Cognitive Behavioral Therapy for Burnout and Governance in Executives with Learning Disabilities

Abstract

Executive burnout may hinder some leaders’ ability to exercise reflective judgment; however, rigid work systems may increase cognitive challenges for some leaders with learning disabilities. This randomized wait-list study examined the impact of eight sessions of accessible work-based cognitive behavioral therapy (CBT) on the burnout levels and ethical governance of 120 executives with dyslexia and/or some form of dysgraphia or dyscalculia. Rating scales were administered prior to the intervention, immediately after the intervention, and at the three month follow-up. Intention-to-treat mixed-effects models indicated that levels of burnout were significantly lower post-CBT (post-intervention, b = -0.40, 95% CI [-0.47, -0.33], d = -1.16; follow-up, b = -0.30, 95% CI [-0.38, -0.23], d = -0.88). Scores of ethical leadership and vignette scores also improved. There was no support for ethical leadership mediation, and indirect pathways to vignettes with counter-burnout effects were supported. The burnout reduction effects were strengthened by organizational support. Accessible CBT may improve leaders’ well-being and governance behavior if paired with organizational supports, redesign of workloads, and the establishment of ethical governance infrastructures.