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Anxiety, Stress, & Coping
An International Journal
Volume 36, 2023 - Issue 4
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Articles

A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program

Farshad GhasemiUniversity of Missouri, Missouri Prevention Science Institute, United StatesCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3542-6736View further author information
ORCID Icon,
Keith C. HermanUniversity of Missouri, Missouri Prevention Science Institute, United StatesORCID Iconhttps://orcid.org/0000-0003-2246-5792View further author information
ORCID Icon &
Wendy M. ReinkeUniversity of Missouri, Missouri Prevention Science Institute, United StatesORCID Iconhttps://orcid.org/0000-0001-7235-624XView further author information
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Pages 533-541 | Received 02 Aug 2021, Accepted 13 Jul 2022, Published online: 09 Aug 2022

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Read on this site (1)

Farshad Ghasemi. (2023) A randomized controlled trial of an adapted group cognitive-behavioral therapy for burned-out teachers. Psychotherapy Research 33:4, pages 494-507.
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Articles from other publishers (4)

Belinda Agyapong, Pamela Brett-MacLean, Lisa Burback, Vincent Israel Opoku Agyapong & Yifeng Wei. (2023) Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health 20:9, pages 5625.
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Farshad Ghasemi, Keith C. Herman & Wendy M. Reinke. (2022) Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic. School Mental Health 15:1, pages 272-286.
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Ahmed M. Asfahani. (2022) The impact of role conflict on turnover intention among faculty members: A moderated mediation model of emotional exhaustion and workplace relational conflict. Frontiers in Psychology 13.
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Farshad Ghasemi. (2022) The Effects of Dysfunctional Workplace Behavior on Teacher Emotional Exhaustion: A Moderated Mediation Model of Perceived Social Support and Anxiety. Psychological Reports, pages 003329412211466.
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