TÜKENMİŞLİK YAŞAYAN OKUL PSİKOLOJİK DANIŞMANLARIYLA YAPILAN RETROSPEKTİF GÖRÜŞMELERDEN ORTAYA ÇIKAN TEMALAR

___

  • Baker. S. B., & Gerler, E. R., Jr. (2004). School counseling for the twenty—first century (4'h ed.). Upper Saddle River, NJ: Pearson Education.
  • Bogdan, R. C.. & Biklen, S. K. (1992). Qualitative researchfor education: An introduction to theory and methods (2“d' ed.). Needham Heights, MA: Allyn and Bacon.
  • Cherniss, C. (1993). Role of professional self-efŞcacy in the etiology and amelioration of burnout. ln W. B. Schaufeli, C. Maslach, & T. Marek (Eds. ), Professional burnout: Recent developments in theory and research (pp. 135-149). Washington, DC: Taylor and Francis.
  • Charmaz. K. (1994). The grounded theory method: An explication and interpretation. ln B. G. Glaser (Ed.), More grounded theory methodology: A reader (pp. 95-1 15). Mill Valley, CA: Sociology Press.
  • Cummings. O. W., & Nall. R. L. (1982). Counselor burnout and school leadership style: A connection. The School Counselor, 29, 190-195.
  • Cummings, 0. W., & Nall. R. L. (1983). Relationships of leadership style and burnout to counselors’ perceptions of their jobs, themselves, and their clients. Counselor. Education and Supervision, 22, 227-234.
  • _Davis, A. H., Savicki, V., Cooley, E. J., & Firth. J. L. (1989). Burnout and counselor practitioner expectations of supervision. Counselor Education and Supervision, 28, 234-241.
  • Forney, D. S., Wallace-Schutzman, F., & Wiggert, T. T. (1982). Burnout among career development professionals: Preliminary findings and implications. Personnel and Guidance Journal, 60, 435-439.
  • Freudenberger, H. J. (1983). Burnout: Contemporary issues, trends, and concerns. ln B. A. Farber (Ed.), Stress and burnout in human service professions (pp. 23-28). Elmsford. NY: Pergamon Press.
  • Freudenberger. H. J. (1986). The issue of staff burnout in therapeutic communities. Journal of Psychoactive Drugs. 18, 247— 251.
  • Freudenberger, H. J., & Richelson, G. (1980). Burnout: The high cost of high achievement. Garden City. NY: Doubleday.
  • Glaser. B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
  • Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. New York: Longman.
  • Dale S. SHEFFIELD, Stanley B. BAKER / H. Ü. Eğitim F akiiltesi Dergisi (H. U. Journal of Education), 29(2005), 177-186
  • Heppner. P. P., Kivlighan, , D. M., & Wampold, B. E. (1998). Research design in counseling (2"d ed.). PaciŞc Grove, CA: Brooks/Cole.
  • Hill. C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517-572.
  • Kesler, K.D. (1990). Burnout: A multimodal approach to assessment and resolution. Elementary School Guidance and Counseling, 24, 303-31 1.
  • Kottler. J., & Hazler, R. J. (1996). Impaired counselors: The dark side brought into light. Journal of Humanistic Education and Development, 34, 98-107.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Marshall, C., & Rossman. G. B. (1995). Designing qualitative research (2"d ed.) Thousand Oaks, CA: Sage.
  • Maslach. C. (1993). Burnout: A multidimensional perspective. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds. ), Professional burnout: Recent developments in theory and research (pp. 19-32). Washington, DC: Taylor and Francis.
  • 'Maxwell, J. S. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
  • Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook for new methods. Newbury Park, CA: Sage.
  • Moracco, J. C., Butcke, P. G., & McEwen, M. K. (1984). Measuring stress in school counselors: Some research Şndings and implications. The School Counselor, 32, 110-118.
  • Mullenbach, M., & Skovholt, T. A. (2001). Burnout prevention and self-care strategies of expert practitioners. ln T. M. Skovholt. The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. (pp. 163-]86). Boston: Allyn and Bacon.
  • Olsheski, J., & Leech. L. L. (1996). Programmatic interventions and treatment of impaired professionals. Journal of Humanistic Education and Development, 34, 128-140.
  • Olson, M. J., & Dilley, J.S. (1988). A new look at stress and the school counselor. The School Counselor, 35, 194-198.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2"ded.). Newbury Park: Sage.
  • Pines. A. M., & Aronson, E. (1988). Career burnout: Causes and cures. New York: Free Press.
  • Pines, A. M., Aronson, E., & Kafry. D. (1981). Burnout: From tedium to personal growth. New York: Free Press.
  • Seidman. l. E. (1991). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
  • Skovholt. T. M. (2001). The resilient practitioner: Burnout prevention and self-care Strategies for counselors, therapists, teachers, and health professionals. BostonzAllyn and Bacon.
  • 'Spradley. J. P. (1979). The ethnographic interview. Fort Worth, TX: Harcourt Brace Jovanovich.
  • Stickel. S. A. (1991). A study of burnout and job satisfaction among rural school counselors (Report No. CG023 192) Boston: MA. (ERIC Reproduction Service No. ED 329 823)
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • Başlangıç: 1986
  • Yayıncı: Hacettepe Üniversitesi Eğitim Fakültesi Dekanlığı