In recent years, demand for nurseries has increased steeply, but the shortage of nursing staff due to early turnover is becoming an urgent issue. It is essential to build comfortaable work environments and to reduce their stress to prevent the early turnover. The purpose of this study was to investigate the current situation of workplace harassment in nursery settings such as nursery schools and preschools, as well as the relationship between workplace harassment and nursery staff stress. Participants were 146 nursery school teachers and 80 preschool teachers. The results of the multiple regression analyses showed that the significant β coefficients of the workplace harassment on the subscales of the stress reaction scale such as “Feeling of uneasiness and uncertainty,” “Fatigue and physical reaction,” “Autonomic nerve symptom,” and “Feeling of depression and insufficiency.” As for the type of job, we found that the level of stress among preschool teachers tends to increase when they hold low positions and the number of program staff is low. Similarly, nursery school teachers in lower positions felt more stress at work. Preschool teachers have long hours of working with their colleagues as preschoolers go home early, which may explain teachers’ tendency to have interpersonal stress. Based on the results, we discussed new approaches to improve workplace environment especially for staff in lower teaching positions including provision of consultation service.
It is expected that preventing burnout in nursing students reduces their dropout rates and nurses’ decisions to leave the job. In addition to reducing negative automatic thoughts, it is necessary to pay attention to rumination, which is assumed to be a maintenance factor, when examining the prevention of burnout. However, the association between rumination and negative automatic thoughts and burnout in nursing students is unclear. In this study, we conducted a questionnaire survey among 159 nursing students and examined the model hypothesis that rumination promotes negative thoughts and facilitates burnout in nursing students. The results showed that rumination mediated negative automatic thoughts and worsened the effects of burnout. This study suggests the importance of intervening for rumination in order to prevent burnout among nursing students.
This study compared behavioral characteristics and job stressors of operators and managers of small and medium-sized enterprises (SMEs), examining the causal relations with factors contributing to mental illness. An anonymous web questionnaire survey was implemented targeting 600 individuals including presidents, directors, and individuals above the position of section chiefs of SMEs. Of them, 370 individuals were targeted for analysis, including 143 male presidents with less than 50 employees under them, 140 male managers, and 87 female managers. The covariance structure analysis results revealed that “malfunctional coping” in male presidents and managers had a positive influence on “job stressors,” and job stressors have a positive correlation with “mental illness.” However, for female managers, the path coefficient for “job stressors” with “malfunctional coping” was not significant and was not positively correlated with mental illness.
Thus, male presidents and managers did not seek support from or appeal to others, or tried to do their best without complaining, which heightened job stressors and strengthened vulnerability to mental illness. However, female managers’ coping without seeking support or appealing to others had no influence on job stressors and did not cause any indirect vulnerability to mental illness.
The purpose of the present study was to clarify the self-evaluation of social skills against interpersonal fear and the influence of affinity motivation. We also examined what kind of the self-evaluation of social skills contributes to the increase of interpersonal fear in order to grasp the characteristics of interpersonal fear. A questionnaire survey was conducted for 128 university students. As a result of 2 factor analysis, it was shown that people who evaluate their social skills lowly feel more interpersonal fear. It was also suggested that evaluating social skills such as “Relationship Initiation” low especially raises interpersonal fear. Based on the characteristics of young people skills such as “start relationship” and “relationship maintenance” as target skills. It was inferred that more effective intervention would be possible.