current stresses. Work on new approaches to problemswith a free mind open to change. 17 Other areas include:decreasing worrying, learning to say no to every newtask requested that one doesn't have time to perform, andthe detachment of oneself from areas that don't concernhim. 5In working for a change, the individual often has totemporarily learn to cope with the situation as itpresently is, not as it should be. The best refresher is notescapism, but learning to cope with the situation as itexists by rational self-management. 11 The individual oftenhas to come to grips with the fact that he is not the wholeshow, merely a part of a team effort. There needs to be abalance between concern for change, an objective view ofthe problem, and understanding of the reasoning andneeds of others. 8Some situations cannot be changed, therefore theperson either accepts and adapts to the situation orwithdraws from it. The latter is often seen in the disgustand disillusionment of athletic trainers who leave thefield. This is particularly true of trainers who begin toestablish a family and cannot balance the job with theirfamily needs. Salaries which are not adjusted accordinglyfurther increase the disillusionment.Control of One's EnvironmentControl of one's environment is equally important. 12 Incontrolling one's environment, organization is a must,with discipline in organization. Scheduling ofappointments, treatments, and administrative duties isimportant. There will frequently be situations arising thatthrow off schedules, and the trainer may fall into the rutof simply sitting back and dealing with crises as theyarise. Set daily priorities, finish old tasks before beginningnew ones and if possible, allow an extra five orten minutes between tasks to prevent stress build-up.Plan something to look forward to each day. 5 Write downstressful situations and their possible successfulsolutions.The athletic trainer must be in control of his job. Itcannot be the coach who dictates what his role will be orstress will not be reduced. All too often the trainer givesin to all requests by coaches, thus he is no longer in controlof his situation.The successful athletic trainer has to have his ownactivities, his own space, time to think and reflect, timefor aloneness, creativity, privacy, hobbies, family,friends, and spontaneous events. 9 He must have time forpleasurable activities of his own, whether it is reading,fishing, or a physically demanding activity such as cuttingwood, working cattle, etc. The physical fatigue can bepleasant. These activities vary with the season and thetime the trainer makes available, but many productiveideas may be thought of during such times.Proper physical health habits are important to goodmental health. Proper diet, sleep and exercise areimportant. 17 Sitting, standing, and walking properlyproject an aura of confidence important to good selfimage. Relax with music, relaxation techniques, ormeditation to regroup resources for the next stress. Evena fifteen minute session of relaxation will refresh theindividual. Vigorous physical exercise can be valuable.Physical exhaustion is needed, not further mentalexhaustion. 9Leisure time is valuable and should be scheduled. 5Without scheduling, the person often finds himselffloundering, lost in his leisure, not enjoying himself. Thisis particularly true with family life. Time for outside socialand family activities contribute to good mental health.Meal schedules are often excellent times for familyinteraction, even if the meal must be delayed until 7:30 or8 o'clock during a busy season. This is a time whendiscussing and listening to family activities,achievements, and problems may be accomplished in amore relaxed atmosphere. It is the quality of time spentrather than the quantity spent with one's family that ismost important.Finally the athletic trainer has to have certain valueswhich will sustain him during time of stress. Whetherthey be spiritual or moral, without these values theindividual will probably not succeed in handling the stressof the job or life itself.ConclusionNo matter how exciting the job, boredom may set inunless the individual is constantly on guard against it. 9Observations and reflections of one's own stress levels arenecessary. Burnout does not produce an immunity, butlearning from experience can give an insight to preventreoccurrence."Remember, they're not driving you crazy,you are! Overwork does not cause mental illness, it is aserious symptom of underlying problems. +1. Horn J: Bored to Sickness. Psychology Today, p. 92, November1975.2. Rhoads JM, MD: Overwork. JAMA, 237(24): 2615-2618,1977.3. Freudenberger HF: Speaking from Experience, Burn-Out:The Organizational Menace. <strong>Training</strong> and DevelopmentJournal, pp. 26-27, July, 1977.4. Beehr TA, Walsh JT, Taber TD: Relationship of Stress to Individuallyand Organizationally Valued States: Higher OrderNeeds as a Moderator. Journal of Applied Psychology, 61-41-47,1976.5. McGuire WH: Teacher Burnout. Today's Education, pp. 5,34-39, November-December, 1979.6. Selye H: On the Real Benefits of Eustresses. PsychologyToday, pp. 60, 63, 69, 70, March, 1978.References9.10.11.12.13.14.Freudenberger HJ: The Staff Burn-Out Syndrome in AlternativeInstitutions. Psychotherapy: Theory, Research andPractice, 12(1): 73-82,1975.Cotton CC, Browne PJ: A Systems Model of OrganizationDevelopment Careers. Group and Organization Studies, 3:185-198,1978.Golman D: Meditation Helps Break the Stress Spiral.Psychology Today, pp. 82, 84, 86, 93, February, 1976.Suinn RM: How to Break the Vicious Cycle of Stress.Psychology Today, pp. 59-60, Fecember, 1976.Gavin JF, Axelrod WL: Managerial Stress and Strain in aMining Organization. Journal of Vocational Behavior, 11: 66-74,1977.Gieck JH: The <strong>Athletic</strong> Trainer and Counselor Education.<strong>Athletic</strong> <strong>Training</strong>, 12(2), 1977.7. Maslach C, Jackson S: Burned-Out Cops and TheirFamilies."Psychology Today, pp. 59-62, April-May, 1979.8. Pines A, Maslach C: Characteristics of Staff Burnout in MentalHealth Settings. Hospital and Community Psychiatry,29(4): 233-237, April, 1978.40 <strong>Athletic</strong> <strong>Training</strong> • <strong>Spring</strong> <strong>1982</strong>15.16.17.Hewitt P: The Health Hazards of Teaching. Virginia Journalof Education, 70: 9, May, 1977.U.S. News and World Report, June 16,1980.Landsmann L: Is Teaching Hazardous to Your Health?Today's Education, pp. 48-54, April-May, 1978.
CEU credit quizTHE BURNOUT SYNDROME AMONG ATHLETIC TRAINERSJoe Gieck, Robert S. Brown, Robert H. ShankAs an organization accredited for continuing medical education,the Hahnemann Medical College and Hospital certifies that thiscontinuing education offering meets the criteria for .3 hours ofprescribed CEU credit in the program of the National <strong>Athletic</strong>Trainers' Association, provided the test is used and completed asdesigned.To participate in this program, read the material carefully andanswer the questions in the test. Mark the answers you select byplacing an X in the proper square. Then tear out the test sheet, fillin your name, address and other information, and mail with $12 forprocessing to: School of Continuing Education, HahnemannMedical College, 230 N. Broad St., Philadelphia, PA 19102.The NATA National Office will be notified of all members withpassing scores of over 70%. CEU credit will be issued to eachmember's record at that time. All participants in this effort can expectto receive notification from the National Office if CEU credithas been earned. Participation is confidential.a b c d e1. Might an athletic trainer develop a Burnout Syndrome within a. Yesthe first six months of employment in this capacity? b. No2. Which of the following is a feature of the Burnout Syndrome? a. 1,2,3b. 1,31. hopelessness c. 2, 42. helplessness d. 4 only3. haplessness e. 1, 2, 3, 44. working longer hours and enjoying work less3. Which of the following is & positive effect of stress? a. increasing ofalertnessb. increasing ofefficiencyc. both a and baboved. none of theabove4. The Burnout Syndrome occurs as a result of overworking un- a. Trueder stressful conditions. b. False5. Physiological changes which occur when an individual is un- a. 1, 2, 3der a great deal of stress include: b. 1, 3c. 2,41. increased pulse rate d. 4 only2. shortness of breath 3. neuromuscular disorderse. 1,2,3,44. fatiquefi. The stresses of life may cause illness to a. psychosomaticoccur. b. organicc. both a and baboved. none of theabove<strong>Athletic</strong> <strong>Training</strong> • <strong>Spring</strong> <strong>1982</strong> 41
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