Development and Validation of an Instrument to Measure Occupational Stress in Speech-Language Pathologists

Fimian, Michael J.; Lieberman, R. Jane; Fastenau, Philip S.

doi:10.1044/jshr.3402.439

Cited by 26 publications

(34 citation statements)

References 9 publications

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“…Such professionals have experienced the same tension, stress and negative attitudes others have encountered in the workplace. 76 Caseloads are large at 52 clients (range of 5-152), and 25% of SLPs report programme budgets under $100. The factors that lead to burnout include (a) bureaucratic restrictions (limit growth and effectiveness; little emotional and intellectual stimulation on the job); (b) emotional-fatigue manifestations (procrastination, call in sick, think of other things during conversations); (c) time and workload management (little time for preparation and personal priorities, over-commitment, excessive paperwork); (d) instructional limitations (students poorly motivated, do not improve and present discipline problems; inflexible scheduling); (e) biobehavioural manifestations (respiratory, cardiac, and gastrointestinal problems; use of drugs and alcohol) and (f) lack of professional supports (lack of recognition, alienated from school staff, misunderstood by public, lack of consultation opportunities).…”

Section: Speech-language Pathologistsmentioning

confidence: 99%

Burnout as a clinical entity—its importance in health care workers

1998

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Section: Speech-language Pathologistsmentioning

confidence: 99%

Burnout as a clinical entity—its importance in health care workers

1998

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“…To this end, Fimian, Lieberman, and Fastenau (1991) Fimian et al (1991) identified one factor, Time and Workload Management, as the most significant contributor to stress, mirroring subsequent studies that identified workload, caseload, and time restraints as significant contributors to SLPs' stress level (Edgar & Rosa-Lugo, 2007).…”

mentioning

confidence: 73%

Job Stress of School-Based Speech-Language Pathologists

Harris¹,

Prater

Dyches

et al. 2008

Communication Disorders Quarterly

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Stress and burnout contribute significantly to the shortages of school-based speech-language pathologists (SLPs). At the request of the Utah State Office of Education, the researchers measured the stress levels of 97 school-based SLPs using the SpeechLanguage Pathologist Stress Inventory. Results indicated that participants' emotional-fatigue manifestations, instructional limitations, biobehavioral manifestations, lack of professional supports, and total stress were significantly below that of the original national sample. However, of the 48 survey items, participants' responses indicated more stress in three specific areas, namely, caseload size, salary, and the use of prescription drugs. Caseload and salary have been identified in other studies as major sources of stress for SLPs. No significant differences in stress were identified with the type of school district (rural and urban), number of years' experience, or number of students served. Efforts to reduce stress levels of SLPs should be aimed at increasing supports, reducing caseloads, and increasing salaries.

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“…In discussing job satisfaction, schoolbased speech-language pathologists reported challenges that contribute to their perceived stress: lack of opportunities for professional development, decreased time, and diffi culty in workload management. 20 They also reported that additional stressors were related to scheduling and workload issues or limited effectiveness due to client characteristics that led to limited progress. The ICAP clinicians we interviewed felt that working in an ICAP reduced or eliminated those stressors to a certain degree.…”

Section: Challengesmentioning

confidence: 99%

Clinician Perspectives of an Intensive Comprehensive Aphasia Program

Babbitt

Worrall

Cherney

2013

Topics in Stroke Rehabilitation

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Background: Intensive comprehensive aphasia programs (ICAPs) have increased in number in recent years in the United States and abroad. Objective: To describe the experiences of clinicians working in an ICAP. Methods: A phenomenological approach was taken. Seven clinicians from 3 ICAPs were interviewed in person or on the phone. Their interviews were transcribed and coded for themes relating to their experiences. Results: Clinicians described 3 major themes. The fi rst theme related to the intensity component of the ICAP that allowed clinicians to provide in-depth treatment and gave them a different perspective with regard to providing treatment and the potential impact on the person with aphasia. The second theme of rewards for the clinicians included learning and support, seeing progress, and developing relationships with their clients and family members. Third, challenges were noted, including the time involved in learning new therapy techniques, patient characteristics such as chronicity of the aphasia, and the diffi culty of returning to work in typical clinical settings after having experienced an ICAP. Conclusions: Although there is a potential for bias with the small sample size, this pilot study gives insight into the clinician perspective of what makes working in an ICAP both worthwhile and challenging.

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Development and Validation of an Instrument to Measure Occupational Stress in Speech-Language Pathologists

Cited by 26 publications

References 9 publications

Burnout as a clinical entity—its importance in health care workers

Burnout as a clinical entity—its importance in health care workers

Job Stress of School-Based Speech-Language Pathologists

Clinician Perspectives of an Intensive Comprehensive Aphasia Program

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