Organizational climate and burnout among home visitors: Testing mediating effects of empowerment

Lee, Eun‐Ju; Esaki, Nina; Kim, Jeehoon; Greene, Rose; Kirkland, Kristen; Mitchell-Herzfeld, Susan

doi:10.1016/j.childyouth.2013.01.011

Cited by 31 publications

(33 citation statements)

References 86 publications

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“…For example, in health care organizations, quality of care has shown to be an important indicator of organizational performance (McHugh & Stimpfel, 2012), whereas turnover rate has a negative effect on quality of care (Castle & Engberg, 2005). Although it has been reported that perceptions of organizational efficiency seem to be important for how social workers' evaluate service quality and that this in turn has an effect on social workers' health and well-being, the direct effect of quality of work for social workers' health and well-being has been largely neglected in previous research (Lee et al, 2013).…”

Section: Quality Of Workmentioning

confidence: 99%

Retaining Social Workers: The Role of Quality of Work and Psychosocial Safety Climate for Work Engagement, Job Satisfaction, and Organizational Commitment

Geisler

Berthelsen

Muhonen

2019

Human Service Organizations: Management, Leadership & Gover

106

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The present study investigated how psychosocial safety climate (PSC), job demands (role conflict and work-family conflict), job resources (social support from superiors and social community at work), and assessments for quality of work relate to social workers' work engagement, job satisfaction, and organizational commitment. The results of the questionnaire study (N = 831) showed that quality of work was strongly related to all three outcomes, whereas PSC was found to be related to social workers' job satisfaction. The contribution of the study is discussed in relation to understanding the retention of social workers.

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Section: Quality Of Workmentioning

confidence: 99%

Retaining Social Workers: The Role of Quality of Work and Psychosocial Safety Climate for Work Engagement, Job Satisfaction, and Organizational Commitment

Geisler

Berthelsen

Muhonen

2019

Human Service Organizations: Management, Leadership & Gover

106

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“…The parent–provider relationship is at the center of successful intervention, as it may serve as a vehicle for sharing knowledge, skills, and resources (Lee et al., ; Schaefer, ). A common core value to the many existing home‐visiting models is the importance of the parent–provider relationship (Forstadt, ; Roggman et al., ).…”

Section: Family and Parent Characteristicsmentioning

confidence: 99%

“…Overall, home visitors report that they would like more supervision provided by a mentor who can give emotional support and who has the ability to understand the “boots on the ground” work (Jones Harden et al., ). Younger or newer and less experienced home visitors may be most likely to benefit from reflective supervision/consultation, as they also are more likely to report burnout symptoms (Lee et al., ). Less burnout is reported when workers are more satisfied with supervision and feel empowered in their work (Lee et al., ).…”

Section: Worker Responses To the Workmentioning

confidence: 99%

“…Younger or newer and less experienced home visitors may be most likely to benefit from reflective supervision/consultation, as they also are more likely to report burnout symptoms (Lee et al., ). Less burnout is reported when workers are more satisfied with supervision and feel empowered in their work (Lee et al., ). Use of reflection in supervision or consultation has been reported to build new skills, improve current skills, and increase competence (Eggbeer, Shahmoon‐Shanok, & Clark, ; Watson et al., ).…”

Section: Worker Responses To the Workmentioning

confidence: 99%

“…Over time, workers may acutely feel the weight of supporting families in such difficult circumstances, leading to experiences that have been termed “burnout” and “compassion fatigue” (Maslach, Schaufeli, & Leiter, ). Reflective supervision/consultation may be most useful in these situations when home visitors or other early childhood professionals are faced with events or situations for which they lack formal preparation; especially when it provides a sense of empowerment and when the supervision is provided by someone with direct knowledge of the work (Jones Harden, Denmark, & Saul, ; Lee et al., ). In the next sections, we will briefly consider each of these challenges, then discuss how reflective supervision/consultation serves as a supportive learning environment that builds the reflective skills of home visitors needed to address these concerns.…”

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confidence: 99%

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Reflection in Home Visiting: The What, Why, and a Beginning Step Toward How

Tomlin

Hines

Sturm

2016

Infant Mental Health Journal

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The work of home visitors in early childhood fields may include addressing many challenges to achieving curricular outcomes, including issues such as maintaining boundaries and managing one's own reactions to children, parents, and overall family situations. Increasingly, reflective supervision and consultation are recognized as a way for workers in home visiting early intervention and early care fields to address these personal and professional challenges and build competence (Watson, Gatti, Cox, Harrison, & Hennes, 2014). The features of home visiting that make reflective supervision/consultation essential are discussed.Next, results of a pilot project in which a sample of Part C early intervention providers respond to a vignette portraying a challenging parent-child interaction are briefly presented and discussed. Despite often stating the importance of relationships, participants did not identify concrete methods of supporting relationship or demonstrate recognition of parallel process. In addition, providers seldom endorsed the use of reflective skills, such as observing, listening, wondering, or reflecting (Weatherston, 2013) and no providers discussed a need for reflective supervision/consultation. We suggest that these findings illustrate some of the areas in which early intervention home visitors could benefit from participation in reflective supervision/consultation to move from identifying reflective skills as important to actually being able to use such skills in their work with families.

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Who Gets What? Describing the Non‐supervisory Training and Supports Received by Home Visiting Staff Members and its Relationship with Turnover

Chen

Spiker

Wei

et al. 2019

American J of Comm Psychol

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Highlights• Technical assistance (TA) received by home visiting staff members differed based on staff members' characteristics.• Supervisors received more TA hours and more remote and individual TA compared to home visitors.• Home visitors more commonly participated in on-site trainings for multiple staff members.• TA received by staff members also differed by program characteristics including model, size, and maturity.• Characteristics of the TA that staff members received did not predict staff members' turnover.Abstract The early childhood home visiting field lacks a basic understanding of home visiting program staff members' receipt of on-the-job training from experts outside of their programs who are not their immediate colleagues or supervisors. To address this gap, we created a unique dataset by asking program leaders to log the external technical assistance (TA) that staff members received, and we collected a survey from 288 of the same staff members. We performed descriptive analyses to learn how many hours of TA staff members were receiving, what topics the TA most commonly addressed, and what formats (e.g., in-person or virtual/remote, individual, or group) the TA was most commonly provided in. We then associated characteristics of the TA received with staff and program characteristics, as well as with staff members' turnover. Multilevel analyses showed the TA supports that home visiting staff members received differed by role (home visitor or supervisor) and program characteristics, including home visiting model-Nurse Family Partnership (NFP) or Parents as Teachers (PAT)-program size, and maturity. About 23% of the home visiting staff members left their programs over the course of 18 months. PAT staff members were more likely to leave their programs than NFP staff members. We did not find that characteristics of TA received were predictive of staff members' turnover. Implications and the need for further research are discussed.

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Organizational climate and burnout among home visitors: Testing mediating effects of empowerment

Cited by 31 publications

References 86 publications

Retaining Social Workers: The Role of Quality of Work and Psychosocial Safety Climate for Work Engagement, Job Satisfaction, and Organizational Commitment

Retaining Social Workers: The Role of Quality of Work and Psychosocial Safety Climate for Work Engagement, Job Satisfaction, and Organizational Commitment

Reflection in Home Visiting: The What, Why, and a Beginning Step Toward How

Who Gets What? Describing the Non‐supervisory Training and Supports Received by Home Visiting Staff Members and its Relationship with Turnover

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