· Due Sep 29, 1159 AM · Review one of the supplemental Electr.docx

· Due Sep 29, 11:59 AM
· Review one of the supplemental Electronic Readings for Week
8.
Write a 350-500 word self-reflection summary. Include the
following:
· In reference to the article reviewed, identify three (3)
critical aspects related to the task of developing and
maintaining a professional identity as a licensed therapist.
· Discuss how your own personal ethics and values are able to
support the development and growth of your professional
identity as a Marriage & Family Therapist.
· Identify and discuss three (3) challenges that you anticipate
facing in your career as a licensed therapist and how to you plan
to manage these challenges.
Format your summary consistent with APA guidelines.
Click the Assignment Files tab to submit your assignment
A Typology of Burnout in Professional Counselors
falseLee, Sang Min
Press the Escape key to close
; Cho, Seong Ho
; Kissinger, Daniel
; Ogle, Nick T. Journal of Counseling and Development :
JCD88.2 (Spring 2010): 131-138.
Abstract
Translate AbstractUndo Translation TranslateUndo Translation

FromTo
Translate
Translation in progress...
[[missing key: loadingAnimation]]
The full text may take 40-60 seconds to translate; larger
documents may take longer.
Cancel
OverlayEnd
The authors used a cluster analysis procedure and the Counselor
Burnout Inventory (S. M. Lee et al., 2007) to identify
professional counselors' burnout types. Three clusters were
identified: well-adjusted, persevering, and disconnected
counselors. The results also indicated that counselors' job
satisfaction and self-esteem were good discriminators between
the 3 clusters. Implications for counselors are discussed.
[PUBLICATION ABSTRACT]
[PUBLICATION ABSTRACT]
You have requested "on-the-fly" machine translation of selected
content from our databases. This functionality is provided
solely for your convenience and is in no way intended to replace
human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or
warranties with respect to the translations. The translations are
automatically generated "AS IS" and "AS AVAILABLE" and
are not retained in our systems. PROQUEST AND ITS

LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL
EXPRESS OR IMPLIED WARRANTIES, INCLUDING
WITHOUT LIMITATION, ANY WARRANTIES FOR
AVAILABILITY, ACCURACY, TIMELINESS,
COMPLETENESS, NON-INFRINGMENT,
MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the translations is subject to all use
restrictions contained in your Electronic Products License
Agreement and by using the translation functionality you agree
to forgo any and all claims against ProQuest or its licensors for
your use of the translation functionality and any output derived
there from. Hide full disclaimer Translations powered by LEC.
Translations powered by LEC.
Full text
· Translate Full textUndo Translation TranslateUndo
Translation
FromTo
Translate
Translation in progress...
[[missing key: loadingAnimation]]
The full text may take 40-60 seconds to translate; larger
documents may take longer.
Cancel
OverlayEnd
· Turn on search term navigationTurn on search term navigation
· Jump to first hit
Headnote

There are many issues that could strain a counselor's physical
and psychological resources - managed care constraints,
increased budget cuts, and burgeoning caseloads - and the
counselor is expected to maintain a sense of equilibrium in
facing these issues while still providing quality therapeutic
services (Kesler, 1990; O'Halloran & Linton, 2000). If not
closely monitored, counselor burnout, conceptualized as a
combination of multiple emotional and physical ailments
manifesting cognitively or within the workplace, could ensue
and jeopardize both the counselor's well-being and treatment
efficacy.
Several descriptions of burnout are found in the professional
literature. Maslach and Jackson (1981) described burnout as a
syndrome distinguished by emotional exhaustion,
depersonalization, and a lack of personal accomplishment. Meir
(1983) described burnout as a "state in which individuals expect
little reward and considerable punishment from work because of
a lack of valued reinforcement, controllable outcomes, or
personal competence" (p. 899). More recently, Osborn (2004)
noted similar elements when describing burnout as "the process
of physical and emotional depletion resulting from conditions at
work or, more concisely, prolonged job stress" (p. 319). Given
the myriad stressors inherent in any therapeutic endeavor, it is
not surprising that the phenomenon of burnout has generated
considerable interest among counseling researchers within the
past decade (Leiter & Harvie, 1996; Vredenburgh, Carlozzi, &
Stein, 1999). Nor does it seem unusual to find empirical
evidence that burnout exists among professional counselors
(Leiter & Harvie, 1996) or studies that explore the emotional,
physical, and occupational implications of counselors who are
vulnerable to burnout (e.g., Osborn, 2004; Thompson, 1999).
Although most burnout studies concerning counselors have
focused primarily on correlates such as characteristics, work
environments, and client attributes (e.g., Vredenburgh et al.,

1999), research examining specific burnout typologies
experienced among professional counselors remains limited.
More specifically, earlier studies tended to consider counselor
burnout as a homogenous phenomenon with a predictable and
consistent set of symptoms.
Recently, Loo (2004) used the multidimensional construct of
burnout to examine burnout types in police officers. Loo's
study, the first to use a clustering methodology to identify
burnout types, yielded three different patterns: laissez-faire
managers, well-adjusted managers, and distressed managers.
Results from this study revealed three specific burnout types
among police officers, opening the door to the development of
specialized policies and programs that address the unique
burnout patterns among individual officers. In a similar way, a
system of classifying burnout patterns among professional
counselors could generate specific subtypes of burnout that
indicate counselors at risk for burnout. Such a classification
system could also serve as the catalyst for programs aimed at
both the prevention of burnout and, when necessary, the
alleviation of burnout among professional counselors.
The majority of the current research on burnout uses the
Maslach Burnout Inventory-Human Services Survey (MBIHSS;
Maslach & Jackson, 1984). Although the MBI-HSS provides
some insight regarding counselor burnout, it falls short in
accurately assessing burnout specifically related to counselors.
Therefore, the present study assesses counselor burnout with the
newly developed Counselor Burnout Inventory (CBI; Lee et al.,
2007). In this study, MBI-HSS was used to compare the patterns
derived from the CBI. The CBI provides norm-referenced
measures of a counselor's burnout syndrome on five factorially
derived burnout dimensions: Exhaustion, Incompetence,
Negative Work Environment, Devaluing Client, and
Deterioration of Personal Life. Unique to this inventory is its
focus on the counselor's work environment. This unique
component corresponds with recent counseling burnout
literature that accentuates the role one's workplace environment

plays in promoting burnout (Azar, 2000; Maslach, 2005;
Osborn, 2004; Savicki & Cooley, 1981; Thompson, 1999).
To date, the interpretation of a CBI score has been based on the
elevations of individual subscales. However, pattern-based
interpretation with cluster analysis may increase the utility of
CBI scores by capturing potential interactive effects inherent in
score patterns. For example, counselors experiencing exhaustion
or who have begun devaluing the client as a defensive measure
against burnout may, in fact, differ in their ability to manage
their overall burnout levels on the basis of how receptive or
negative they perceive their work environment to be. Thus, the
CBI's ability to provide more detailed burnout profiles could
facilitate the development of preventative programming or
current interventions that could more quickly and accurately
address the counselor's needs. If these different clustering and
counselor burnout patterns are found such information could be
used by support services to help professional counselors cope
effectively with the occupational stresses of counseling.
*Purpose of Study
The purpose of the present study is to determine specific
burnout typologies among professional counselors. First,
because burnout is a multidimensional construct, it is posited
that counselor burnout would display a multiple-cluster
structure rather than a single clustering or type. Second for
cross-validation purposes, we hypothesized that the identified
clusters would be consistent with the existing burnout measure,
that is, the MBI-HSS. Third because there are several known
demographic variables linked to burnout, we categorized
demographic variables that appear to best ^scriminate between
the clusters. Finally, because previous studies (Cordes &
Dougherty, 1993; Gold & Michael, 1985; Vredenburgh et al.,
1999) have related burnout to other psychological variables
such as job satisfaction, self-esteem, and locus of control, we
have identified the psychological variables that best contributed
to the cluster differences.
* Method

Participants
Convenience sampling procedures were used to distribute 1 70
research packets at a state counseling association conference in
the southeastern region of the United States. After excluding
incomplete packets, 1 32 of 1 70 research packets were included
in the statistical analysis. The sample included counselors with
a wide range of specialties. Nine percent were family
counselors, 43.2% were school counselors, 25.3% self-identified
as mental health counselors, 7.6% were college counselors,
4.1% were rehabilitation counselors, 1.5% self-identified as
career counselors, and 9.3% provided multiple responses. The
years of experience ranged from 1 year to 33 years (M =
11.31,5!D= 8.37). Women made up the majority of the sample
(83.3% women vs. 16.7% men). Regarding ethnicity, 94.7% of
the participants were Caucasian, 3% were African American,
1.5% were Hispanic, and 0.8% provided multiple responses.
Counselors' ages ranged from 25 years to 67 years (M= 46.20,
SD= 11.37).
Measures
CBI. The CBI consists of 20 items that are divided into five
subscales: Exhaustion (e.g., "I feel exhausted due to my job as a
counselor"), Incompetence (e.g., "I do not feel like I am making
a change in my clients"), Negative Work Environment (e.g., "I
feel frustrated with the system in my workplace"), Devaluing
Client (e.g., "I am not interested in my clients and their
problems"), Deterioration in Personal Life (e.g., "My
relationships with family members have been negatively
impacted by my work as a counselor"). Each item has a 5point
response scale (1 = never true, 5 = always true). The CBI
contains items reflecting characteristics of feelings and
behaviors that would indicate various levels of burnout. Lee et
al. (2007) reported that alpha coefficients of scores were .80 for
the Exhaustion, .83 for the Negative Work Environment, .83 for
the Devaluing Client, .81 for the Incompetence, and .84 for the
Deterioration in Personal Life subscales. Support for construct
validity was obtained through exploratory factor analysis that

identified a five-factor solution and confirmatory factor analysis
with all goodness-of-fit indexes also indicating an adequate fit
to the data (Lee et al., 2007). In the present study, Cronbach's
alpha coefficients of scores were .85 for the Exhaustion, .83 for
the Negative Work Environment, .80 for the Devaluing Client,
.73 for the Incompetence, and .78 for the Deterioration in
Personal life subscales.
MBI-HSS. The MBI-HSS (Maslach & Jackson, 1981) was
designed to measure hypothesized aspects of the burnout
syndrome. The MBI contains 22 statements of job-related
feelings and asks participants to rate the frequency of the
statements (0 = never, 6 = every day). The MBI consists of
three subscales: Emotional Exhaustion (e.g., "I feel used up at
the end of the workday"), Depersonalization (e.g., "I do not
really care what happens to some recipients"), and Personal
Accomplishment (e.g., "I have accomplished many worthwhile
things in this job"). The reliability and validity of the MBI-HSS
are well established (Maslach, Jackson, & Leiter, 1996).
According to Maslach et al. (1996), reliability coefficients for
each of the subscale scores are .90 for Emotional Exhaustion,
.79 for Depersonalization, and .71 for Personal
Accomplishment. Convergent validity has been established
using three sets of correlations (Maslach et al., 1996). In the
present study, reliability coefficients for each of the subscale
scores were .89 for Emotional Exhaustion, .69 for
Depersonalization, and .75 for Personal Accomplishment.
Job satisfaction. Seven items of job satisfaction that were
identified in the National Educational Longitudinal Study (see
National Center for Educational Statistics [NCES], 2002) were
used in this study. A seven-item scale of job satisfaction,
derived from items identified in the National Educational Study,
was used in this study. The scale also measured satisfaction
with fringe benefits, opportunities for further training, job
security, opportunities for promotion, opportunities to use past
training, importance and challenge of the work, and payment
(NCES, 2002). According to Nguyen, Taylor, and Bradley

(2003), the logit regression indicated that overall job
satisfaction was highly significantly related to all individual
domains of job satisfaction. Participants were asked to rate,
using a Likert-type scale ( 1 = very dissatisfied, 5 = very
satisfied), how satisfied they were with their jobs. In the present
study, internal consistency for the scores of all seven items was
.81, which suggests a high degree of consistency across items.
Self-esteem. The Rosenberg Self-Esteem Scale (Rosenberg, 1
965) was developed in an attempt to achieve a unidimensional
measure of global self-esteem. Even though the scale was
developed 40 years ago, continued use of this scale provides
evidence of its reliability and validity (Vacha-Hasse, Kogan, &
Thompson, 2000). According to Owens (2001), the Rosenberg
Self-Esteem Scale is the most widely used measure of
selfesteem. Items on the scale are rated on a 5-point Likert scale
ranging from strongly disagree to strongly agree. Originally
developed for the adolescent population, the scale has a
Guttman scale reliability coefficient of .92 among youth. It has,
however, been useful for assessing self-esteem in a variety of
other groups (Mental Health Statistics Improvement Program, 1
996), with test-retest correlations in the range of .82 to .88 and
Cronbach's alphas for various samples in the range of .77 to .88
(Rosenberg, 1986). In the present study, internal consistency for
the scores of all seven items was .73, suggesting a moderately
high degree of consistency across items.
Locus of control. Locus of control represents the extent to
which students feel they have control over their life (Rotter,
1966). A person with a high (internal) locus of control feels that
he or she makes things happen in life, whereas a person with a
low locus of control believes that luck or someone or something
else is responsible for what happens to him or her. Items on the
scale are rated on a 4-point Likert-type scale that ranges from
strongly agree (1) to strongly disagree (4). Rotter's (1966)
Locus of Control Scale (LOC) has demonstrated adequate test-
retest reliability (ranging from .49 to .83) and coefficient alphas
(ranging from .67 to .87) in various studies (Marsh & Richards,

1986; Phillips & Gully, 1997; Rotter, 1966). Construct validity
for the LOC has also been established in a variety of studies
(Collins, 1974; Marsh & Richards, 1987; Rotter, 1966). Internal
consistency of LOC scale scores in the present study was .68,
which suggests a moderate degree of consistency across items.
*Results
Cluster Analysis
First, the five CBI subscale scores were standardized (T score;
M= 50, SD = 1 0). Using a hierarchical agglomerative method
with Ward's minimum variance approach and a line chart from
the coefficients of the agglomeration schedule table, we
identified the optimal number of clusters. This three-cluster
solution was most representative of this sample because of the
meaningful interpretability of the clusters and the clear
separation of the group centroids on the CBI subscales. As
shown in Figure 1, the first cluster (n = 51, 38.6%) was
characterized by low scores on all subscales (Exhaustion,
Incompetence, Negative Work Environment, Devaluing Client,
and Deterioration in Personal Life). Graphically, the shape is
best described as a flat line below the means. This cluster was
labeled well-adjusted counselors (WAC) because of the
counselors' low scores on all burnout subscales.
The second type of cluster was characterized by medium scores
on the Exhaustion, Negative Work Environment, and
Deterioration in Personal Life subscales, with relatively high
Incompetence and high Devaluing Client scores. Most notable
was the Devaluing Client score, which was a full standard
deviation above the mean. About 33% (n = 44) of the cases fit
this cluster pattern. Counselors grouped in this cluster seemed
to be disconnected counselors (DC), that is, counselors
appeared to be not particularly exhausted, but to have
depersonalized from their clients and were unresponsive to their
clients' needs (Savicki & Cooley, 1981). The third cluster type
consisted of high Exhaustion, Negative Work Environment, and
Deterioration in Personal Life scores and moderate to low
scores on the Incompetence and Devaluing Client subscales.

This resulted in a W-shaped configuration with 37 (28.0%) of
the cases. This cluster was labeled persevering counselor (PC)
because these counselors had the highest Exhaustion, Negative
Work Environment, and Deterioration in Personal Life scores,
while reporting moderate to low Incompetence and Devaluing
Client scores. In other words, PCs appeared to be flexible and
responsive to client needs even when they experienced
emotional and physical exhaustion in their workplace and
personal life.
Relationship Among the MBI-HSS, Demographic Variables, and
Outcome Variables
Table 1 lists the means and standard deviations for each cluster
group on MBI-HSS subscales, demographic variables (i.e.,
gender, annual income, years of counseling experience, marital
status, and age), and outcome variables (job satisfaction,
selfesteem, and locus of control). Descriptive discriminant
analysis (DDA) was used to identify the variables that
contribute to group separation. In examining the canonical
discriminant functions, there was a large canonical correlation
(.677) on Function 1 with an effect size of R^sup 2^= 45.8%.
There was a second large canonical discriminant (.495) on
Function 2 with an effect size of R2 = 24.5%. Both the full
model test of Function 1 to 2 (Wilks's lambda = .409, χ^sup
2^^sub (22)^ = 88.56,/? < .00 1) and the test of Function 2
(Wilks's lambda= .755, χ^sup 2^^sub (10)^ = 27.86,/? < .001)
were statistically significant. Standardized discriminant
function coefficients and structure coefficients were examined
to determine what variables contributed to the group
differences. Table 1 represents both sets of coefficients for all
analyses.
First, in light of the quantity of research that has been done on
the MBI-HSS, the CBI clusters were compared with the
MBIHSS subscales. Although the Emotional Exhaustion
subscale of the MBI-HSS was primarily responsible for group
differences on Function 1 , the Depersonalization and Personal
Accomplishment subscales of the MBI-HSS were primarily

responsible for group differences on Function 2, with
Depersonalization being negatively related to Personal
Accomplishment. Regarding the group centroids (see Table 2),
it appears that on Function 1, Cluster 1 had the lowest centroids
(-1 .03), followed by Cluster 2 (0.20) and Cluster 3(1.17). This
indicated that counselors who belonged to Cluster 1 (WACs)
were less exhausted than Cluster 2 counselors (DCs) and even
more so when compared with Cluster 3 counselors (PCs). On
Function 2, Cluster 2 had the lowest centroids (-.81), followed
by Cluster 1 (.29) and Cluster 3 (.50). This indicated that
counselors who belonged to Cluster 2 (DCs) were more
depersonalized and less accomplished than Cluster 1 counselors
(WACs) and even more so when compared with Cluster 3
counselors (PCs).
Next, we examined whether the three counselor burnout types
were related to known demographic determinants (gender,
annual income, years of counseling experience, marital status,
and age). The ethnicity variable was not included because of the
low rate of minority counselor responses (5.3%). As shown in
Table 1 , although no demographic variables were found to be
responsible for group differences on Function 1, the annual
income variable was somewhat responsible for group
differences on Function 2 ( 1 8.9%). Consistent with the results
from group centroids (see Table 2), the W-shaped Cluster 3
(PCs) reported the highest income ($45,771) followed by WACs
($43,693) and DCs ($39,074). Even though small group
differences (7.7%) were found for years of counseling
experience, it warrants mentioning that PCs (M= 13.15, SD =
7.73) were more experienced than WACs (M= 9.89, SD = 8.95)
and DCs (M= 10.31, SD = 8.13).
Finally, we examined if the three counselor burnout types were
associated with the three psychological variables of job
satisfaction, self-esteem, and locus of control. DDA revealed
that job satisfaction (20.3%) was primarily responsible for
group differences on Function 1 , and self-esteem (30.5%) was
primarily responsible for group differences on Function 2. The

Function 1 at group centroids indicated that Cluster 1
counselors (WACs) were more satisfied with their job than were
DCs (Cluster 2) and even more so when compared with PCs
(Cluster 3). In contrast, the results revealed that DCs (Cluster 2)
had lower scores on self-esteem than did Cluster 1 counselors
(WACs) and even lower scores than Cluster 3 (PCs) participants
had.
*Discussion
Although previous research has tended to consider counselor
burnout as a homogenous phenomenon with unitary and global
terms (Farber, 1998), new research (Loo, 2004) indicates the
value of using a system of classifying burnout that is based on
the patterns (types or profiles) that reflect the more consistent
elements of burnout. According to Loo (2004), researchers can
use the patterns derived from a cluster analysis to determine a
treatment plan to prevent burnout. On the basis of our research,
we identified distinct patterns of counselor burnout that
differentially influence counselor's self-esteem, job satisfaction,
and locus of control.
The most common CBI type was indicated by a relatively flat
profile that was characterized by low scores on all subscales
(Exhaustion, Incompetence, Negative Work Environment,
Devaluing Client, and Deterioration in Personal Life). In light
of both its form and its frequency, this is probably best thought
of as a common profile. This cluster was labeled WACs because
of these individuals' low scores on all burnout subscales.
Specifically, counselors fitting this profile scored the lowest on
the Depersonalization and Emotional Exhaustion subscales of
the MBI-HSS and received the highest scores on the Personal
Accomplishment scale of that measure. They also reported the
second highest income ($43,693).This group of counselors
reported the highest job satisfaction. They also reported more
positive self-esteem than did counselors in Cluster 2. This
finding was consistent with previous studies that support the
effect of burnout in helping professions (Osborn, 2004;
Thompson, 1999). Consistent with the findings of previous

studies (e.g., Maslach & Jackson, 1 98 1 ), the results of the
present study indicated that counselors who self-identified as
not experiencing burnout were found to have the highest scores
on job satisfaction and higher positive self-esteem.
The second profile (Cluster 2) was the most distinctive and was
characterized by counselors' medium scores on subscales
assessing exhaustion, negative work environment, and
deterioration in personal life with relatively high Incompetence
and high Devaluing Client scores. The Devaluing Client score
was almost a full standard deviation above the mean.
Counselors in this burnout profile seemed to be DCs. Consistent
with this notion is the finding that the counselors in this profile
had higher scores on the Depersonalization scale of the MBI-
HSS than did counselors in Cluster 2 (WACs) and Cluster 3
(PCs). It is also interesting to note that DCs also reported the
lowest income ($39,074), lowest job satisfaction, and the worst
self-esteem.
The final cluster was a W-shaped profile characterized by high
Exhaustion, Negative Work Environment, and Deterioration in
Personal Life scores and moderate to low scores on the
Incompetence and Devaluing Client subscales. This cluster was
labeled PC because these counselors had the highest
Exhaustion, Negative Work Environment, and Deterioration in
Personal Life scores, but reported moderate to low
Incompetence and Devaluing Client scores. Counselors with this
profile tended to be flexible and responsive to the clients'
needs, even when reporting emotional and physical exhaustion
in their workplace and personal life. It is also intriguing to note
that the PCs also reported the highest income, more counseling
experience, and the most positive self-esteem even though they
seemed dissatisfied with their current job. This is consistent
with Lee et al.'s (2007) recent finding that indicates the
Incompetence subscale of the CBI is a better predictor of self-
esteem than are other subscales of the CBI.
Implications for Counselors
The burnout typologies identified in the present study extend

the notion of burnout as a multidimensional construct
(Friedman, 1996). Awareness of a counselor's unique burnout
profile could offer significant assistance in uncovering both
individual and environmental contributors to burnout and offer
assistance in devising specific preventative strategies. The CBI
typologies could then be used to develop dedicated preventative
strategies or, in the cases of existing burnout symptoms, aid in
the development of personalized interventions that align with
the contours of the counselor's unique burnout profile.
Additionally, targeted interventions that are based on the
counselor's unique CBI profile could facilitate the development
of "a setting in which the needs of the caregiver are as carefully
nurtured as those of the recipients" (Färber, 1998, p. 13). In
short, insights gleaned from CBI profiles could be used
strategically and/or longitudinally as a means for developing
specific interventions as well as dedicated support service
programs targeting the counselor's total wellness. In doing so,
counselors are better able to maintain their focus on the client
and ultimately, provide opportunities for positive therapeutic
outcomes.
The CBI typologies could also be of significant pedagogical
value. For example, the WAC profile, the most commonly found
counselor burnout type, provides a composite sketch of the
interplay between personal and professional variables among
counselors not experiencing burnout. In effect, the WAC profile
is indicative of counselors who have acquired the skills that
allow them to balance a range of personal and professional
issues while remaining attentive to client needs. Additionally,
building on Pines and Aronson's (1988) suggestion of becoming
"aware of the problem" (p. 27) leading to burnout, WACs could
facilitate informal discussions (e.g., brown bag lunches) with
colleagues that could prove advantageous to preventing or
alleviating burnout symptoms. Insights shared by the WAC may
offer a more pragmatic alternative to structured workshops or
seminars that, while important, likely lack insight into the
nuances of individual agency cultures and/or interpersonal

relationships. Essentially, the WAC and other CBI typologies
could help address particular organizational and/or
interpersonal conflict, thereby extending Pines and Aronson's
notion of enhancing one's "degree of cognitive complexity" (p.
27) of their organization and using support groups to alleviate
stress that could lead to counselor burnout (Brashear, 1987;
Spicuzza & DeVoe, 1982).
The CBI profiles of DCs and PCs also appear to have
considerable professional, personal, and instructional value for
counselors, supervisors, and organizations. For instance, DCs in
this study did not appear to be experiencing excessive
exhaustion or a significant deterioration in their personal life.
However, elevated levels of perceived incompetence and a
distressingly high level of devaluing clients are also seen in this
DC profile. This pattern of devaluing clients could be
symptomatic of compassion fatigue, defined historically as
secondary traumatic stress disorder (Figley, 1995). In other
words, the high degree of empathy provided by counselors
within the context of the therapeutic environment may increase
their vulnerability to compassion fatigue. As a defense,
counselors may devalue parts, or in more severe cases much, of
the client's story. This weakened response to client needs could
weaken the therapeutic alliance and may also diminish treatment
efficacy.
Conversely, the DC profile also offers a unique opportunity to
address a number of variables that could lead a counselor to
adopt a distant or self-protective stance with clients.
Interventions could be devised to address personal,
professional, and environmental stressors that, either
individually or together, impede the counselor's ability to
remain present with the client. For example, counselors may not
immediately recognize the disconnect with a client's story that
could accompany devaluing the client's story, especially if their
conceptualization of burnout is focused on monitoring variables
such as emotional or physical exhaustion or stressors connected
to their personal lives. In such cases, the DC profile offers a

link between several key dimensions of burnout while
connecting these symptoms to the counselor's ability to remain
attentive to the client (Yu, Lee, & Lee, 2007).
In contrast to both the DC and the WAC profiles, PCs reported
the highest degree of exhaustion, deterioration in their personal
life, and negative work environment. It is compelling to note,
however, that their scores on the Devaluing the Client subscale
are consistent with the WAC counselor profile. Thus, the PC
appears to have an aptitude for maintaining a solid therapeutic
presence while remaining resolute in the face of myriad
personal, professional, and environmental stressors. On the
other hand the PC should continually assess this discrepancy to
maintain personal health and appropriate professional
boundaries. As is the case with the DC, specific interventions
may address areas where it is clear that there is strain. However,
PCs could also serve as a resource for colleagues, especially
given their ability to provide effective therapeutic services even
when experiencing significant occupational and personal stress.
Clinical supervisors and administrators could also benefit from
the use of the CBI. Supervisors, for example, may be the first to
hear the unabridged feelings or concerns of stressed counselors.
In cases where scores reveal a DC or PC burnout pattern,
personalized strategies could be developed. Supervisors could
use the CBI as a supplemental supervisory tool to help address
unresolved issues manifesting in supervision that could
potentially result in professional impairment (see Standard
C.2.g.; American Counseling Association, 2005). Thus, periodic
use of the CBI by supervisors or administrators could be a
valuable supplemental supervisory tool that could lead to
productive discourse within the supervisory relationship (i.e.,
individual, triadic, or group).
Data gathered from the CBI may also provide a template for
administrators to use when assessing the sense of well-being of
their employees. Effective use of the CBI profiles could range
from organizing professional seminars or workshops to
employee recognition programs (i.e., programs dedicated to

facilitating a supportive and psychologically healthy work
environment). Overall, the CBI profiles could be integrated into
a comprehensive supervisory and administrative stratagem for
improving the professional experiences of counselors.
Limitations and Suggestions for Future Studies
Certain limitations inherent in the present research may have
affected the outcome of this study. First, all measures were
obtained by self-report questionnaires and participants were
anonymous and self-selected. Counselors who may have
experienced high levels of burnout might have been less
motivated to participate in this study to avoid painful issues.
Conversely, counselors who identified no burnout experience
may have judged their participation in this study to have little
impact and may have chosen not to participate. Future studies
could use multiple measures (e.g., direct observation) to assess
the burnout variable, thereby giving a clearer picture of the
longterm effect of burnout in professional counselors.
Second by including only counselors from a geographically
limited convenience sample, the conclusions are limited and
may not be generalized to all counselors in the United States.
Further research with counselors in other regions would allow
the researchers to determine if significant similarities or
differences exist in the counselor burnout profiles of the sample
of the present study and future study populations. Despite these
limitations, the approach of counselor burnout profiles,
regardless of the modality, could help counselors increase their
awareness of burnout and ultimately, its impact on their sense
of personal well-being and professional efficacy. In this
instance, the multidimensional burnout profiles broaden the
understanding of counselor burnout, potentially leading to both
an increase in counselor self-awareness and the opportunity to
design interventions dedicated to the prevention and alleviation
of counselor burnout.
References
References
American Counseling Association. (2005). ACA code of ethics.

Alexandria, VA: Author.
Azar, S. T. (2000). Preventing burnout in professionals and
paraprofessionals who work with child abuse and neglect cases:
A cognitive-behavioral approach to supervision. Journal of
Clinical Psychology, 56, 643-663.
Brashear, D. B. (1987). Support groups and other supportive
efforts in residency programs. Journal of Medical Education,
62, 418^424.
Collins, B. E. (1974). Four components ofllotter's Internal-
External scale. Journal of Personality & Social Psychology, 29,
381-391.
Cordes, C. L., & Dougherty, T. W. (1993). A review and an
integration of research onjob burnout. Academy of Management
Review, 18, 621-656.
Farber, B. A. (1998, August). Tailoring treatment strategies for
different types of burnout. Paper presented at the annual
convention of the American Psychological Association, San
Francisco, CA.
Figley, C. R. (1995). Compassion fatigue as secondary
traumatic stress disorder: An overview. In C. R. Figley (Ed.),
Compassion fatigue: Coping with secondary traumatic stress
disorder in those who treat the traumatized (pp. 1-20). New
York, NY: Brunner/Mazel.
Friedman, I. (1996). Multiple paths to burnout: Cognitive and
emotional scenarios in teacher bumout. Anxiety, Stress, and
Coping, 9, 245-225.
Gold, Y, & Michael, W. (1985). Academic self-concept
correlates of potential burnout in a sample of first-semester
elementary-school practice teachers: A concurrent validity
study. Educational and Psychological Measurement, 45, 909-
914.
Kesler, K. D. ( 1 990). Bumout: A multimodal approach to
assessment and resolution. Elementary School Guidance &
Counseling, 24, 303-309.
Lee, S. M., Baker, C. R., Cho, S. H., Heckathorn, D. E.,
Holland, M. W., Newgent, R. A., . . . Yu, K. (2007).

Development and initial psychometrics of the Counselor
Burnout Inventory. Measurement and Evaluation in Counseling
and Development, 40, 142-154.
Leiter, M. P., & Harvie, P. L. (1996). Bumout among mental
health workers: A review and a research agenda. International
Journal of Social Psychiatry, 40, 90-101.
Loo, R. (2004). A typology of bumout types among police
managers. Policing, 27, 156-165.
Marsh, H. W, & Richards, G. E. (1986). Rotter's Locus of
Control Scale: The comparison of alternative response formats
and implications for reliability, validity and dimensionality.
Journal of Research in Personality, 20, 509-558.
Marsh, H. W, & Richards, G. E. (1987). The
multidimensionality of the Rotter I-? Scale and its higher order
structure: An application of confirmatory factor analysis.
Multivariate Behavioral Research, 22, 39-69.
Maslach, C. (2005). Understanding bumout: Work and family
issues. In D. Halpern, S. Murphy, & S. Elaine (Eds.), Work-
family balance to work family interaction: Changing the
metaphor (pp. 99-1 14). Mahwah, NJ: Erlbaum.
Maslach, C, & Jackson, S. E. (1981). The measurement of
experienced burnout. Journal of Occupational Behavior, 2, 99-
113.
Maslach, C, & Jackson, S. E. (1984). Bumout in organization
settings. Applied Social Psychology Annual, 5, 133-153.
Maslach, C, Jackson, S. E., & Leiter, S. E. (1996). Maslach
Burnout Inventory (3rd ed.). Palo Alto, CA: Consulting
Psychologists Press.
Meir, S. T. (1983). Toward a theory of burnout. Human
Relations, 6, 899-910.
Mental Health Statistics Improvement Program. (1996). The
Rosenberg Self-Esteem Scale. Retrieved from
http://www.mhsip. org/reportcard/rosenberg.pdf
National Center for Educational Statistics. (2002). User's
manual: NELS: 88 Base-year to fourth follow-up: Student
component data file. Washington, DC: U.S. Government

Printing Office.
Nguyen, A., Taylor, J., & Bradley, A. (2003). The effect of
Catholic schooling on educational and labour market outcomes:
Further evidence from NELS [Mimeographed]. Lancaster,
United Kingdom: Lancaster University.
O'Halloran, T. M., & Linton, J. M. (2000). Stress on the job:
Self-care resources for counselors. Journal of Mental Health
Counseling, 22, 354-364.
Osborn, C. J. (2004). Seven salutary suggestions for counselor
stamina. Journal of Counseling & Development, 82, 319-328.
Owens, T. J. (2001). Extending self-esteem theory and research.
Cambridge, MA: University Press.
Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation,
ability, need for achievement, and locus of control in the self-
efficacy and goal-setting processes. Journal of Applied
Psychology, 82, 792-802.
Pines, A., & Aronson, E. (1988). Career burnout: Causes and
cures. New York, NY: Free Press. Retrieved from
http://www.mhsip. org/reportcard/rosenberg.pdf
Rosenberg, M. (1965). Society and the adolescent self-image.
Princeton, NJ: Princeton University Press.
Rosenberg, M. (1986). Conceiving the self. Malabar, FL:
Krieger.
Rotter, J. B. (1966). Generalized expectancies for internal
versus external control of reinforcement. Psychological
Monographs, 80, 1-28.
Savicki, V, & Cooley, E. J. (1981). Implication of burnout
research and theory for counselor educators. The Personnel and
Guidance Journal, 60, 415^119.
Spicuzza, F. X, & DeVoe, M. W. (1982). Burnout in the helping
professions: Mutual aid groups as self-help. The Personnel and
Guidance Journal, 61, 95-99.
Thompson, T. L. ( 1 999). Managed care : Views, practices, and
burnout of psychologists. Dissertation Abstracts International:
Section B: The Sciences and Engineering, 60(3-B), 1318.
Vacha-Haase, T, Kogan, L. R., & Thompson, B. (2000). Sample

compositions and variabilities in published studies versus those
in test manuals: Validity of score reliability inductions.
Educational and Psychological Measurement, 60, 509-522.
Vredenburgh, L. D., Carlozzi, A. R, & Stein, L. B. (1999).
Burnout in counseling psychologists: Type of practice setting
and pertinent demographics. Counselling Psychology Quarterly,
12, 293-302.
Yu, K., Lee, S., & Lee, S. M. (2007). Counselor's collective
selfesteem mediates job dissatisfaction and client relationships.
Journal of Employment Counseling, 44, 163-172.
AuthorAffiliation
Sang Min Lee, Department of Education, Korea University,
Seoul, Korea; Seong Ho Cho, Department of Psychology, The
Catholic University of Korea, Seoul, Korea; Daniel Kissinger,
Department of Rehabilitation, Human Resources and
Communication Disorders, University of Arkansas; Nick T.
Ogle, Department of Bible, John Brown University. The second,
third, and fourth authors contributed equally to this article.
Correspondence concerning this article should be addressed to
Sang Min Lee, Department of Education, College of Education,
Korea University, Anam-dong, Seongbuk-gu, Seoul, Korea (e-
mail: [email protected]).
You have requested "on-the-fly" machine translation of selected
content from our databases. This functionality is provided
solely for your convenience and is in no way intended to replace
human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or
warranties with respect to the translations. The translations are
automatically generated "AS IS" and "AS AVAILABLE" and
are not retained in our systems. PROQUEST AND ITS
LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL
EXPRESS OR IMPLIED WARRANTIES, INCLUDING
WITHOUT LIMITATION, ANY WARRANTIES FOR
AVAILABILITY, ACCURACY, TIMELINESS,
COMPLETENESS, NON-INFRINGMENT,
MERCHANTABILITY OR FITNESS FOR A PARTICULAR

PURPOSE. Your use of the translations is subject to all use
restrictions contained in your Electronic Products License
Agreement and by using the translation functionality you agree
to forgo any and all claims against ProQuest or its licensors for
your use of the translation functionality and any output derived
there from. Hide full disclaimer Translations powered by LEC.
Translations powered by LEC.
Copyright American Counseling Association Spring 2010
English
Arabic

· Due Sep 29, 1159 AM · Review one of the supplemental Electr.docx

Recommended

Recommended

More Related Content

More from LynellBull52

More from LynellBull52 (20)

Recently uploaded

Recently uploaded (20)

· Due Sep 29, 1159 AM · Review one of the supplemental Electr.docx