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. Author manuscript; available in PMC: 2026 Jul 8.
Published in final edited form as: Child Youth Serv Rev. 2025 Jul 8;177:108458. doi: 10.1016/j.childyouth.2025.108458

Table 4.

Integrated Data Table Summarizing Associations Between Effectiveness, Connectedness, and Work-Related Well-Being

Quantitative Results Qualitative Results
Effectiveness Supporting Youth and Work-Related Well-Being

  • - Significant (p<.05) positive correlations between:

    • STRS conflict and OBI exhaustion (r=0.37).

    • Both SEL comfort (r=0.43) and STRS closeness (r=0.40) with ProQOL compassion satisfaction.

  • - Significant (p<.05) negative correlations between:

    • SEL comfort with both OBI disengagement (r=−0.38) and exhaustion (r=−0.47).

  • - Eight out of 15 identified motivators for providers were related to their interactions with youth. Most frequently reported motivators included opportunities to interact with and build close relationships with youth.

  • - Most frequently reported stressors were difficulties engaging youth in programming and supporting youth during emotionally salient moments.

  • - When stressed, 45% of interviewees reported using action-based coping strategies.

  • - Five out of 11 providers also indicated resilience and/or commitment as facilitators of effectiveness.
Connectedness Across Colleagues and Work-Related Well-Being

  • - Significant (p<.05) positive correlations between:

    • Communication opportunities and ProQOL secondary traumatic stress (r=0.39).

    • Advice network density with both OBI disengagement (r=0.59) and exhaustion (r=0.47).

  • - Significant (p<.05) negative correlations between:

    • Reciprocal advice ties with both OBI exhaustion (r=−0.75) and disengagement (r=− 0.71).

  • - Connectedness with colleagues was not indicated as a source of work engagement.

  • - Six out of 11 providers indicated lack of connectedness with colleagues, particularly lack of instrumental social support, as a stressor.

  • - Social support, in the form of instrumental, informational, and emotional support, was identified by 55% of interviewees as helpful during stressful moments. 27% also highlighted examples of effective communication across colleagues and a shared mission/commitment to serving youth.

Notes: STRS = Student-Teacher Relationship Scale; SEL = Social Emotional Learning; CESS = Comprehensive Evaluation of Social Support; OBI = Oldenburg Burnout Inventory; ProQOL = Professional Quality of Life