Relación entre Satisfacción Vital, Burnout e Inteligencia Emocional de profesionales de atención directa a personas con discapacidad intelectual

Abstract

Introducción. El contexto laboral de los profesionales de acción directa a personas con Discapacidad Intelectual representa un aspecto fundamental en la vida de las personas, por ser corresponsables directa o indirectamente de mejorar las condiciones de vida de cuantos son beneficiarios de estos servicios. Concretamente, el riesgo de padecer burnout de estos trabajadores incide de manera alarmante en la calidad de los servicios prestados por las organizaciones. Este estudio analiza la relación entre la inteligencia emocional y satisfacción vital en procesos de desgaste profesional.Método. La muestra está compuesta por 144 sujetos (n=144), con una edad media de 39.35 años (±9.06), pertenecientes a la Asociación Andaluza de Organizaciones a favor de las Personas con Discapacidad Intelectual (Plena Inclusión). Se utilizan los siguientes instrumentos: Satisfaction with Life Scale (SWLS), Maslach Burnout Inventory (MBI) y Emotional Quotient inventory (EQi-C). Se emplea el coeficiente Omega al ser una medida de fiabilidad si no se cumple el principio de equivalencia.Resultados. Los resultados evidencian la relación positiva entre algunas de las dimensiones de burnout, inteligencia emocional, y satisfacción vital (p<.05). Los análisis de regresión mostraron la asociación positiva entre inteligencia emocional (adaptabilidad e intrapersonal) y burnout (cansancio emocional) y satisfacción vital.Discusión y conclusiones. Las consecuencias prácticas de este estudio sugieren implementar programas de Inteligencia Emocional para la adquisición de competencias emocionales, como medida preventiva del burnout en los profesionales de atención directa a personas con Discapacidad Intelectual dentro de las organizaciones

Relationship between Emotional Intelligence and Burnout in non-formal teachers of people with disabilities

“…With regard to the sociodemographic variable gender and dispositional optimism, no significant differences were found, not even with EI, the scores were higher in women than in men, confirming the data obtained in other studies (Fernández-Berrocal et al, 2018). It is possible that the differences in relation to gender are conditioned by the greater number of women in the sample, which may affect the results (Gavín-Chocano et al, 2020). If significant differences were found in the Burnout variable (depersonalization) and gender, their incidence was higher in men than in women.…”

“…Emotional competences constitute a key part of the individual's core, and it is decisive for a good adjustment in the context where he/she performs (Cobos-Sánchez et al, 2017). Then, it contributes to the improvement of psychological and emotional self-control to face difficulties (Gavín-Chocano et al, 2020). The hierarchical use of emotions will be determined by the sum of previous experiences and acquired baggage.…”

“…Specifically, previous studies concluded the positive relationship between EI as a preventive factor in symptoms of burnout, anxiety and stress (Barraza-López et al, 2017). Unlike other studies from our research group (Gavín et al, 2020), this paper uses an ability model of EI and it includes optimism as one of the variables most closely related to EI.…”

“…Another concept that has gradually acquired relevance in different areas related to the professional activity and the individual's emotional well-being is the Theoretical model of dispositional optimism (Scheier & Carver, 1985). This is defined as the individual's positive perception of future events (Knowlden et al, 2016;Vizoso-Gómez & Arias-Gundín, 2018), and a proactive attitude to stressful situations or actions that put their well-being at risk (Gavín-Chocano et al, 2020), whether emotionally and behaviourally; thus, this can lead to motivation or overall assessment of their decision-making capacity, creativity, satisfaction or enthusiasm for their professional practice (García & Forero, 2016). Therefore, the goals and objectives set are perceived as achievable, and it uses all necessary ways to achieve them.…”

Emotions as Predictors of Life Satisfaction among University Students

“…However, those who do not effectively perceive their own and others’ emotions will not be able to face stressful situations and will be more dissatisfied [ 4 ]. Thus understood, the acquisition of emotional competencies will be decisive not only academically, but also in different life situations [ 34 ].…”