Psiholo.ka obzorja / Horizons of Psychology, 10, 2, 21-32 (2001)H Dru.tvo psihologov Slovenije 2001, ISSN 1318-187HZnanstveni empirieno-raziskovalni prispevekH The syndrome of burnout, self-image, and anxiety4with grammar school student BRANKO SLIVAR Board of Education of the Republic of Slovenia, Ljubljana, SloveniaH Abstract: This article discusses certain characteristics of teenagers experiencing burnout and the influN ence of some dimensions of self-image and anxiety on the burnout dimensions. The research investigateB the relation between anxiety, dimensions of self-image and the burnout syndrome. The data werI obtained applying the modified Maslach Burnout Inventory (MBI), the Spielbergs. questionnaire o . trait anxiety and Offer Self-Imagination Questionnaire. The sample comprised 1868 students ageB between 15 and 19; 6.7 percent of them turned out to have suffered a strong burnout. The results proveB that the burnout syndrome appears in several different levels of intensity also among adolescent . attending secondary school (grammar school programme). True multivariate analysis the two basi hypotheses were confirmed: the adolescents with negative self-image areas are more likely to suffer fro . burnout and that certain dimensions of self-image influence certain dimensions of burnoutp Key words: burnout, self-image, anxiety, high-school student . Sindrom izgorelosti, samopodoba in anksioznost4pri gimnazijcih4 BRANKO SLIVA0 Zavod RS za .olstvo, LjubljanaH Povzetek: Besedilo obravnava sindrom izgorelosti pri srednje.olcih (gimnazijcih) in vpliv nekateriO dimenzij samopodobe in anksioznosti na posamezne dimenzije izgorelosti. Podatke za raziskavo sm 1 dobili s pomoejo prirejenega vpra.alnika MBI (The Maslach Burnout Inventory), Spielbergoveg vpra.alnika potezne anksioznosti in Offerjeve lestvice Self-Imagination Questionnaire. V raziskavi sm 1 zajeli 1868 srednje.olcev starih od 15 do 18 let, od teh je izkazalo visoko stopnjo izgorelosti 6. y odstotkov gimnazijcev. Rezultati so pokazali, da se sindrom izgorelosti pojavlja v razlienih stopnjaO jakosti med srednje.olsko mladino, ki obiskuje gimnazijski program. Rezultati multivariantne analize s 1 potrdili tudi dve temeljni predpostavki, da imajo mladostniki z visoko stopnjo izgorelosti negativn 1 samopodobo na posameznih podroejih v primerjavi z ostalimi mladostniki ter da nekatere dimenzijI *Naslov / address: mag. Branko Slivar, Zavod RS za .olstvo, Poljanska 28, Ljubljana, Slovenija, e-mail:Hbranko.slivar@zrss.siH 2c B. SlivarH samopodobe vplivajo na dimenzije izgorelostip Kljuene besede: izgorelost, samopodoba, anksioznost, srednje.olco CC=312Q Burnout may be defined as a state of physical, emotional and mental exhaustion tha1 results from long-term involvement with people in situations that are emotionally deN manding (Pines & Aronson, 1981). The concept of burnout is usually mentioned iU connection with workplace stress, especially in professions that involve extensivI contact with people in emotionally demanding situations (nurses, doctors, teachers social workers, managers, etc.). Yet we can also speak about burnout when referrin . to students. WhyE School is essentially a conflictive institution, where various relations are formeB among peers as well as among students and teachers.teachers. For a student it is social space, the meaning and the effects of which are placed immediately afte 1 those of the family (Kos, 1993). In the first place school represents a stimulativI environment where students can fulfil their needs and interests, develop their socia skills, acquire knowledge, etc. It is however also a place where an ongoing confirmaN tion of one.s own skills and knowledge is required. In the same way as other socia environments school, among other things, also produces numerous threatening anB negative occurrences, which at times concern most students (Kos, 1993). MaslacO (Maslach & Leiter, 1997) described six most significant and frequent reasons fo 1 burnout. These are: work overload, lack of control over one.s work, lack of rewarB for contributions, lack of community, lack of fairness and a value conflict. Let us takI a look at the more important threatening occurrences that can cause burnout in schools 1p With its constant productiveness demands school is overtaxing students witO schoolwork wherefore a feeling of overburdening of youngsters during schoolN ing increases. The Slovene secondary school system (gymnasia programme is still overloaded with school demands such as overloaded syllabus at certaiU subjects, too many subjects (Slivar, 2000), external assessment (matura), perN formance pressures (achieving the best grade, be the best in the class) tha1 accumulate in the course of years. Beeaj (Beeaj, 2000) has found that there i . a strong connection between matura and the ovrproductive school climate iU grammar schools.Students are overloaded and alarmed by matura and the presN sure to achieve the best possible results (Beeaj, 2000). Tomori (Tomori, Stergar Pinter, Rus-Makovec & Stikovie, 1998) studied a sample of students and founB that the majority of students experience temporary or frequent overtaxingp The feeling of being overloaded provokes psychosomatic symptoms. Benci Murko (1988) states in the reasearch on psychosomatic symptoms in student . Burnout syndrome, self-image and anxietyH2d that psychosomatis symptoms strongly correlate with overtaxing (30 % of secN ondary school students have psychosomatic symptoms). Lov.in (Lov.in et al. 1988) found that in secondary schools in Ljubljana as much as 60 % of stuN dents have school related psychosomatic problems. Students have to do a lo1 of work in a relatively short time and with limited resources. Great expectaN tions of parents, the youngster.s aspirations and the school demands present constant pressure and the least of failures can cause distrust in one.s owU abilitiesp 2p Reduced opportunities of control over teaching, few opportunities for creativN ity, and active participation in the problem solvin, no participation in the planin . and decision making regarding the teaching and learning methods (Ilc-Rutar 2000) p 3p There is not enough incentive and praise for well-done work although we kno . that rewards and incentives are of great importance for motivation and progressp Schools also do little to encourage internal rewarding manifested as pride o 1 satisfaction of the knowledge and success, which is not directly linked to thI gradep 4p Lack of suitable interpersonal relations. These are mostly events arising fro . exclusion by peers (conflicting relations with peers), accusations of adolesN cents by teachers (negative emotions of one or more teachers directed perN sonally toward the student), or disturbances and disputes of a more genera character within school (disputes and disturbances among teachers, lack o . work discipline) p 5p Mostly due to expectations by significant others (family members), many stuN dents live in fear of failure, criticism for lack of success or unpleasant conseN quences in general. They experience school as a threat where injustices ofteU happen to individuals, for example in assessment. Students who pay regard t 1 school demands on the one side, while on the other side they feel fear o 1 opposition to them, will find themselves in a conflicting situation. School caU also cause feelings of fear, for example fear of being assessed, to which stuN dents react differently. School related fear may lead to absenteeism (Pu.nik 1998) p 6p There are often clashes of values in school, mostly between the values of thI student.s family and the school values, but also between the values of thI youth and those of the teachers (i.e. about learning, the meaning of knowlN edge.) p With their long-term effects, these factors of school stress can also cause thI burnout syndrome with certain individuals, who can start feeling overburdened, unN successful and feel that they do not have enough control over the events in schoolp Important determinants of burnout are also character traits. From the one . that significantly influence the appearance of burnout we took a closer look at thI B. SlivarH role and significance of self-image and anxiety. Self-image is an attitude componen1 of .Self as known. or .Me. (Burns, 1982) and it means the individual.s description o . the self. The part of self image are commitments and beliefs, which are very imporN tant in cognitive appraisal processes of the situation (Epstein, 1976; Hilgard, 1949) p For Kobasa (1985) the coping ability is determined with individual.s self image, it i . the part of individual.s self awareness or self confidence. A positive self-image i . among other things connected with psychological adaptedness and emotional stabilN ity, greater activity and the feelings of greater psychic power, increased resistivenes . to negative feedback, positive emotional states etc. These are at the same time als 1 factors that play an important role in the experiencing of stress and burnout, respecN tively. Fear and anxiety are two other negative emotions that contribute to burnou1 (Maslach, 1997). In some researches (e.g. Richardsen, Burke & Leiter, 1992) it wa . established that anxiety foretells all three components of burnout. Frequent emotiona exhaustion was also linked to higher anxietyp The basic goals of this study are N the determination of the incidence of burnout among secondary school stuN dents and the possible connection of this phenomenon with gender and somI school factors (school performance, number of students, absenteeism) N the analysis of the relative influence of individual dimensions of self-image anB anxiety in the predictions of individual dimensions of burnout, anB N the establishment of the dimensions of self-image that are important for distinN guishing between the group with burnout experience and the group with n 1 such experiencep Method4 Participant 14 grammar schools were included in the sample. The choice was accidental, howN ever the school region and the number of students at school were taken into considN eration. At small grammar schools (up to four classes of first year students) one clas . of students of each year was included into the research. At large grammar school . (five or more classes of first year students) two classes of each year were includeB into the research. In this way, 2105 students participated. The analysis included 186 . secondary school students of all four years of Slovene gymnasiums, aged from 15 t 1 18 years. The sample contains 58,3 % of girls and 41,7 % of boysp Burnout syndrome, self-image and anxietyH2f Instrument A) Self-imageH The questionnaire used in the study was the Offer Self-image Questionnaire . OSIQp The adaptation of the questionnaire was carried out by Paenik and Zalar (1986). I1 incorporates five images of the self, three of which were relevant for us and thu . included in the research (excluded were the Social Self and the Sexual Self) 1p Psychological Self (PS The Psychological Self comprises the adolescents. concerns, feelings, wishes and fantasies. The scales that constitute this self deal with the teenagers. sense of control over impulses, the emotions and conceptions of their bodiesp The three relevant OSIQ scales are as follows: Impulse Control, Emotiona Tone and Body Imagep 2p Familial Self (FS The feelings and attitudes teenagers have toward their families are crucial fo 1 their overall psychological health. Barring extreme circumstances, the famil will contribute more to the development of adolescents than any other psychoN social influence. The following scale is used: Family Relationshipsp 3p Coping Self (CS The scales constituting this aspect of the self measure the psychiatric sympN toms the adolescents say they have, if any; they also allow the adolescents t 1 describe how they cope with the world. The three relevant OSIQ scales useB are as follows: Mastery of the External World, Psychopathology and Superio 1 Adjustmentp The OSIQ questionnaire enables a multidimensional reflection of the self whicO incorporates the everyday experiences of teenagers. Internal reliability coeffiN cients for all scales ranged between 0,53 to 0,87. In our case it contains 12R items in the form of a 6-point Likert-type scale and is intended for youngster . between the ages of 13 and 19. It was originally constructed by Daniel Offe 1 in 1962p B) Anxiety The questionnaire used for the evaluation of the anxiety level was the Spielberg trai1 anxiety questionnaire, which contains 20 items (Lamovec,1994). The internal reliabilN ity coefficient for the scale is 0,88p 264B. SlivarH C) BurnoutH Burnout was measured with the Maslach Burnout Inventory (MBI; Maslach . Jackson, 1986). The MBI is a 22-item measure which produces three scores: EmoN tional Exhaustion, Depersonalisation and Lack of Personal Accomplishment. EmoN tional exhaustion caused by exagerated demands with which students are faced a1 their school work is demonstrated through the feeling of being overloaded and exhaustep Depersonalisation is a state in which one employs cynical, underestimating and imN personal attitude towards other people. Lack of Personal Accomplishment is demonN strated through the feeling of ineffectivenessand the loss of competence (Penko 1994) p Some items were adjusted to the school environment terminology; the quesN tionnaire has an adequate internal validity, the Crombach alpha is 0,72p Although burnout can be regarded a continuous variable which is supposed t 1 vary from a minor to a greater burnout, a high score was regarded as such if it was iU the upper third of the result distribution on individual sub-scales of Emotional ExhausN tion and Depersonalisation, and in the lower third on the sub-scales of Personal acN complishment (Rafferty, Lemkau, Purdy & Rudsill, 1986) p Statistical treatment4 The relationship between burnout and gender and school factors was estabN lished by chi-squarep Direct effects: stepwise multiple regression procedures were used for eacO dimension of burnout. The self-images variables and anxiety were regressed in comN bination in order to test the overall effect. The measure of differentiation betweeU groups as regards the scale of burnout was established with the aid of logistic regresN sionp Result It was established that 6,8 % of gymnasium students in our sample have experienceB a high degree of burnout. Results have shown that girls are experiencing burnou1 more than boys: 72,1 % of girls and 27,9 % of boys (chi-square=10,25; p=0,00). Girl . tend to experience especially emotional exhaustionp The average academic success of the youngsters with a manifested burnou1 tends to be a bit lower, in average sufficient to good. We presume that these arI essentially hard working and diligent students who are experiencing burnout due t 1 overburdening school demands and pressures. We were also interested whether thI youngsters experiencing burnout are missing classes. The results show that student . that have experienced burnout are absent more school hours per year than thei 1 Burnout syndrome, self-image and anxietyH274 Table 1: Influence of absenteeism from school on dimensions of burnout: emotionalHexhaustion, depersonalisation and personal accomplishment (analysis of variance ta-Hble).H Sum of Squares df Mean Square F Sig. Emotional Exhausted Between Groups Within Groups Total3000,870 212075,141 215080,010 2 1865 1867 1052,435 113,713 13.212 0.000 Depersonal. Between Groups Within Groups Total381,684 46183,329 46565,013 2 1865 1867 190,842 24,763 7.707 0.000 Personal Accomlishment Between Groups Within Groups Total321,485 101981,029 102302,514 2 1865 1867 160,742 54,682 2.940 0.053 peers with no burnout. Students with burn out are absent on average 63 hours pe 1 year, students with no burn out are absent 48 hours per year (the difference is statisN tically significant, t-test=-3,24; p=0,00) p The analysis of variance (Table 1) for three groups of students (low absenteeN ism, average absenteeism, high absenteeism) has also shown that absenteeism i . enhanced by emotional exhaustion and depersonalisation. of studentsp Fuelled by some research results confirming a higher degree of estrangemen1 between students and teachers, and more careless relationships between students iU larger schools (Lov.in et al., 1988), we assumed that the portion of youngsters expeN riencing burnout would be greater there. The results however did not confirm thi . presumption since there is no significant correlation between the share of burnoutN affected youngsters and the size of the schoolp IIp (??? - tukaj bi lahko avtor kaj dopisal...pa se malce nedosledno je, ker ni nikjer videti I. Further on we were interested in the relative influence of individual dimensions o . self-image and anxiety in the prediction of the particular dimension of burnout. Thu . we first analysed the influence of individual dimensions of self-image and anxiety oU Depersonalisation and established that the interrelation is low yet statistically imporN tant, the highest being the one with anxiety (0,31). The correlation of the psychologiN cal self dimensions with depersonalisation is within in the range between 0,22 anB 0,28, while the correlation of the coping self dimensions lies between 0,10 and 0,24p The correlation between depersonalisation and family relationships lies at 0,26. InN corporated in the model with the help of the multiple regression analyses are al dimensions of self-image and anxiety as dependent variables and depersonalisatioU as the independent variablep Of the 8 variables included 6 contribute significantly to the clarification o . 284B. Slivar depersonalisation (Table 2). The multiple coefficient of the correlation (R) betweeU depersonalisation and the chosen variables lies at 0,34; the determination coefficien1 (R2=0,11) is low yet statistically significant (F=20,06; p=0,000) p We have determined that the independent variables included in the regressioU model account for 11 percent of depersonalisation. Family relationships among thI self-image dimensions and anxiety are the most important contributing factors to thI above percentage. Of the three dimension of the psychological self, impulse contro has the greatest influence, and of the three dimensions of the coping self, superio 1 adjustment plays the most important role. Psychopathology and mastery of the exterN nal world do not play an essential role and were not incorporated into the modelp The next step was to analyse the influence of the individual dimensions of selfN image and anxiety to lack of personal accomplishment. The interrelations are negaN tive and low yet statistically important, the highest being the correlation with anxiet (-0,38). The correlation of the dimensions of the psychological self with persona accomplishment ranges from .0,28 to .0,36, the correlation of the dimensions of thI coping self ranges from .0,30 to .0,37 and the correlation between personal accomN plishment and family relationships is .0,27. With the help of the multiple regressioU analyses we have included all dimensions of self-image and anxiety as independen1 variables and lack of personal accomplishment as the dependent variablep Of the 8 variables included 6 contribute significantly to the clarification of thI lack of personal accomplishment (Table 3). The multiple coefficient of correlatioU (R) between depersonalisation and the chosen variables is 0,45; the determinatioU coefficient (R2=0,20) is low yet statistically significant (F=58,08; p=0,000) p We have established that the independent variables included in the model acN count for 20 percent of lack of personal accomplishment. The most significant conN tributor is anxiety and of the dimensions of self-image the coping self has the greates1 influence (the most important part being superior adjustment). In addition to the abovI mentioned factors family relationships and emotional tone also influence the lack o . personal accomplishment while impulse control and body image do not play an essenN tial role and were not incorporated into the modelp Lastly we analysed the influence of the individual dimensions of self-imagI and anxiety to emotional exhaustion. The interrelations are of medium values anB Table 2: Multiple regression analyses predicting depersonalisation from anxiety, familyHrelationships, impulse control, superior adjustment, psychopathology, emotional tone.H Model R2 . F Change Sig. F Change anxiety ,078 ,078 157,43 ,000 family relationships ,095 ,018 37,12 ,000 impulse control ,101 ,007 13,58 ,000 superior adjustment ,104 ,003 6,52 ,011 psychopathology ,107 ,003 6,77 ,009 emotional tone ,111 ,005 11,02 ,001 Burnout syndrome, self-image and anxietyH294 Table 3: Multiple regression analyses predicting personal accomplishment from anxiety,Hsuperior adjustment, mastery of the external world, psychopathology, family relation-Hships and emotional tone.H Model R2 . F Change Sig. F Change anxiety ,141 ,141 304,26 ,000 superior adjustment ,176 ,035 79,41 ,000 mastery of external world ,183 ,007 16,68 ,000 psychopathology ,189 ,006 12,88 ,000 family relationships ,195 ,007 15,11 ,000 emotional tone ,200 ,004 10,42 ,001 statistically important, the highest being the correlation with anxiety (0,56). The corN relation of the dimensions of the psychological self with emotional exhaustion range . from 0,39 to 0,48, and the correlation of the dimensions of the coping self ranges fro . 0,28 to 0,45. With the help of the multiple regression analysis we have included al dimensions of self-image and anxiety as independent variables and emotional exN haustion as the dependent variablep Of the 8 variables included 3 contribute significantly to the clarification o . emotional exhaustion (Table 4). The multiple coefficient of correlation (R) betweeU depersonalisation and the chosen variables is 0,56; the determination coefficien1 (R2=0,31) is low yet statistically significant (F=105,51; p=0,000) p We have established that the independent variables included in the model acN count for 31 percent of emotional exhaustion. The most significant contributor i . anxiety and of the dimensions of self-image impulse control has the greatest influN ence. In addition to the above factors mastery of external world also influences emoN tional exhaustion while other dimensions of self-image do not play an essential rolI and were not incorporated into the modelp IIIp This study was aimed at the establishment of differences between a group of youngN sters that did experience burnout and those that did not experience it as regards thI dimensions of self-image and trait anxiety. The logistic model included all dimension . of self-image and trait anxiety as independent variables and two groups of youngster . as to the (non) experience of burnout as the dependent variable. Negelkerke value Table 4: Multiple regression analyses predicting emotional exhaustion from anxiety,Himpulse control and mastery of the external world.H Model R2 . F Change Sig. F Change anxiety ,291 ,291 762,03 ,000 impulse control ,306 ,015 40,76 ,000 mastery of the external world ,310 ,005 12,43 ,000 304B. SlivarH which is comparable to the R2, is 0,25. Of the 8 dimensions included four have significant effect on the differences between the two groups. The group of youngN sters that did experience burnout is differentiated from the other group by the followN ing dimensions: trait anxiety, family relationships, impulse control and mastery of thI external world. The most contributing dimension is anxiety, followed by dimensions o . self-image: family relationships, mastery of the external world and impulse controlp Conclusion The study represents a contribution to the analysis of burnout with adolescents. It i . however necessary to emphasise that the gained results have to be used with a certaiU measure of cautiousness. The reasons therefore are especially: the restricted methodolN ogy used (i.e. measures of self report), the choice of personality traits and their respecN tive measurement (i.e. reduced inventories . OSIQ) and omission of other potentia antecedents (i.e. locus of control, self esteem) p The results have confirmed that self-image and anxiety are connected with thI appearance of burnout. Compared to the dimensions of self-image it is necessary t 1 emphasise the high predictive value of trait anxiety in the prediction of burnout while, oU the other hand, various dimensions of self-image predict individual dimensions of burnN out in various ways. Of the three dimensions of burnout emotional exhaustion is bes1 explained with the dimensions of self-image and anxiety, while the depersonalisatioU sub-scale is explained worstp The results for emotional exhaustion are not surprising; as was already menN tioned anxiety plays the most important role in emotional exhaustion, the role of schoo also having great importance in this issue. Many students live in fear of failure, criticis . for lack of success and unpleasant consequences arising therefrom (not being able to g 1 to college). School is experienced as a threat whereby injustices happen to individuals for example in assessment. Youngsters who respect the school.s demands on the onI side and feels fear or resistance to it on the other will come into a conflicting situatioU triggering stress or burnout. Decreased impulse control also contributes to emotiona exhaustion. It is a dimension of self-image that reflects the power of the ego apparatu . in coping with different internal and external pressures. The lower the ego power is, thI higher the feeling of overburdening and exhaustion tends to get. Beside impulse contro another dimension of self-image plays an important part in the prediction of emotiona exhaustion . mastery of the external world, which reflects the individual.s capability t 1 cope with the demands of the external world. In so far as this capability is reduced wI can expect a higher degree of emotional exhaustionp Findings for personal accomplishment also show that the most contributing diN mension is anxiety (14 % of the variance). Besides anxiety personal accomplishment i . affected especially by all three dimensions of the coping self. A specially important rolI is attributed here to superior adjustment. A reduced capacity to cope with the challenge . of the environment increases feelings of inefficiency and lack of success. To a lesse 1 Burnout syndrome, self-image and anxietyH314 extent mastery of the external world and psychopathology also play a role in this casep A reduced capacity to cope with demand and the presence of psychopathological sign . increase the feeling of decreased personal accomplishment; familiar self and emotiona self also contribute to a decreased personal accomplishment. Family relationships, iU our case bad relations between the youngster and the members of the family, negativI family climate, an increased fluctuation of emotions and a reduced measure of harmon additionally fuel the feeling of a decreased personal accomplishmentp Depersonalisation is the dimension least explained with self-image and anxiet (11 % of the variable). Noted in this dimension is the highest contribution by anxiety ( . % of the variance), with family relationships and one of the dimensions of the psychoN logical self . impulse control, contributing in a lesser extent. Even lower but still noticeN able are the contributions of the emotional tone and two dimensions of the coping self 2 superior adjustment and psychopathologyp Taking a close look at the differences between the group that did experiencI burnout and the group that did not, it was established that the former differ from thI latter in anxiety, family relationships, mastery of the external world and impulse controlp These youngsters have are manifesting increased anxiety, their families have a history o . bad interpersonal relations and negative climate, they have a reduced capability to masN ter the external world and their ego apparatus is not strong enough to cope with variou . pressures arising from both the external and the internal environmentsp We have thus established that besides anxiety some dimensions of self-image als 1 play an important part in the prediction of burnout. 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New York Free Pressp Pu.nik, M. (1998). Izostajanje gimnazijcev [The absenteeism of the Gimnazia students] p Vzgoja in izobra.evanje, 29 (1), 48-50p Rafferty, J.P., Lemkau, J.P., Purdy, R.R. & Rudsill, J.R. (1986). Validity of the Maslach BurnN out Inventory for family pracitise physicians. Journal of Clinical Psychology, 42H(3), 489.492p Richardsen, A.M., Burke, R.J. & Leiter, M.P. (1992). Occupational demands, psychologica burnout and anxiety among hospital personnel in Norway. Anxiety, Stress andHCoping, 5, 55-68p Slivar, B. (2000). Temeljne ugotovitve spremljave - povzetek poroeila [The basic findings o . monitoring . synopsis of the report ]. In B. Slivar (Ed.), Poroeilo o spremljavi 1. inH2. letnika prenovljenega gimnazijskega programa [Evaluation of the reformedHgrammar school programe for the first and second year . a report] (pp. 7-18) p Ljubljana: Zavod RS za .olstvop Tomori, M. (1998). Tvegano vedenje v adolescenci [The risky behaviour in adolescence]. IU M. Tomori, E. Stergar, B. Pinter, M. Makovec-Rus, & S. Stikovie (Eds.), DejavnikiHtveganja pri slovenskih srednje.olcih [Risk factors in the Slovenian grammarHschool population] (pp. 5-50). Ljubljana: Psihiatriena klinikap Prispelo/Received: 05.12.2000HSprejeto/Accepted: 08.03.2000H