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Relative efficacy of using behavioral consultation as an approach to teacher stress management
Journal article   Peer reviewed

Relative efficacy of using behavioral consultation as an approach to teacher stress management

M.R. Tunnecliffe, D.J. Leach and L.P. Tunnecliffe
Journal of School Psychology, Vol.24(2), pp.123-131
1986
DOI: https://doi.org/10.1016/0022-4405(86)90004-X
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Abstract

The general literature has been slow to focus on the empirical validation of approaches to teacher occupational stress management. Using matched teacher groups, in this investigation we have outlined, compared, and evaluated two teacher stress management techniques, collaborative behavioral consultation (CBC) and relaxation training. Analyses of perceived teacher stress levels before intervention, after intervention, and at the follow-up assessment period revealed greater maintenance of effectiveness for the CBC group than for a control group. Such an ongoing effect was not found for the relaxation training approach. The possible reasons for these results were seen in terms of the more durable systemic, problem-solving nature of CBC, which, when focused on organizational and environmental stressors, contrasts sharply with the more individual-clinical approach to stress management exemplified by relaxation training.

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17 Times Cited - Web of Science

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Citation topics
6 Social Sciences
6.3 Management
6.3.48 Organizational Behavior
Web Of Science research areas
Psychology, Educational
ESI research areas
Psychiatry/Psychology
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