| Autor: |
Ferro L; Department of Psychology, Faculty of Psychology, University of Valle d'Aosta, 11100 Aosta, Italy., Cariello M; TIARE', Association for Mental Health, 10125 Turin, Italy., Colombesi A; Department of Psychology, Faculty of Psychology, University of Valle d'Aosta, 11100 Aosta, Italy.; TIARE', Association for Mental Health, 10125 Turin, Italy., Adduci C; TIARE', Association for Mental Health, 10125 Turin, Italy., Centonze E; TIARE', Association for Mental Health, 10125 Turin, Italy., Baccini G; TIARE', Association for Mental Health, 10125 Turin, Italy., Cristofanelli S; Department of Psychology, Faculty of Psychology, University of Valle d'Aosta, 11100 Aosta, Italy. |
| Abstrakt: |
Social health professionals should have the knowledge and skills and use personal resources that promote the helping relationship, access to effective intervention strategies, and well-being at work. This study aims to investigate the relationship between some personal resources (coping strategies, emotional regulation and metacognition) and professional satisfaction in a group of social-health professionals working with minors suffering from psychosocial distress. In this professional group, the risk of burnout is common and the quality of professional life is strongly related to the intensity and frequency of exposure to critical and traumatic events. The sample was assessed using self-report instruments: Professional Quality of Life Scale, Coping Orientation to the Problem Experienced, Difficulties in Emotional Regulation Scale and Metacognition Self-Assessment Scale. The quality of professional life showed significant correlations with the psychological characteristics studied. We then tested different regression models: coping orientation scores were found to be a significant predictor of quality of work life for all three components, while emotional dysregulation scores appeared to predict only the burnout component. The quality of professional life of social health professionals was influenced by individual resources at different levels, regardless of knowledge and skills. They showed greater fatigue and aspects of secondary traumatization when emotional disengagement occurred and it seemed to be difficult for them to accept their emotional reactions. |
