职业倦怠翻译

医生职业倦怠英文Physician BurnoutPhysician burnout has become a growing concern in the medical field in recent years. It is a complex phenomenon that can have detrimental effects on both the individual physician and the healthcare system as a whole. In this article, we will explore the causes of physician burnout, its impact, and potential strategies for prevention and management.Causes of Physician BurnoutThere are several factors that contribute to physician burnout. One of the primary causes is excessive workload. Physicians are often required to work long hours, see a large number of patients, and deal with high levels of stress. This can lead to feelings of exhaustion, helplessness, and cynicism.Another common cause of burnout is the pressure to meet unrealistic expectations. Physicians are expected to provide high-quality care, maintain productivity, and keep up-to-date with the latest medical advancements. This can create a constant sense of pressure and anxiety.Additionally, poor work-life balance, lack of social support, and bureaucratic obstacles can also contribute to burnout among physicians. These factors can create feelings of isolation, frustration, and disengagement.Impact of Physician BurnoutPhysician burnout can have serious consequences for both the individual and the healthcare system. Burned-out physicians are more likely toexperience mental health issues such as depression and anxiety. They are also at increased risk for substance abuse and suicidal ideation.In terms of patient care, burnout can lead to medical errors, reduced quality of care, and decreased patient satisfaction. Burned-out physicians are more likely to make mistakes, exhibit poor communication skills, and demonstrate lack of empathy towards patients.From a systemic perspective, physician burnout can result in high turnover rates, increased healthcare costs, and reduced access to care. Burned-out physicians are more likely to leave the profession, leading to shortages in certain specialties and regions.Prevention and Management StrategiesIn order to address physician burnout, it is important to implement strategies for prevention and management. Some potential approaches include:1. Promoting work-life balance: Encouraging physicians to prioritize self-care, maintain healthy boundaries, and engage in activities outside of work.2. Providing mental health support: Offering resources such as counseling, therapy, and peer support groups to help physicians cope with stress and emotional challenges.3. Reducing administrative burden: Streamlining paperwork, eliminating unnecessary tasks, and improving workflow to allow physicians to focus on patient care.4. Fostering a positive work environment: Cultivating a culture of teamwork, respect, and appreciation within healthcare organizations can help prevent burnout and promote job satisfaction.5. Encouraging professional development: Providing opportunities for learning, growth, and career advancement can help physicians stay engaged and motivated in their work.By addressing the causes of physician burnout and implementing effective prevention and management strategies, we can help create a healthier, more sustainable work environment for healthcare professionals. It is essential that we prioritize the well-being of physicians in order to ensure high-quality care for all patients.。

教师职业倦怠及应对策略主讲人—李虎亮一、职业倦怠的概念职业倦怠（Occupational burnout），也称“工作倦怠”，国内也有翻译为“工作衰竭”、“职业枯竭”、“职业过劳”等等，通常发生在人际接触较为频繁、密切的服务性行业中。

19世纪60年代，美国作家格林尼出版了一本小说，名为《一个倦怠的案例》，书中描写一位才华横溢的建筑设计师事业到达巅峰之时，却感到自己的工作热情在慢慢耗尽，对工作的热忱和成功的渴望消失殆尽，在经历了一段内心的痛苦挣扎后，他辞掉了在人们眼中充满光环的工作，远离故土，只身前往非洲原始丛林开始自己新的生命旅程。

这部小说引起了许多人的共鸣，读者们纷纷表示自己也有类似的体会和冲动。

从此“倦怠（burnout）”一词便进入美国大众的语汇，并逐渐为世人所熟知，用来描述一种歪曲的人职关系。

20世纪70年代，美国精神分析学家费登伯格（Freudenberger）在看了这本小说后，发现自己和书中所描写的，事业如日中天却对工作毫无热情的建筑师一样，有一种对工作挥之不去的消极心境，便根据自己以及相类似人群的生活写照提出了“职业倦怠”这一新名词，并于1974年将其第一次应用在心理健康的领域，用以描述助人行业的从业人员因工作时间过长、工作量过大、工作强度过高而导致的一种疲惫不堪的状态。

他指出，倦怠是一种最容易在助人工作中出现的情绪耗竭症状。

当工作本身对个人的能力、精力以及资源过度要求，从而导致工作者感到情绪枯竭、精疲力竭时，职业倦怠就产生了。

二、职业倦怠主要表现在以下三个方面:1.情绪衰竭(Emotional Exhaustion)｡它是倦怠的个体压力维度,表现为个体情绪和情感处于极度疲劳状态,情感资源干涸,工作热情完全丧失｡2.去人性化(Depersonalization)｡它是倦怠的人际关系维度,表现为个体以一种消极的､否定的､麻木不仁的态度和情感去对待他人,甚至把人看成一件没有生命的物体｡3.个人成就感降低(Reduced Personal Accomplishment)｡它是倦怠的自我评价维度,表现为个体对工作的意义和价值的评价下降,自我效能感丧失,时常感觉到无法胜任,从而在工作中体会不到成就感,不愿意付出努力｡我国的王芳､许燕认为,职业倦怠是个体无法应付外界超出个人能量和资源的过度要求时,所产生的生理､情绪情感､行为等方面的身心耗竭状态｡她们的研究表明,我国中学教师的职业倦怠包括:“情绪衰竭”､“去人性化”､“个人成就感降低”和“知识枯竭(Intellectual Burnout)”｡“知识枯竭”是指教师不能适应社会的快速变革和知识的急剧更新,难以应付学生的问题,再学习的能力差,知识上有枯竭感｡三､教师职业倦怠的原因已有的研究表明,造成教师职业倦怠的原因有客观､主观两个方面｡客观原因主要涉及职业､社会和学校三个方面,主观原因主要指教。

附录外文文献JOURNAL OF SOCIAL ISSUESVOLUME 90,NUMBER 1 , 1974Staff Burn-OutHerbert J. FreudenbergerNew York, N.Y.The concept of staff burn-out is explored in terms of the physical signs and the behavioral indicators. There is a discussion of how the cognitive, the judgmental as well as the emotional factors are intruded upon once the process is in motion. Further material deals with who is prone to staff burn-out and what dedication and commitment can imply from both a positive and negative point of view. A practical section deals with what preventive measures a clinic staff can take to avoid burn-out among themselves, and if unluckily it has taken place then what measures may be taken to insure caring for that person, and the possibility of his return to the clinic at some future time.Some years ago, a few of us who had been working intensively in the free clinic movement began to talk of a concept which we referred to as “burn-out.” Having experienced this feeling state of burn-out myself, I began to ask myself a number of questions about it. First of all, what is burn-out? What are its signs, what type of personalities are more prone than others to its onslaught? Why is it such a common phenomenon among free clinic folk, or is it also something that strikes all or at least most staff members working in alternative self-help or crisis intervention institutions? Does it happen with the same intensity to the professional volunteer and to the volunteer service worker? Or does it affect that volunteer and paid staff member differently? What can we do about burn-out once it starts? And what criteria can we build within ourselves or our working environment to help us to safeguard against this serious occupational hazard?WHAT IS BURN-OUT?The dictionary defi nes the verb “burn-out” as “to fail, wear out, or become exhausted by making excessive demands onenergy, strength, or resources.” And that is exactly what happens when a staff member in an alternative institution burns out for whatever reasons and becomes inoperative to all intents and purposes.The burn-out manifests itself in many different symptomatic ways which vary in symptom and degree from person to person. It usually occurs about one year after someone has begun working in an institution, because it is just about at that point that a number of factors begin to come into play.One of the chief preludes to burn-out seems to be the loss of charisma of the leader, and the let-down of the clinic with this disappointment. This writer believes that we too often expect, because it was one person or a few people who started the clinic, that they are almost super-people. As they begin to disappoint us, we bad rap them and the result, unless it is stopped is a psychic damage to the whole clinic.But let us turn to the burn-out of the individual staff member and what are its causes and signs?The physical signs are easy to spot. For one, there is a feeling of exhaustion and fatigue, being unable to shake a lingering cold, suffering from frequent headaches and gastrointestinal distur-bances, sleeplessness and shortness of breath. In short, one becomes too somatically involved with one’s bodily functions.WHATARE THE BEHAVIORALSIGNS?A staff member’s quickness to anger and his instantaneous irritation and frustration responses are the signs. The burn-out candidate finds it just too difficult to hold in feelings. He cries too easily, the slightest pressure makes him feel overburdened and he yells and screams. With the ease of anger may come a suspicious attitude, a kind of suspicion and paranoia. The victim begins to feel that just about everyone is out to screw him, including other staff members. The paranoid state may also lead to a feeling of omnipotence. The burning out person may now believe that since he has been through it all, in the clinic, he can take chances that others can’t. He becomes overconfident and in the process may look foolish to all. His risk-taking behavior in counseling with speed freaks, psychotics, homicidal people and other para-noids sometimes borders on the lunatic, in terms of his own behavior. He may resort to an excessive use of tranquilizers and barbiturates. Or get into pot and hash quite heavily. He does this with the “self con” that he needs the rest and is doing it to relax himself.As to the person’s thinking, that almost becomes a closed book. He becomes excessively rigid, stubborn, and inflexible. He almost cannot be reasoned with-he once again knows it all better than anyone else. He blocks progress and constructive change. Why? because change means another adaptation and he is just too tired to go through more changes. Another behavioral indica-tor of burn-out is the totally negative attitude that gets verbalized. He becomes the “house cynic.” Anything that is suggested is bad rapped or bad mouthed. He knows it all because he has been through it all.The person looks, acts and seems depressed. He seems to keep to himself more. Other brothers and sisters really don’t know what is going on. But they do know that changes are taking place in that individual. A sign that is difficult to spot until a closer look is taken is the amount of time a person is now spending in the free clinic. A greater and greater number of physical hours are spent there, but less and less is being accomplished. He just seems to hang around and act as if he has nowhere else to go. Often, sadly, he really does not have anywhere else to go, because in his heavy involvement in the clinic, he has just about lost most of his friends.WHO IS PRONE TO BURN-OUT?The dedicated and the committed. Now that may sound foolish. But just think for a minute. Those of us who work in free clinics, therapeutic communities, hot lines, crisis intervention centers, women’s clinics, gay centers, runaway houses, are people who are seeking to respond to the recognized needs of people. We would rather put up than shut up. And what we put up is our talents, our skills, we put in long hours with a bare minimum of financial compensation. But it is precisely because we are dedicated that we walk into a burn-out trap. We work too much, too long and too intensely. We feel apressure from within to work and help and we feel a pressure from the outside to give. When the staff member then feels an additional pressure from the administrator to give even more, he is under a three-pronged attack.His guilt may then promote him to even further “giving” and ultimate exhaustion. Those of us who work in the movement too frequently forget that there is a difference between maturecommitment and involvement, and commitment as a sign of a personal need to be accepted and liked.Another potential danger for the staff person who will burn out is that individual who has a need to give. A need that is excessive and in time unrealistic. Let’s be honest about it. Many of the populations that we help have great needs-many of the needs are realistic because of their own poor life conditions. But in the process they have developed a desire that requires a lot of giving on our part. In so doing, we have to be careful not to do it to excess, and in so doing depleting ourselves. If we don’t get feeding from somewhere, we will most assuredly burn out.Another condition for burn-out in us-is the boredom, the routinization of the job we perform. Once we have established the clinic, it is beginning to run, some of the financial hassles have been overcome, only then do some of us realize that the excitement is over. We feel sad, and a little bored. The jobs we perform at the clinic are becoming less and less challenging and we are finding the people to have many similar problems-problems for which we have worked out a system of answers. This monotony of work can also make us prone to burn-out, just as in the office or factory setting.SOMEPREVENTIVEMEASUREThrough careful observation and evaluation, there are some things that can be done to prevent burn-out. I would like to share some of them with you.1. As volunteers come in offering to help, you can through a training program, sift people out-or rather help them to sift themselves out. Some will not last the training cycle and so rule themselves out for you. It is quite possible that these people, if they would not have undergone a training period, would just have entered, worked more or less well, ultimately left on their own or burned out rather quickly. Each person who leaves a self-help setting, especially early in his work contact, can act as a depressant to the rest of the staff. So the more you can guard yourself against a rapid turnover, the better for everyone.2. Help your training staff to judge and evaluate the dif-ference between a realistically dedicated or committed person and an unrealistic dedicated person. They may be good people, but you must find out their individual motivations. Why does this person want to work in your clinic? It is also a good idea to try to ascertain what his energy level is. Ask him questions about his health, his routine. Does he become ill often? Catch many colds? Did he ever have mononucleosis? Hepatitis? Does he need a lot of sleep? Does he pursue some active hobby? If his energy level is low, then working in a self-help group may not be for him, and you may be doing him a favor when you ask him to reconsider volunteering to work in an institution such as yours, that is such an energy drainer.3. Avoid sending the same staff member into a given job situation, over and over again. For example, fund-raising may be a very frustrating experience. Don’t make the same person try to get funds time and time again. Let someone else do it for a change. Don’t ask one person to be on the speakers’ bureau every time, or to relate to straight agencies, or man the hot line. Have different people doing these jobs. Rotate functions as much as possible. A suggestion along these lines is if someone shows signs of beginning a burn-out on a particular job, and you want to keep him working with you, give him something entirely different to do from his usual task.4. Limit the number of hours a single person works for you. Build in nine-hour shifts, if it is a therap eutic community. Don’t let people exceed their nine hours, except in cases of emergency. If there are too many emergencies, find out what’s really taking place. Is a staff member promoting emergencies in order to have to work and stay longer? Or is it some thing that’s wrong in the facility? Make sure that no one individual always works nights, for instance. And stagger people’s hours. If someone comes in oftener than required or puts in more hours than his share, find out why. Is it because he has nothing else to do? Is he making the institution a home away from home? Insist that people take their time and evenings off. This also means that you don’t always call the same people in for “emergencies” or have them be on call. Time off means time off.5. If you are working in a collective, then a sensible approach may be to work four weeks and take the fifth week off. And in addition to this, work three months and take the fourth month off (with pay, or shelter, of course). Also, feel free to let the members of your group take time off just because they want a night or a few days for themselves. Let us not be rigid about time. Letting someone take some time off when he feels he needs or wants it makes more sense than pushing a human being further than he wants to go and being inflexible with him.6. It is very important for a group working together to feeltogether as a group. This means that no one member of the working force is allowed to get so far out on his own that the other members lose touch with him or he loses touch with them.He may have, over a period of time, gone so far away from the group that when he is burning out, he cannot come back to reach out to anyone. Also, when a group is close, its members can better watch over each other and watch out for each other.7. Share your experiences with others and see to it that your staff members share experiences with one another. Talk about how you felt when you were burning out. Listen to others who have burnt out at one time or another. You may be able to prevent your own burn-out this way. By sharing, as I have with many free clinic and therapeutic community folk, you begin to learn what to look for, what to do and not to do.8. It can be very helpful to give someone time off to attenda workshop, as long as it is a learning experience and not an emotional encounter experience you are sending him or her to.For one thing, this enables him to get away for a while, to be in other surroundings. And foranother, he may find the workshop stimulating, inspirational, and truly valuable to his work. If you do not have the moneyto send people away, then have workshops and training sessions in your own institution from time to time.This is a very good way of giving the staff a rest and rechargingtheir depleted batteries.9. Also, to help avoidstaff burn-out, you may have toconsider getting more volunteers. With your present staff, too few people may be attempting to do the work that requires many more people.10. Another good technique is to encourage your staff and yourself as well to get ina lot of physical exercise. If you want to run, then do it.Play tennis, dance, swim, bicycle,exhaust yourself on the drums. Engage in any activity that will make you physically tired. Many times the exhaustion of the burn-out is an emotionaland mental one. It is this type of exhaustion that will not Iet you sleep. That is why it is not a good idea, in my opinion,to shift into meditation, or yoga, which cause a mental dropping.Introspection is not what the burnt out person requires. He requires physicalexhaustion, not further mental strainand fatigue. Go into the cognitive and the physical and keep away from the emotional.How TO HELP SOMEONE WHOHASBURNED OUTThefirst, most logicalstepto takewould be to askthe burnt-out man or woman to take a long rest away from the institution(Freudenberger & Marrero, 1972). Ask him to leave and comeback when he is more together and rested. If the institution is a collective, he continues to be taken care of as long as need be. If he is a volunteer, then have him take the time away from the facility, even if it is a month or more that he needs.Of course, since there are various stages of burn-out, anyone of the preventive measures I mentioned may also be used to help the person who is in the process of burning out andwho has not yet quite burnt out completely.Of utmost importance in helping someone to overcome a burn-out is support. He must have a support group around him.He must be helped to leave by people who love him for what he is and who realize that the only way they can really help him is to help him to see that he must leave for a while. His leaving should be viewed by them as a positive. They should not make him feel it as a failure on his part. Leaving is what he now needs and that is what his support group wants for him.If burn-out comes as a consequence of a loss of an ideal,then you most certainly need sympathy and support (Freudenberger, 1971, 1972). If your idealism, the very motivation thatlead you to come into an institution as a volunteer, has been lost,then theburn-out has alsowithin it the dynamicsof mourning.Something has died. There has been a real loss. This loss may not only be the absence of some good people which you are no longer seeing as regularly as before, but it may also be the loss of something within yourself, something you treasured and valued-your ideals. You will then need time to replenish thatloss, to find new good people to surround yourself with, new activities to give you gratification. Such a burn-out is difficult to overcome because it has been made even more complicated by adding to exhaustion both grief over the loss of your idealsand anger, which is always present after grief.In sum, we cannot prevent burn-out, but we can certainly help to avoid it as much as possible and when it does happen to one of us, to admit it, ask others for help and take some time off for ourselves.REFERENCESFreudenberger, H. J. New psychotherapy approaches with teenagers in a Freudenberger, H. J. Fathers, mothers, and children: A portrait. Voices, Freudenberger, H. J., & Marrero, F. A therapeutic marathon with Vietnam new world. Psychotherafiy, 1971, 8(1).1972 (Summer).veteran addicts at S.E.R.A. Voices, 1972 (Winter).。

调节教师职业倦怠职业倦怠一词地英文名称为“ ”，原意为“燃烧待尽”.而我国自古就有“蜡炬成灰泪始干”地诗句来比喻教师是燃尽自己、照亮学生地“红烛”.这是对教师这个职业何等悲壮地说法难道教师一定要燃烧待尽吗，难道教师就不能成为一支不熄灭地蜡烛吗？我觉得教师并不是为了燃烧而是要带来光明，教师也可以不用作为“红烛”那么悲壮，只要那份光亮依然在.但当教师从教时间长年谷底最容易出现职业.“职业倦怠症”又称“职业枯竭症”，它是一种由工作引发地心理枯竭现象，是工作者在工作地重压之下所体验到地身心俱疲、能量被耗尽地感觉，这和肉体地疲倦劳累是不一样地，而是缘自心理地疲乏.著名心理学家罗伯特说：“压力就如一把刀，它可以为我们所用，也可以把我们割伤.那要看你握住地是刀刃还是刀柄”.压力作为一种刺激反应地产物，会对人体产生积极或消极地影响，理论与实践均证明，教师对学生地影响是深刻地、长期地、潜移默化地，在一定程度上，教学改革决定于教师地所作所为.教师心理健康不仅有利于教师在职业生涯上地发展，而且有利于教师自身身体健康、生活幸福、造福于他人和社会.为此，我校认真组织了一次教师职业倦怠问题地调查研究，通过发放调查问卷、个别交心谈心，梳理出了我校教师目前地思想政治状况，现就问题地成因及对策谈谈个人肤浅地看法.一、教师职业倦怠地主要表现教师职业倦怠是指教师由于精神和精力变得枯竭，而对教育教学工作产生地消极和疏离状态.典型症状为工作满意度低、工作热情和兴趣地丧失以及情感地疏离和冷漠.、对他人地态度去个性化，表现为对工作失去了兴趣，缺乏工作地热情和创新力，开始认为工作毫无意义，毫无价值，只是枯燥乏味、机械重复地繁琐事务.逐渐对学生失去爱心和耐心，并开始疏远学生，备课不认真甚至不备课，教学活动缺乏创造性，并过多运用权力关系(主要是奖、惩地方式)来影响学生，而不是以动之以情、晓之以理地心理引导方式帮助学生.时常将教学过程中遇到地正常阻力扩大化、严重化，情绪反应过度.如将一个小小地课堂问题看成是严重地冒犯，处理方法简单粗暴，甚至采用体罚等手段.或者有些教师在尝试各种方法失败后，对教学过程中出现地问题置之不理，听之任之；、低个人成就感，表现为疏于工作，无心投入，感觉工作付出不少，但成绩不大，对事业追求失去了信心，觉得教学生没有成就感，在工作上安于现状，不思进取，得过且过.在教学过程中遇到挫折时拒绝领导和其他人地帮助和建议，将他们地关心看作是一种侵犯，或者认为他们地建议和要求是不现实地或幼稚地；、情绪衰竭，由于对工作感到厌倦，所以情绪就会波动很大，常常表现为焦躁不安、紧张、萎靡不振、效能感降低，就会产生压抑、忧郁、猜疑、自责，甚至以一种冷漠疏远地感情对待学生，对学生和家长地期望降低，认为学生是“孺子不可教也”，家长也不懂得如何教育孩子和配合教师，从而放弃努力，不再关心学生地进步.二、教师职业倦怠地成因、学校因素教师地职业疲惫很大程度上与学校地管理有关.学校地管理能否提供给教师一个良好地教育教学环境，直接影响到教师地情感状态.教育管理当中检查过多，评比过多，而给教师成就、发展地机会过少，让不少地教师在同事之间、教师与领导、教师与学生、教师与家长地人际关系中不能顺利交往与沟通，导致身心疲惫.、社会因素社会发展和教育改革对教师素质提出了越来越高地要求.在急剧变化地当今社会，教师不得不面临着包括价值观在内地各种冲突，承受很大地心理压力.同时还承担着为国家培养下一代地历史重任，这种对社会所承担地责任和职业地要求又促使教师必须承受着比普通地社会成员更大地心理负担、精神负担.所有这一切都对教师地素质提出了更高地要求.、服务对象特殊化因素（）、学生问题地困挠.如今地独生子女学生较多，家庭教育也存在一定地问题，学生个性较强、心理素质差、问题行为很多，难于教育.可以说，学生地学习问题、行为问题、思想问题，给教师带来了难以排解地长期压力.（）家长过分地苛求.一部分家长一方面是不能正确认识到孩子成才地目标，另一方面又过多地苛求学校、教师.有地家长毫不理会子女地学习，也不愿配合学校和教师地措施，在无法沟通地情况下，增加教师地工作难度.有地家长又过于关心子女地学习，常对学校和教师做无谓地干扰、评价，造成了教师长期不被理解，致使工作行为退化，工作士气降低.、个人因素教师个体地认识偏差与个体地人格特征也是导致职业倦怠地因素｡如教师不现实地理想和期望、较低地自我价值与判断、自信心降低、对自己地优缺点缺乏准确认识和客观评价等都很容易产生职业倦怠；而有地教师又希望通过自己地努力来提高教育质量、实现自己地价值，但当他们觉得自己对工作地投入与从工作中地所得不匹配时，就可能产生职业倦怠｡三、教师职业倦怠地对策缓解教师倦怠是一个十分复杂地系统工程，它不仅需要社会各界、各阶层地广泛关注，还必须在学生和教师个人层面上采取有效措施，改善学校办学和管理现状，为教师地工作提供支持和保障.主要从以下几方面入手：（一）社会评价方面加以引导、广泛营造尊师重教地社会风气，促进教育公平、学校均衡、政府投入有法律保证.、推进社会期望地合理性，让全社会、家庭要与学校教育形成合力，正确面对对和共同担负培育下一代地职责和使命.、客观公正地评价教师，要多尊重教师创造性劳动，以换位思考地方式对教师日复一日、年复一年地育人工作，多一份理解和支持.（二）教育行政主管部门和学校管理方面加以改进、加强教师职业道德教育.用正确地世界观、人生观、价值观教育教师，培养教师敬业、乐业地精神，热爱教育事业，勇于面对各种困难，在挫折面前有顽强地意志，有乐观进取地精神.、充分重视教师心理健康问题对学校教育教学工作地影响.要尽可能地创设良好地校园环境和氛围，更多地了解每一位教师地实际状况、以人为本、全方位考虑问题、合理安排工作.在工作中，尽可能地发现每一位教师地闪光点，给予充分地肯定和正确地评价.、给教师“减负”，即尽可能地减轻教师不必要地心理负担，改变以学习成绩好坏、升学率地高低来评价教师并且与各种福利待遇挂钩地做法，建立教师发展性地评价机制.、创新和改进检查、评比地方式，尽量以教育、教学工作为中心，使事业发展人、和谐留住人、感情温暖人.、建立面对教师地心理咨询机构，组织教工业余文体活动.组织教师进行有关培养心理素质内容地学习，让教师了解有关教育心理学、社会心理学、心理咨询理论与技术方面地知识，进行自信方面地训练，切实培养出具有应变能力和创造能力、具有良好情绪意志品质和能竞争、善合作地一代新型教师.、为中青年教师搭建专业化平台，关注这个群体地发展，提高能力，增进修养.、加强校园文化建设，开展形式地多样地校园文化活动，丰富教师生活情趣.、建立教师发展学校地理念，以教师为本，加强教师对组织、学校地认同感和归属感.（三）个人素养和思想道德方面加以修炼、正确对待压力，及时调整认知心态.心理学研究表明，教师自我地心理负荷和情绪体验有三层含义：一是教师对自身能力、水平认识不足，过高估计自己，自我期望不切实际，经常导致活动失败而引发心理负担、焦虑不安；二是教师本身地人格缺陷，如名利思想、患得患失、追求完美、意志力差造成地心理压力；三是思考问题地方式和角度不正确而造成地心理压力.因此，作为个体地教师，正确对待工作压力和境遇，及时调节认知心态是非常重要地.只有对自己认识越深刻，越能帮助自己有效地调适工作、生活、内心中地困境.、放松情绪，减轻心理压力感.心理压力一旦产生，必然随着情绪上地焦虑和高度地紧张，而高度紧张地情绪又作为一种刺激反馈到人身上，使人产生更强地压力感.情绪紧张和心理压力就是这样相互影响，逐渐升级增强地.情绪地放松可以采用诸如放松训练、转移注意、与人交流等方法.、磨练意志，增强个人抗压性.外界刺激到底给人造成多大地心理压力，实际上是由每个人自身地抗压性所决定地.人地抗压性是靠后天炼就地，教师们要加强人格方面地修养，加强意志独立性、果断性、自制性等品质地培养，增强教书育人地责任感和使命感，在压力面前不屈服，在困难面前不退缩，学会自觉、灵活地控制自己地情绪，克服不良情绪地干扰.、学会交往，增强社会适应能力.心理学家早就提出，人类地心理适应就是对人际关系地适应.具有良好地人际关系地个人性格开朗，对挫折地承受力强，实践证明：成功地教师往往是乐于和学生及他人交往地，尤其是善于与学生打交道地教师，教师应从心理期待中真正做学生地良师益友.、积极进取，努力提高自身素质.了解自己所处地角色情境，培养良好地心理素质和职业适应能力.追逐先进教育理念，放松自如地挥洒教坛，减少倦怠，以自身地高素质促进学生素质全面发展.希望不成“红烛”也能放出自己地光芒.“当工作是一种乐趣时，生活就是一种享受；当工作只是一种义务时，生活则是一种苦役.”他说：“在职业生涯地初期，当然越早越好，你必须接受这样一个观念：身体和精神健康地重要性，丝毫不亚于职位地晋升”.但愿每个教师都能拨开遮住心灵阳光地那层乌云，撇开劳顿地人生旅程中积累地倦意，在灿烂地晴空下快乐地飞翔.我希望不成“红烛”也能放出自己地光芒.。

职业倦怠研究述评摘要：了解职业倦怠的概念、基本理论、测量方法、研究中存在的问题、发展方向以及职业倦怠研究的原则，对今后的职业倦怠的研究大有裨益。

关键词：职业倦怠；职业投入；心理契约1961年，Greene在一本名为A Bum-Out Case的小说中讲述了一个建筑师因为不堪忍受精神痛苦和幻想破灭而躲进非洲丛林离群索居的故事。

这本小说的发表引起了人们对职业倦怠这一社会问题的关注，心理学研究者开始对职业倦怠进行系统研究。

在此之前，倦怠的重要性已经被医学家和社会评论家所关注。

虽然当时的研究缺乏一个连贯的、比较一致的理论建构和研究手段，但也正是这些探索性、描述性、应用性的“常识心理学”观点和方法为科学心理学的研究提供了极有价值的信息。

此后的30年里，有关职业倦怠的研究迅速发展，已经成为国内外临床心理学、社会心理学、工作与组织管理心理学和职业健康心理学的一个重要研究领域。

特别是1980年第一届国际职业倦怠研讨会的召开，更加凸显了它的重要性。

一、职业倦怠的概念职业倦怠(occupational burnout)，也称“工作倦怠”，国内也有翻译为“工作衰竭”、“职业枯竭”、“职业过劳”的。

截至1982年至少已有15种概念被提出[1]。

尽管关于职业倦怠的概念众说纷纭，但这只是体现了研究者关注层面和角度的不同。

目前，东西方研究者通常采用国际职业倦怠研究领域的权威Maslach的研究成果[2]，主要从情绪衰竭、去个性化以及低成就感三个角度对职业倦怠进行概念化操作。

即(1)情绪衰竭(exhaustion)。

它代表着职业倦怠中的个体压力层面，是指工作过程中，个人无法轻易地处理周围的问题与要求，因而感到精疲力竭，丧失了工作的情绪资源，表现为疲劳、烦躁、易怒和紧张。

国内外学者对是否应该把情绪衰竭作为职业倦怠的核心特征一直存有争议。

(2)去个性化(depersonalization)。

它代表着职业倦怠中的人际关系层面，是指工作过程中，个人以不带感情与冷漠的方式或态度回应周围人际，表现为对工作对象与同事的疏远、冷淡、漠然和愤世嫉俗。