A brief cognitive-behavioral stress management program for secondary school teachers

Objective: This study aimed to assess the efficacy of a brief cognitivebehavioral program that was designed to reduce the work-related stress levels of secondary school teachers. Methods: A quasi-experimental design was used to compare the intervention groups with the wait-list control groups. Seventy teachers from the intervention groups and 54 from the control groups completed a set of validated scales at the baseline and 3-4 wk later. The scales included the Depression Anxiety Stress Scale, the Dysfunctional Attitude Scale-Form A, the Health-Promoting Lifestyle Profile II, and the Occupational Stress Inventory Revised Edition. Results: After controlling for the baseline measures, the intervention groups had significantly lower role stress, personal strain and overall work-related stress 3-4 wk after the baseline measurements. The intervention groups also had significantly higher stress management behaviors, and less general stress and dysfunctional thoughts than the control groups (all p≤0.05). The levels of dysfunctional thoughts and stress management behaviors significantly predicted general stress after intervention and personal resource deficits. The level of dysfunctional thoughts also predicted the personal strain of work-related stresses (all p<0.05). Conclusions: The brief program reported in this study was efficacious in reducing the work-related stress of secondary teachers. Teachers experienced less work-related stress after the program, and they reported reduced dysfunctional thoughts and enhanced stress management behaviors. This program may be considered as an initial strategy for teachers to develop skills to cope with their work-related stress in the short term and could be incorporated with other strategies to achieve longer-term effects.link_to_OA_fulltex

Training Career Practitioners for the Current Context

Training programs for career practitioners continue to increase in both quantity and quality. For example, international opportunities for those interested in career development facilitator training have increased substantially during the past decade. In this chapter we provide highlights of these developments as they have occurred throughout the world. The chapter details the substantial variability that exists regarding the training career practitioners receive. Finally, we make recommendations regarding minimal training standards and the need for more uniform language within our profession.peerReviewe