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The analysis of the influence of the TEACCH program on the differences in burnout coping strategies of the educational rehabilitators

Jasmina Frey Škrinjar ; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Odsjek za inkluzivnu edukaciju i rehabilitaciju, Zagreb, Hrvatska
Markica Župan Galić ; Centar za autizam, Zagreb, Hrvatska

Puni tekst: hrvatski pdf 796 Kb


str. 13-22

preuzimanja: 886



A number of investigations of the burnout syndrome emphasized that change in the organizational circumstances can influence it's incidence. In order to analyze the differences in the coping strategies which are expected under the influence of the specific rehabilitation program for children with autism, the TEACCH program for persons with autism was introduced.
The participants of the study were 12 educational rehabilitators who work in the primary school for children with autism, at the Centre for autism Zagreb. Initially, participants were educated to carry out structured support programs for children with autism. The study was conducted in the two time spots. The Scale for Assessing Burnout Coping Strategies (Škrinjar, J., Fulgosi-Masnjak, R., 1994.) was applied. For assessing the differences between samples on all clusters of variables, the robust discriminative analysis was conducted (Nikolić, B. 1991.). Program PROM (Nikolić, B. 1997.), was conducted in order to analyze quantitative and qualitative changes of one sample of subjects described with one cluster of variables in the two time spots. Obtained results didn’t show statistically significant changes on the quantitative and qualitative level. Therefore, we can conclude that the application of the TEACCH program for children with autism didn’t statistically significantly influence the change in educators’ coping strategies before and after the application of the program. Qualitative changes in some responds suggest that regarding factors defining burnout coping strategies, subjects use those emotionaly oriented, or in other words they are still in the first phase of facing stressfull situations in the working environment (Lazarus, Folkman, 2004). At the same time the introduction of the TEACCH program corresponded with their more active role and problem oriented approach to work stressors. They also showed the tendency of prooving themselves on other life areas.

Ključne riječi

burnout coping strategies; educational rehabilitators; autism

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