3.7 Conclusions
A number of studies (Dollard & Bakker, 2010; González-Morales et al., 2010; Llorens-Gumbau & Salanova-Soria, 2014; Schonfeld, 2001; Shirom et al., 2009; Travers & Cooper, 1994) are sufficiently well-designed to allow us to conclude that I.S. Schonfeld et al. 69 high levels of job stressors (e.g., student disruptiveness) adversely affect teachers’ MH. Although the epidemiologic findings are mixed, population-based research indicates that teachers are at above-average risk for exposure to violence, with its own adverse effects on MH (Bloch, 1978). Longitudinal evidence that teachers’ coping efforts are effective, however, is weak (González-Morales et al., 2010; Parker et al., 2012; Schonfeld, 2001). Research also underlines burnout-depression overlap, whether both are treated dimensionally or nosologically. Although construct overlap is a fundamental problem in scientific research (Cole, Walter, Bedeian, & O’Boyle, 2012), we believe the overlap has a positive side because extensive clinical trials have shown that therapies are effective in helping depression sufferers recover and may thus benefit “burnout” sufferers.