TPC Journal V8, Issue 3- FULL ISSUE

The Professional Counselor | Volume 8, Issue 3 291 burnout. Furthermore, developing school counselors’ own strategies and practicing beneficial skills such as task-oriented coping skills may be helpful for them in decreasing their likelihood of experiencing burnout. Conclusion Preventing and reducing school counselors’ feelings of burnout is important to ensure counselors’ ability to provide ethical and effective services to their stakeholders. Failure to address work-related stress in school counselors may cause reduced quality of their service and increased counselor attrition from the profession. Although more investigations examining burnout in school counselors are warranted, this manuscript is the first systematic review of burnout in school counseling, offering increased insight into this significant job-related psychological phenomenon. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). 2014 ACA code of ethics . Alexandria, VA: Author. American School Counselor Association. (2015). Student-to-school-counselor ratio 2015–2016 . Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/Ratios15-16.pdf American School Counselor Association. (2016). ASCA ethical standards for school counselors. Alexandria, VA: Author. Armon, G., Shirom, A., Shapira, I., & Melamed, S. (2008). On the nature of burnout–insomnia relationships: A prospective study of employed adults. Journal of Psychosomatic Research , 65 , 5–12. doi:10.1016/j.jpsychores.2008.01.012 Awa, W. L., Plaumann, M., & Walter, U. (2010). Burnout prevention: A review of intervention programs. Patient Education and Counseling , 78 , 184–190. doi:10.1016/j.pec.2009.04.008 Bain, S. F., Rueda, B., Mata-Villarreal, J., & Mundy, M.-A. (2011). Assessing mental health needs of rural schools in South Texas: Counselors’ perspectives. Research in Higher Education Journal , 14 , 1–11. Bardhoshi, G., Schweinle, A., & Duncan, K. (2014). Understanding the impact of school factors on school counselor burnout: A mixed-methods study. The Professional Counselor , 4 , 426–443. doi:10.15241/ gb.4.5.426 Bettencourt, B. A., & Dorr, N. (1997). Collective self-esteem as a mediator of the relationship between allocentrism and subjective well-being. Personality and Social Psychology Bulletin , 23 , 955–964. Bittman, B., Bruhn, K. T., Stevens, C., Westengard, J., & Umbach, P. O. (2003). Recreational music-making: A cost-effective group interdisciplinary strategy for reducing burnout and improving mood states in long-term care workers. Advances in Mind Body Medicine , 19 (3/4), 4–15. Bryant, R. M., & Constantine, M. G. (2006). Multiple role balance, job satisfaction, and life satisfaction in women school counselors. Professional School Counseling , 9 , 265–271. Burke, R. J., & Richardson, A. M. (2000). Psychological burnout in organizations. In R. T. Golembiewski (Ed.), Handbook of Organizational Behavior (pp. 327–368). New York, NY: Marcel Dekker, Inc. Butler, S. K., & Constantine, M. G. (2005). Collective self-esteem and burnout in professional school counselors. Professional School Counseling , 9 , 55–62. Cohen, S. (1986). Contrasting the Hassles Scale and the Perceived Stress Scale: Who’s really measuring appraised stress? American Psychologist , 41 , 716–718. doi:10.1037/0003-066X.41.6.716