A. Stressor refers to direct or indirect exposure to serious threat (death, injury, sexual violence), and trauma may also occur by witnessing the traumatic situation.
B. Intrusion (persistently reexperiencing the traumatic event) is defined as such characteristics as unwanted upsetting memories, nightmares, flashbacks, physical reactivity, or emotional distress after coming into contact with a traumatic reminder.
C. Avoidance of trauma-related stimuli after the traumatic event by trauma-related thoughts or feelings or external reminders related to trauma.
D. Negative alterations in cognitions and mood that includes negative thoughts or feelings that start to escalate after the trauma experience (e.g., inability to recall key features of the traumatic situation), overall negative attitude (thoughts and affect) towards oneself or the world, decreased interest in activities, the feeling of being isolated, and difficulties in experiencing positive emotions.
E. Alteration in arousal and reactivity that began or worsened after the traumatic experience and manifests itself through the following: irritability and aggression, risky or destructive behaviors, hypervigilance, heightened startle reaction, and difficulty in concentrating and sleeping.
To meet the B,C, D, and E, it is enough to fulfill at least one symptom.
F. Symptoms duration: more than 1 month.
G. Distress and functional impairment as consequences of the abovementioned symptoms.
H. Symptoms did not meet the criteria of other clinical state or illness and are not connected with the medication action or substance abuse.
The DSM V includes two specifications of trauma reactions: dissociative specification with depersonalization and derealization and delayed specification in which full diagnostic criteria have not appeared until at least 6 months after the trauma. | A. Chronic emotional and interpersonal stressors that are directly connected with the occupational or school/university environment.
B. Three core symptoms that appear as a prolonged reaction of distress on the aforementioned stressors.
(a) Emotional exhaustion refers to chronic feelings of fatigue, uneasiness, and being overwhelmed even at the thought of job or school/university) (Salmela-Aro et al., 2009; Maslach, Leiter 2016); anhedonia, persistent negative thoughts and emotions (depressive cognitive style and states, personal worthlessness) (Bianchi, Schonfeld, 2016); difficulties in sleeping due to worrying and ruminating (Pagnin et al., 2014; Vandevala et al., 2017); difficulties in concentration and problem-solving (May et al., 2015); increase in anxiety, nervousness, irritability, violent outbursts, and aggression (Cooper et al., 2017; Oreizi-Esfahani, 2018, Kumar, 2018); and being oversensitive (Kumar, 2018).
(b) Cynical and detached attitude toward one’s job or school/university (depersonalization) (Salmela-Aro et al., 2009; Maslach, Leiter 2016).
Loss of interest and engagement in the job or school/academic activities, apathy and boredom, feelings of disappointment, social withdrawal and isolating behaviors, negative attitudes towards coworkers or the school/university social environment, labeling others in derogatory ways (Kumar, 2018), reduction of energy expenditure in working/studying, and finding it meaningless.
(c) Feelings of inadequacy as a professional worker/student—related to low self-esteem, a decrease in the feeling of personal accomplishment and efficiency in the context of the job or school/academic achievement, feelings of failure and being worse than others, feeling of self-inability, and lack of competence in the field of work or studying (Salmela-Aro et al., 2009; Maslach, Leiter 2016).
C. Negative effects on a job or school performance, and achievement, health impairment, and low well-being (Bakker et al., 2018).
D. As a consequence dysfunctional behavior occurs: sexually risky behavior, substance abuse, suicidal ideation, technological addiction (to the Internet, mobile). |
