Page 61 - GHES-2-3

Global Health Economics and
Sustainability
Emotional skills and burnout

of a dispositional nature, and therefore more based individual’s capacity for Rs, noting that coping occurs at
on personality characteristics than on the sphere of a given moment, while Rs takes place over time. The main
cognitions, that is, EI represents a composite construct that characteristic that distinguishes Rs coping from proper
includes individual dispositions (domain of personality coping is the ability to promote positive adaptation despite
and affections), but also cognitive and motivational aspects a high level of stress.
that are responsible for the perception, assimilation, Armstrong et al. (2011) state that EI can be
understanding, and management of emotions, processes interdependent with Rs, saying that the ability to perceive,
that contribute to the subject’s adaptive functioning in access, and regulate emotions can help develop self-
the face of the demands of their environment (Rodrigues regulatory processes (emotion and motivation), enabling
et al., 2011). The relevance of EI is well documented in individuals to cope adaptively with a more stressful work
the literature. It boosts individuals’ social effectiveness environment and make adjustments to achieve predefined
– individuals with greater levels of EI are more likely to goals. In 2011, Trindade carried out a study on the
engage in positive social relationships, avoid conflicts,
be more satisfied with their networks, and have a higher relationship between EI and Rs in university students and
perception of support (Mayer et al., 2004), is positively found that there was a positive and significant relationship
related to better work performance and mental health between the two constructs. López-Angulo et al. (2022)
(Bar-On, 2006; Druskat et al., 2005), to better chances also carried out a study on the relation between teachers’
of achieving success in personal and professional lives EI and their Rs during the distance learning period and
(Barros, 2011; Fortes, 2016; Goleman, 2010; 2021), and to concluded that teachers’ EI and Rs are essential for coping
greater job satisfaction and collective well-being (Andrade, with educational adversity and the challenges that arise as
2001). a result of an unstable context.
Luthar et al. (2000) define resilience (Rs) as a dynamic Saveca et al. (2020) define stress as a “complex set of
process of positive adaptation of the individual to situations dynamic phenomena and not just the consequence of a
considered adverse. This concept encompasses two single external event acting on a person” (p.4). In this sense,
dimensions: the individual’s exposure to significant/severe stress can be referred to as interactive (i.e., interaction
threats and their ability to adapt. Since Rs is defined as a between the subject and their work environment) or
processual characteristic, resulting from the interaction transactional (i.e., referring to interactions and emotional
between the individual and their environment, the levels reactions between the person and the environment). In
of perceived Rs are associated with the situations; they face the case of occupational stress, this is, according to Rocha
in their process, allowing them to accumulate resources (2020), related to instability in the workplace and can be
(Artuch-Garde et al., 2022). Hu et al. (2015) explain Rs as boosted by pressure, economic problems, sudden changes
the ability to recover from negative emotional experiences in professional/private life, extreme demands, family, and
and the flexibility to adapt to the demands resulting health problems. Stress affects, in addition to the health
from stressful experiences. The American Psychological of professionals, the quality and productivity of work and
Association (APA, 2023) recognizes Rs as a process and can be enhanced when the individual faces a stressful work
result of positive adaptation to challenging and difficult environment and has limited tools to face these challenges
life experiences, which is achieved through emotional, (Sinval et al., 2019). According to some studies, one of
mental, and behavioral flexibility and adjustment to the most alarming consequences of occupational stress
internal and external requirements. In this process, coping is burnout and it translates into a mismatch between the
represents the way in which individuals deal with stressful worker’s motivations and expectations and the resources
experiences (Muller et al., 2021). It can be characterized available to address them. For Maslach et al. (1997),
by action or inaction, namely, by adopting an attitude of burnout syndrome (BS) is characterized by emotional
confrontation or avoidance, using strategies to reduce exhaustion (feeling of physical and psychological
the negative effects of stress on personal well-being— exhaustion), depersonalization (cold and indifferent
for example, by avoiding the situation, creating a new attitude towards others), lack of achievement of personal
meaning for the problematic experience, devaluing the goals, feeling of failure, and reduced self-esteem, causing
stressor, focusing solely on solving the problem, denying the affected individuals to feel emotionally detached and
the existence of the problem, reducing the importance to give up on professional performance. This same idea is
of the stressful situation, recreating oneself with a view shared by other authors (Badger et al., 2008; Baum, 2012;
to personal change, daydreaming, focusing on emotions, Finklestein et al., 2015; Molnar et al., 2020) who consider
among others. Sinclair & Wallston (2004) state that the that the higher the BS levels, the lower the capacity for
concept of coping is fundamental to understanding an empathy.

Volume 2 Issue 3 (2024) 2 https://doi.org/10.36922/ghes.2738