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Háttér és célkitűzésekKutatásunkban 10 és 14 év közötti serdülők körében vizsgáltuk 473 fős mintán a megküzdő stratégiák ismeretét, az adaptív stratégiák védő szerepét az átélt stresszel szemben, valamint az átélt stressz és depresszió összefüggéseit az iskolával kapcsolatos attitűdjeikkel. Témánk indokoltságát a serdülőkorban átélt nagyobb mértékű stressz, valamint az adaptív megküzdési stratégiáknak a stressz negatív hatásaival szembeni potenciális védő szerepe adja.MódszerKvantitatív és kvalitatív módszereket is használtunk két különböző időpontban. A kamaszoknál felmértük az általuk átélt stresszt, illetve a depressziót, továbbá a szubjektív egészségi panaszaikat és az iskolai kötődésüket. A megküzdő stratégiák ismeretét nyílt végű kérdéssel, majd a válaszok tartalomelemzésével kutattuk. Az összefüggéseket korrelációs és lineáris regressziós elemzéssel vizsgáltuk.EredményekAz iskolai stressz összefüggést mutatott a depresszióval és az észlelt tanári támogatással. Az iskolai kötődést a vizsgált változók közül egyedül a tanári támogatás magyarázta. Az iskolai stressz szignifikáns negatív kapcsolatban volt az iskolai kötődéssel keresztmetszeti és hosszmetszeti elrendezésben is. Mintánkban a leginkább ismert stresszkezelési technikák a fizikai aktivitás, a verbalitás/sírás/kiabálás, a fizikai pihenés/feltöltődés és a digitális világ technikáinak használata voltak, néhány vizsgálati személy az instrukció ellenére maladaptív stratégiákat is említett. A maladaptív stratégiák igénybevétele főként a fizikai aktivitással, a verbalitás/sírás/kiabálás használatával, illetve a digitális világ technikáinak igénybevételével mutatott együtt járást. Az adaptív stresszlevezető technikák mennyisége gyenge pozitív korrelációt mutatott a stresszel.KövetkeztetésekA tanároktól kapott támogatásnak kiemelten fontos szerepe lehet a serdülők által átélt stressz mértékének csökkentésében, illetve ezen keresztül a depressziójuk megelőzésében.

Background Studies have focused more on the outcome than on the process of burnout. However, different teachers at different stages of the process may be present at the same time, which the current methods do not capture. We aimed to develop a new measurement tool for the burnout process among teachers based on grounded theory. Methods In this cross-sectional study we tested the Burnout Process Questionnaire on a convenience sample of teachers (n = 618, 83.9% women; mean age 44.52 years). We used confirmatory factor analyses to test our measurement model. We examined the concurrent validity with the burnout factors the Maslach Burnout Inventory questionnaire includes. We tested construct validity with depression, overcommitment, demographic characteristics and work-related factors. Results The confirmatory factor analyses supported our measurement model with seven primary factors (need to prove oneself, overload of tasks, neglecting one’s needs, conflict between values, interpersonal conflicts, passivity, and emotional drain) and three second-order factors (excessive effort, conflict, and total depletion). The covariates in the Maslach Burnout Inventory showed that emotional exhaustion had a strong relationship with the first- and second-order factors. Overcommitment showed a stronger relationship with factors at the beginning whereas depression showed a stronger relationship with factors at the end of the process. Demographic characteristics and work-related factors did not show strong associations. Conclusions The Burnout Process Questionnaire is a promising measurement tool with good convergent validity. It adds a new dimension to the measurement of burnout. The process approach to measuring burnout among teachers can guide future research and tailored prevention programs.

This study validated the Hungarian version of the Maslach Burnout Inventory-Educators Survey on a sample of n = 211 elementary and secondary teachers. To test factorial validity, we ran a series of confirmatory analysis with eight models. The best fitting model was the bifactor model with general burnout and three specific factors: emotional exhaustion, depersonalization, and personal accomplishment. Analyzing the covariates revealed that gender and age were not associated with burnout, but depressive symptoms and overcommitment had a significant relationship with general burnout, and overcommitment was related to emotional exhaustion as well.

The purpose of the present study was to examine the construct validity of the Hungarian language version of the Maslach Burnout Inventory–Human Services Survey (MBI-HSS). A sample of 653 healthcare professionals (420 physicians and 233 nurses and nursing assistants) completed the MBI-HSS. A series of confirmatory factor analyses showed that a hierarchical bifactor model including a global burnout factor and three specific factors of emotional exhaustion, depersonalization and reduced personal accomplishment had the closest fit to the data, compared with an alternative second-order three-factor hierarchical model as well as to non-hierarchical one-factor, two-factor, three-factor, four-factor and five-factor models. However, only the global burnout factor and the specific personal accomplishment factor explained a considerable unique proportion of variance in observed scores. Our study confirms the validity of the MBI-HSS and suggests an alternative structural model, which may contribute to further understanding of the burnout construct. Copyright © 2013 John Wiley & Sons, Ltd.

This study validated the Hungarian version of the Maslach Burnout Inventory-Educators Survey on a sample of n = 211 elementary and secondary teachers. To test factorial validity, we ran a series of confirmatory analysis with eight models. The best fitting model was the bifactor model with general burnout and three specific factors: emotional exhaustion, depersonalization, and personal accomplishment. Analyzing the covariates revealed that gender and age were not associated with burnout, but depressive symptoms and overcommitment had a significant relationship with general burnout, and overcommitment was related to emotional exhaustion as well.

The Rosenberg Self-Esteem Scale (RSES) is a widely used measure for assessing self-esteem, but its factor structure is debated. Our goals were to compare 10 alternative models for the RSES and to quantify and predict the method effects. This sample involves two waves (N =2,513 9th-grade and 2,370 10th-grade students) from five waves of a school-based longitudinal study. The RSES was administered in each wave. The global self-esteem factor with two latent method factors yielded the best fit to the data. The global factor explained a large amount of the common variance (61% and 46%); however, a relatively large proportion of the common variance was attributed to the negative method factor (34 % and 41%), and a small proportion of the common variance was explained by the positive method factor (5% and 13%). We conceptualized the method effect as a response style and found that being a girl and having a higher number of depressive symptoms were associated with both low self-esteem and negative response style, as measured by the negative method factor. Our study supported the one global self-esteem construct and quantified the method effects in adolescents.

Hailey-Hailey disease, or chronic benign pemphigus (MIM# 169600), is a genodermatosis arising in adult age with recurrent vesicles and erosions primarily in the flexural areas. It is an autosomal dominant skin disorder characterized by abnormal keratinocyte adhesion in the suprabasal layers of the epidermis. ATP2C1, encoding the human secretory pathway Ca(2+)-ATPase (hSPCA1), was recently identified as the defective gene in Hailey-Hailey disease. More than 82 different ATP2C1 mutations have been described up to date. In this study, a case of Hailey-Hailey disease is presented where a nucleotide change (1402CT) in the decoding region of ATP2C1 resulted in a premature stop mutation (R468X). This defect has been reported earlier in a patient of European descent. A brief molecular genetic review of the disorder is also given.