Objective Although healthcare workers (HCWs) experienced significant stress during the 2015 outbreak of Middle East Respiratory Syndrome (MERS), the factors associated with this stress remain unknown. Thus, the present study assessed burnout among HCWs during the MERS outbreak to identify the influential factors involved in this process.Methods This study was a retrospective chart review of the psychological tests and questionnaires completed by 171 hospital employees from two general hospitals that treated MERS patients. The tests included the Oldenburg Burnout Inventory, Positive Resources Test, the questionnaires assessed exposure to the MERS outbreak event and perceptions about MERS.Results Of the 171 HCWs, 112 (65.5%) experienced disengagement and 136 (79.5%) suffered from exhaustion. Disengagement was associated with lower levels of purpose and hope, a higher perception of job risk, and exposure to the media. Exhaustion was associated with lower levels of purpose and hope, a higher perception of little control of the infection, a higher perception of job risk, prior experience related to infections, and being female.Conclusion Our results revealed the risk and protective factors associated with burnout among HCWs during an outbreak of MERS. These findings should be considered when determining interventional strategies aimed at ameliorating burnout among HCWs.

Background: This study is a preliminary study on an acceptance and commitment therapy (ACT) program that mitigates destructive experiential avoidance (DEA) behaviors, including self-harm behavior and addiction; Methods: Twenty participants aged 15–25 years who had confirmed DEA behavior within the last month participated in a total of six sessions of ACT. Demographic characteristics, history of psychiatric illness, and TYPES and patterns of DEA behavior were confirmed in the baseline survey. The severity of clinical symptoms, frequency of DEA behavior and impulsivity, characteristics of experiential avoidance (EA) behavior, depression, and quality of life (QOL) were measured before and after the program for comparative statistical tests using the intention-to-treat method. Furthermore, the severity of clinical symptoms was evaluated after each program, along with the frequency of DEA behavior and trends in impulsivity, which were investigated based on the behavior log; Results: After the ACT program, both the frequency of DEA behavior and impulsivity and the severity of clinical symptoms, depression, and anxiety decreased significantly. Furthermore, among the EA characteristics, pain aversion, distraction and inhibition, and delayed behavior significantly improved. Moreover, the overall QOL, psychological and social relationships, and QOL regarding the environment also improved; Conclusions: The results of this feasibility study demonstrate the potential of the ACT program as an effective intervention in DEA behavior. The results of this study may be used as preliminary data for future large-scale randomized studies.

Kyeon YG, et al. Korean J Med Educ. 2010 Sep;22(3):205-214. http://dx.doi.org/10.3946/kjme.2010.22.3.205

Park SC, et al. Yonsei Med J. 2020 Aug;61(8):726-730. https://doi.org/10.3349/ymj.2020.61.8.726

Since the COVID-19 pandemic, mental health challenges among children and adolescents in South Korea have intensified with rising rates of depression and suicide. Proactive interventions focusing on mental well-being are needed to address this critical issue. This study examines the effectiveness of the Mindfulness-based Social–Emotional Growth (MSEG) program for enhancing the mental health of elementary school students in Korea. This quasi-experimental study evaluated the impact of the MSEG program on students at an elementary school in Gyeonggi-do, South Korea. A total of 70 students (35 from lower grades [grades 1–3] and 35 from upper grades [grades 4–6]) participated in the 12-week intervention group, while 72 students were in the control group. Pre- and post-intervention assessments measured social–emotional, mindfulness, and clinical domains. The findings revealed significant improvements in emotional regulation across all grades. Lower-grade students showed substantially reduced anxiety and depression, while upper-grade students demonstrated enhanced resilience compared to the control group. These results indicate the potential of the MSEG program to promote early mental health when integrated into elementary school curricula. Further research is needed to adapt the program to diverse educational settings and optimize its effectiveness and impact.