coping resources are job resources. Public organizations can leverage certain types of coping resources to reduce the impact of job demands and job resource imbalances, including resources that emanate from the organization itself, like leadership. Instrumental leadership helps employees address stressors by monitoring the environment, facilitating goal achievement, offering constructive feedback, and providing visionary leadership. To investigate the relationship between coping resources and employee well-being, I examine the relationship between coping resources and employee well-being, focusing on the relationship between instrumental leadership and burnout. In Chapters 1 and 2, I discuss my dissertation and review the theory behind this relationship. Chapter 3 examines the different types of coping resources (instrumental leadership, affective organizational commitment, self-efficacy, and social belonging) and the connection between each of the coping resources and markers of employee well-being (i.e., burnout and stress) as well as the mediating role of two coping mechanisms (self-distraction and planning). In Chapter 4, I review the dataset, which is a repeated measures design with two data points from city employees working in a large city in the southwest United States. Chapter 5 presents the analysis of these relationships. Chapter 6 summarizes my findings, shares the limitations of this research, and presents future ideas for research.
ContributorsAllgood, Michelle (Author) / Jensen, Ulrich (Thesis advisor) / Stritch, Justin (Committee member) / Miller, Susan (Committee member) / Smith, Amy (Committee member) / Arizona State University (Publisher)
Created2023