Adera, B. A., & Bullock, L. M. (2010). Job stressors and teacher job satisfaction in programs serving students with emotional and behavioral disorders. Emotional and Behavioral Difficulties, 15, 5–14.
Ahola, K., Hakanen, J., Perhoniemi, R., & Mutanen, P. (2014). Relationship between burnout and depressive symptoms: a study using the person-centred approach. Burnout Res. 1, 29–37. doi: 10.1016/j.burn.2014.03.003
Al-dyiar, M. A., & Salem, A. A. M. (2013). Psychological burnout and coping strategies of special education teachers in the state of Kuwait. Journal of Education and Practice, 4(20), 117-127.
Antoniou, A. S., Ploumpi, A., & Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: The role of coping strategies. Psychology, 4(03), 349.
Armon, G., Melamed, S., Shirom, A., & Shapira, I. (2010a). Elevated burnout predicts the onset of musculoskeletal pain among apparently healthy employees. Journal of Occupational Health Psychology, 15, 399–408.
Armon, G., Shirom, A., Melamed, S. & Shapira, I. (2010b). Gender differences in the across-time associations of the job demands-control-support model and depressive symptoms: a three-wave study. Applied Psychology: Health and Well-Being, 2(1), 65–88.
Bakker, A. B., Schaufeli, W. B., Demerouti, E., Janssen, P. P. M., Van Der Hulst, R., & Brouwer, J. (2000). Using equity theory to examine the difference between burnout and depression. Anxiety, Stress, and Coping, 13, 247–268.
Beck, A. T., & Bredemeier, K. (2016). A unified model of depression: Integrating clinical, cognitive, biological, and evolutionary perspectives. Clinical Psychological Science, 4(4), 596-619.
Beck, A. T., Epstein, N., Brown, G., & Steer, R. A. (1988). An inventory for measuring clinical anxiety: psychometric properties. Journal of consulting and clinical psychology, 56(6), 893.
Berman, N. C., Wheaton, M. G., McGrath, P., & Abramowitz, J. S. (2010). Predicting anxiety: The role of experiential avoidance and anxiety sensitivity. Journal of anxiety disorders, 24(1), 109-113.
Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539.
Bianchi, R., & Laurent, E. (2015). Emotional information processing in depression and burnout: an eye-tracking study. Eur. Arch. Psychiatry Clin. Neurosci. 265, 27–34. doi: 10.1007/s00406-014-0549-x
Bianchi, R., and Brisson, R. (2017). Burnout and depression: causal attributions and construct overlap. J. Health Psychol. doi: 10.1177/1359105317740415. [Epub ahead of print].
Bianchi, R., Boffy, C., Hingray, C., Truchot, D., & Laurent, E. (2013). Comparative symptomatology of burnout and depression. J. Health Psychol. 18, 782–787. doi: 10.1177/1359105313481079
Bianchi, R., Laurent, E., Schonfeld, I. S., Bietti, L. M., & Mayor, E. (2018a). Memory bias toward emotional information in burnout and depression. J. Health Psychol. doi: 10.1177/1359105318765621. [Epub ahead of print].
Bianchi, R., Rolland, J.-P., and & Salgado, J. F. (2018b). Burnout, depression, and borderline personality: A 1,163-participant study. Front. Psychol. 8:2336. doi10.3389/fpsyg.2017.02336
Bianchi, R., Schonfeld, I. S., & Laurent, E. (2014). Is burnout a depressive disorder? A re-examination with special focus on atypical depression. International Journal of Stress Management, 21(4), 307–324.
Biglan, A., Gau, J. M., Jones, L. B., Hinds, E., Rusby, J. C., Cody, C., & Sprague, J. (2015). The role of experiential avoidance in the relationship between family conflict and depression among early adolescents. Journal of Contextual Behavioral Science, 4(1), 30-36.
Biglan, A., Layton, G. L., Jones, L. B., Hankins, M., & Rusby, J. C. (2013). The value of workshops on psychological flexibility for early childhood special education staff. Topics in Early Childhood Special Education, 32, 196–210.
Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38, 39–55.
Blackledge, J. T., & Hayes, S. C. (2001). Emotion regulation in Acceptance and Commitment Therapy. Journal of Clinical Psychology, 57(2), 243-255. doi: 10.1002/1097-4679(200102)57:23.0.CO;2-X
Borkovec T.D, Alcaine O, & Behar E.S. (2004).Avoidance theory of worry and generalized anxiety disorder. In: Heimberg R, Mennin D, Turk C, editors. Generalized anxiety disorder: Advances in research and practice. Guilford; New York,pp. 77–108.
Borkovec T.D. (1994). The nature, functions, and origins of worry. In: Davey GCL, Tallis F, editors. Worrying: Perspectives on theory, assessment and treatment. Wiley; Oxford, England,. pp. 5–33.
Bouras, N. & Holt, G. (2007). Psychiatric and behavioural disorders in intellectual and developmental disabilities. (2nd Ed). UK: Cambridge University Press.
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and treatment of children, 681-712.
Burke, R. J., & Greenglass, E. (1993). Work stress, role conflict, social support, and psychological burnout among teachers. Psychological reports, 73(2), 371-380.
Calvete, E., & Villa, A. (2000). Burnout y síntomas psicológicos: modelo de medida y relaciones estructurales [Burnout and psychological symptoms: Measurement model and structural relations]. Ansiedad y Estrés, 6, 117–130.
Canova KR, & Porto JB. O. (2010). impacto dos valores organizacionais no estresse ocupacional: um estudo com professores de ensino médio. Rev Adm Mackenzie.11:4-31.
Capone, V., Joshanloo, M., & Park, M. S. A. (2019). Burnout, depression, efficacy beliefs, and work-related variables among school teachers. International Journal of Educational Research, 95, 97-108.
Carleton, R. N., Collimore, K. C., McCabe, R. E., & Antony, M. M. (2011). Addressing revisions to the Brief Fear of Negative Evaluation scale: Measuring fear of negative evaluation across anxiety and mood disorders. Journal of anxiety disorders, 25(6), 822-828.
Carvalho, S., Dinis, A., Pinto‐Gouveia, J., & Estanqueiro, C. (2015). Memories of shame experiences with others and depression symptoms: The mediating role of experiential avoidance. Clinical Psychology & Psychotherapy, 22(1), 32-44.
Chambers, K. C., & Hintiryan, H. (2009). Hormonal modulation of conditioned taste avoidance: The role of estradiol. In S. Reilly & T. R. Schachtman (Ed.), Conditioned taste aversion: Behavioral and neural processes (pp. 364–386). Oxford University Press.
Chan, D. W. (1998). Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong. American Educational Research Journal, 35, 145–163.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.
Chapman AL, Gratz KL, & Brown MZ (2006). Solving the puzzle of deliberate self-harm: The experiential avoidance model. Behaviour Research and Therapy, 44, 371-394. doi:10.1016/j.brat.2005.03.005
Chawla, N., & Ostafin, B. (2007). Experiential avoidance as a functional dimensional approach to psychopathology: An empirical review. Journal of Clinical Psychology, 63(9), 871-890.
Cordes, C. L., & Dougherty, T. W. (1993). A review and an integration of research on job burnout. Academy of Management Review, 18, 621–656.
Cox, T., Kuk, G., & Leiter, M. P. (2017). Burnout, health, work stress, and organizational healthiness. In Professional burnout (pp. 177-193). Routledge.
Cribb, G., Moulds, M. L., & Carter, S. (2006). Rumination and experiential avoidance in depression. Behaviour Change, 23(3), 165-176.
De Oliveira, G. S., Ahmad, S., Stock, M. C., Harter, R. L., Almeida, M. D., Fitzgerald, P. C., & McCarthy, R. J. (2011). High incidence of burnout in academic chairpersons of anesthesiology: should we be taking better care of our leaders?. The Journal of the American Society of Anesthesiologists, 114(1), 181-193.
Desouky, D., & Allam, H. (2017). Occupational stress, anxiety and depression among Egyptian teachers. Journal of epidemiology and global health, 7(3), 191-198.
DiGiacomo, M., & Adamson, B. (2001). Coping with stress in the workplace: Implications for new health professionals. J. Allied Health 30, 106–111.
Ding, Y., Qu, J., Yu, X., & Wang, S. (2014). The mediating effects of burnout on the relationship between anxiety symptoms and occupational stress among community healthcare workers in China: a cross-sectional study. PLoS ONE 9:e107130. doi: 10.1371/journal.pone.0107130
Edú-Valsania, S., Laguía, A., & Moriano, J. A. (2022). Burnout: A review of theory and measurement. International Journal of Environmental Research and Public Health, 19(3), 1780.
Emery, D. W., & Vandenberg, B. (2010). Special Education Teacher Burnout and ACT. International journal of special education, 25(3), 119-131.
Farber, B.. (1998). Tailoring treatment strategies for different types of burnout Retrieved from
www.csa.com
Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of teaching and learning, 8(1), 27-42.
Forsyth, J. P., Eifert, G. H., & Barrios, V. (2006). Fear conditioning in an emotion regulation context: a fresh perspective on the origins of anxiety disorders. In: M. G. Craske, D. Hermans, & D. Vansteenwegen (Eds.), Fear and learning: from basic processes to clinical implications, (pp. 133–153). Washington, DC: American Psychological Association.
Freire, C., Ferradás, M. D. M., García-Bértoa, A., Núñez, J. C., Rodríguez, S., & Piñeiro, I. (2020). Psychological capital and burnout in teachers: The mediating role of flourishing. International Journal of Environmental Research and Public Health, 17(22), 8403.
Fu, W., Tang, W., Xue, E., Li, J., & Shan, C. (2019). The mediation effect of self- steem on job-burnout and self-efficacy of special education teachers in Western China. International Journal of Developmental Disabilities, 1-10.
Galhardo, A., Carvalho, B., Massano-Cardoso, I., & Cunha, M. (2021). Assessing teacher-related experiential avoidance: Factor structure and psychometric properties of the Teachers Acceptance and Action Questionnaire (TAAQ-PT). International Journal of School & Educational Psychology, 9(sup1), S132-S141.
Giorgio, J. M., Sanflippo, J., Kleiman, E., Reilly, D., Bender, R. E., Wagner, C. A., ... & Alloy, L. B. (2010). An experiential avoidance conceptualization of depressive rumination: Three tests of the model. Behaviour research and therapy, 48(10), 1021-1031.
Gird, S., & Zettle, R. D. (2009). Differential response to a dysphoric mood induction procedure as a function of level of experiential avoidance. The Psychological Record, 59(4), 537- 550.
Govêia, C. S., Cruz, T. T. M. D., Miranda, D. B. D., Guimarães, G. M. N., Ladeira, L. C. A., Tolentino, F. D., ... & Magalhães, E. (2018). Association between burnout syndrome and anxiety in residents and anesthesiologists of the Federal District. Revista brasileira de anestesiologia, 68, 442-446.
Greenglass, E. R., & Burke, R. J. (2003). Teacher stress. In M. F. Dollard, A. H. Winefield, & H. R. Winefield (Eds.). Occupational stress in the service professions (pp. 213–236). New York: Taylor and Francis.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513.
Hastings, R. P., & Brown, T. (2002). Coping strategies and the impact of challenging behaviors on special educators’ burnout. Mental Retardation, 40, 148–156.
Hayes SC, Luoma J, Bond F, Masuda A, & Lillis J. (2006). Acceptance and Commitment Therapy: Model, processes, and outcomes. Behaviour Research and Therapy, 1,1–25.
Hayes SC, Wilson KG, Gifford EV, Follette VM, & Strosahl K. (1996). Experiential avoidance and behavioral disorders: A functional dimensional approach to diagnosis and treatment. Journal of Consulting and Clinical Psychology, 64,1152–1168.
Hayes, S. C., Luoma, J., Bond, F., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: model, processes, and outcomes. Behaviour Research and Therapy,44, 1, 1–25.
Hayes, S., Wilson, K.., Gifford, E.., Follette, V., & Strosahl, K. (1996). Experiential avoidance and behavioral disorders: A functional dimensional approach to diagnosis and treatment. Journal of Consulting and Clinical Psychology, 64(6), 1152-1168.
Hayes, S.., & Gifford, E. (1997). The trouble with language: Experiential avoidance, rules, and the nature of verbal events. Psychological Science, 8(3), 170-173.
Hayes, S.C., Strosahl, K.D., & Wilson, K.G., (1999). Acceptance and Commitment Therapy: An Experiential Approach to Behavior Change. Guilford Press, New York.
Hinds, E. D. (2013). The role of experiential avoidance in teacher stress and mental health (Doctoral dissertation, University of Oregon).
Hinds, E., Jones, L. B., Gau, J. M., Forrester, K. K., & Biglan, A. (2015). Teacher distress and the role of experiential avoidance. Psychology in the Schools, 52(3), 284-297.
Inbar‐Furst, H., & Gumpel, T. P. (2015). Factors Affecting Female Teachers’attitudes Toward Help‐Seeking Or Help‐Avoidance In Coping With Behavioral Problems. Psychology in the Schools, 52(9), 906-922.
Jiménez, B. M., Hernández, E. G., & Gutiérrez, J. L. G. (2000). La evaluación del estrés y el burnout del profesorado: el CBP-R. Revista de Psicología del Trabajo y de las Organizaciones, 16(2), 151-171.
Kahn, J. H., Jones, J. L., & Wieland, A. L. (2012). Preservice teachers’ coping styles and their responses to bullying. Psychology in the Schools, 49(8), 784–793.
Kashdan, T. B., Morina, N., & Priebe, S. (2009). Post-traumatic stress disorder, social anxiety disorder, and depression in survivors of the Kosovo War: Experiential avoidance as a contributor to distress and quality of life. Journal of anxiety disorders, 23(2), 185-196.
Kelso, K. C., Kashdan, T. B., Imamoğlu, A., & Ashraf, A. (2020). Meaning in life buffers the impact of experiential avoidance on anxiety. Journal of Contextual Behavioral Science, 16, 192-198.
Kirk, A., Meyer, J. M., Whisman, M. A., Deacon, B. J., & Arch, J. J. (2019). Safety behaviors, experiential avoidance, and anxiety: A path analysis approach. Journal of anxiety disorders, 64, 9-15.
Koutsimani, P., Montgomery, A., & Georganta, K. (2019). The relationship between burnout, depression, and anxiety: A systematic review and meta-analysis. Frontiers in psychology, 10, 284.
Llera S.J, Newman M. G. (2010). Effects of worry on physiological and subjective reactivity to emotional stimuli in generalized anxiety disorder and nonanxious control participants. Emotion,10(5):640–650. doi:10.1037/a0019351.
Llorens, S. & Salanova, M. (2011). Burnout: Un problema psicológico y social. Riesgo Labor, 37, 26–28.
Mahan, P. L., Mahan, M. P., Park, N. J., Shelton, C., Brown, K. C., & Weaver, M. T. (2010). Work environment stressors, social support, anxiety, and depression among secondary school teachers. AAOHN Journal, 58(5), 197-205.
Mark, G., & Smith, A. P. (2012). Occupational stress, job characteristics, coping, and the mental health of nurses. Br. J. Health Psychol. 17, 505–521. doi: 10.1111/j.2044-8287.2011.02051.x
Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28, 546–559.
Martínez, J. P. (2015). Cómo se defiende el profesorado de secundaria del estrés: burnout y estrategias de afrontamiento (How secondary school teachers protect themselves from stress: Burnout and coping strategies). Revista de Psicología del Trabajo y de las Organizaciones, 31(1), 1–9.
Maske, U. E., Riedel-Heller, S. G., Seiffert, I., Jacobi, F., & Hapke, U. (2016). Häufigkeit und psychiatrischeKomorbiditäten von selbstberichtetemdiagnostiziertem Burnout Syndrom. Psychiatr. Prax. 43, 18–24. doi: 10.1055/s-0035-1552702
Maslach, C. (2003). Job burnout: New directions in research and intervention. Current directions in psychological science, 12(5), 189-192.
Maslach, C.& Jackson, S.E. (1981). The measurement of experienced burnout. J. Occup. Behav., 2, 99–113.
Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of applied psychology, 93(3), 498.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). MBI: Maslach Burnout Inventory. Sunnyvale, CA: Consulting Psychologists Press, Incorporated.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Matud, M. P., García, M. A., & Matud, M. J. (2002). Estrés laboral y salud en el profesorado: Un análisis diferencial en función del género y del tipo de enseñanza [Work stress and health in teachers: A differential analysis as a function of gender and type of work]. International Journal of Clinical and Health Psychology, 2, 451–465.
Melamed, S., Shirom, A., Toker, S., & Shapira, I. (2006). Burnout and risk of type 2 diabetes: a prospective study of apparently healthy employed persons. Psychsom. Med. 68, 863–869.
Mennin D. S, Heimberg R.G, &Turk C. L. (2005). Fresco DM. Preliminary evidence for an emotion dysregulation model of generalized anxiety disorder. Behaviour Research and Therapy,43(10):1281–1310. doi:10.1016/j.brat.08.008.
Mennin D.S, Heimberg R.G, Turk C.L, & Fresco D. M. (2002). Applying an emotion regulation framework to integrative approaches to generalized anxiety disorder. Clinical Psychology: Science and Practice,9(1):85–90. doi:10.1093/clipsy/9.1.85.
Montero-Marín, J. (2016). El síndrome de burnout y sus diferentes manifestaciones clínicas: Una propuesta para la intervención [The burnout syndrome and its various clinical manifestations: A proposal for intervention]. Anest. Analg. Reanim., 29, 1–16.
Moroz, M., & Dunkley, D. M. (2019). Self-critical perfectionism, experiential avoidance, and depressive and anxious symptoms over two years: A three-wave longitudinal study. Behaviour Research and Therapy, 112, 18-27.
Oei, T. P., & Kwon, S. M. (2007). Evaluation of the integrated cognitive model of depression and its specificity in a migrant population. Depression and Anxiety, 24(2), 112-123
Orsillo, S. M., & Roemer, L. (Eds.). (2005). Acceptance and mindfulness-based approaches to anxiety: New directions in conceptualization and treatment. New York: Kluwer Academic/Plenum
Othman, Z., & Sivasubramaniam, V. (2019). Depression, anxiety, and stress among secondary school teachers in Klang, Malaysia. International Medical Journal, 26(2), 71-74.
Pithers, R. T., & Fogarty, G. J. (1995). Symposium on teacher stress: occupational stress among vocational teachers. British Journal of Educational Psychology, 65(1), 3-14.
Pithers, R. T., & Soden, R. (1998). Scottish and Australian teacher stress and strain: a comparative study. British Journal of Educational Psychology, 68(2), 269-279.
Potter, J. H. (2021). Teachers’ Stress, Anxiety, and Depression: What Are Special Education Teachers Experiencing? (Doctoral dissertation, Stephen F. Austin State University).
Ramasamy, S. R. (2019). Examining Burnout in Special Education Teachers. Journal of the American Academy of Child & Adolescent Psychiatry, 58(10), 209.
Roemer L, & Orsillo S. M. (2002). Expanding our conceptualization of and treatment for generalized anxiety disorder: Integrating mindfulness/acceptance-based approaches with existing cognitive-behavioral models. Clinical Psychology: Science and Practice,9(1):54–68.
Roemer L, Salters K, Raffa S. D, & Orsillo S.M. (2005). Fear and avoidance of internal experiences in GAD: Preliminary tests of a conceptual model. Cognitive Therapy and Research,29(1):71–88.
Roemer, L., Salters-Pedneault, K., Raffa, S. D., & Orsillo, S. M. (2005). Fear and avoidance of internal experiences in GAD: Preliminary tests of a conceptual model. Cognitive Therapy and Research, 29(1), 71-88. doi: 10.1007/s10608-005-1650-2
Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student, and organisation-level variables. Teaching and Teacher Education, 97, 103221.
Salvagioni, D. A. J., Melanda, F. N., Mesas, A. E., González, A. D., Gabani, F. L., & de Andrade, S. M. (2017). Physical, psychological and occupational consequences of job burnout: a systematic review of prospective studies. PLoS ONE 12:e0185781. doi: 10.1371/journal.pone.0185781
Schaufeli, W. B. & Taris, T. W. 2005. The conceptualization and measurement of burnout: common ground and worlds apart the views expressed in work and stress commentaries are those of the author(s), and do not necessarily represent those of any other person or organization, or of the journal. Work and Stress, 19(3), 256–262.
Schaufeli, W. B., & Salanova, M. (2007). Work engagement: An emerging psychological concept and its implications for organizations. In S. W. Gilliland, D. D. Steiner, & D. P. Skarlicki (Eds.). Research in social issues in management (volume 5): Managing social and ethical issues in organizations. (pp. 135–177). Greenwich, CT: Information Age Publishers.
Schaufeli, W. B., Bakker, A. B., & Van Rhenen, W. (2009). How changes in job demands and resources predict burnout, work engagement, and sickness absenteeism. Journal of Organizational Behavior, 30, 893–917.
Schaufeli, W. B., Maassen, G. H., Bakker, A. B., & Sixma, H. J. (2011). Stability and change in burnout: A 10‐year follow‐up study among primary care physicians. Journal of Occupational and Organizational Psychology, 84(2), 248-267.
Schaufeli, W., & Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. CRC press.
Schonfeld, I., & Bianchi, R. (2016). Burnout and depression: Two entities or one. Journal of Clinical Psychology, 72, 22–37.
Seidman, S. A., & Zager, J. (1986). The Teacher Burnout Scale. Educational research quarterly.
Seidman, S. A., & Zager, J. (1991). A study of coping behaviours and teacher burnout. Work & Stress, 5(3), 205-216.
Seth, A. (2016). Study of mental health and burnout in relation to teacher effectiveness among secondary school teachers. Indian Journal of Health and Wellbeing, 7(7), 769.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
Spinhoven, P., Drost, J., de Rooij, M., van Hemert, A. M., & Penninx, B. W. (2014). A longitudinal study of experiential avoidance in emotional disorders. Behavior therapy, 45(6), 840-850.
Starr, S., & Moulds, M. L. (2006). The role of negative interpretations of intrusive memories in depression. Journal of Affective Disorders, 93, 125–132.
Steinhardt, M. A., Jaggars, S. E. S., Faulk, K. E., & Gloria, C. T. (2011). Chronic work stress and depressive symptoms: Assessing the mediating role of teacher burnout. Stress & Health, 27(5), 420–429.
https://doi.org/10.1002/smi.1394.
Sun, W., Fu, J., Chang, Y., & Wang, L. (2012). Epidemiological study on risk factors for anxiety disorder among Chinese doctors. J. Occup. Health 54, 1–8. doi: 10.1539/joh.11-0169-OA
Takai, M., Takahashi, M., Iwamitsu, Y., Ando, N., Okazaki, S., Nakajima, K., ... & Miyaoka, H. (2009). The experience of burnout among home caregivers of patients with dementia: Relations to depression and quality of life. Archives of gerontology and geriatrics, 49(1), e1-e5.
Tull, M. T., & Gratz, K. L. (2008). Further examination of the relationship between anxiety sensitivity and depression: The mediating role of experiential avoidance and difficulties engaging in goal-directed behavior when distressed. Journal of anxiety disorders, 22(2), 199-210.
Tull, M. T., Gratz, K. L., Salters, K., & Roemer, L. (2004). The role of experiential avoidance in posttraumatic stress symptoms and symptoms of depression, anxiety, and somatization. The Journal of nervous and mental disease, 192(11), 754-761.
Wells A. (2004). A Cognitive Model of GAD: Metacognitions and Pathological Worry. In: Heimberg Richard G., Turk Cynthia L., Mennin Douglas S., editors. Generalized anxiety disorder: Advances in research and practice. Guilford Press; New York, NY, US: pp. 2164–2186.
Wells, A., & Papageorgiou, C. (1995). Worry and the incubation of intrusive images following stress. Behaviour Research and Therapy, 33(5), 579-583. doi:10.1016/0005-7967(94)00087-Z.
Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and burnout among special educators: A review of the literature. The Journal of Special Education, 31(3), 325-346.
World Health Organization (2019). Burn-out an “Occupational Phenomenon”: International Classification of Diseases. 2019. Available online: https://www.who.int/mental_health/evidence/burn-out/en/ (accessed on 21 march 2022).
Zabel, M. K., Dettmer, P. A., & Zabel, R. H. (1984). Factors of emotional exhaustion, depersonalization, and sense of accomplishment among teachers of the gifted. Gifted Child Quarterly, 28, 65–69.
)
مشاهدة على SCiNiTO