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

Tunnecliffe, M.R., Leach, D.J. and Tunnecliffe, L.P. (1986) Relative efficacy of using behavioral consultation as an approach to teacher stress management. Journal of School Psychology, 24 (2). pp. 123-131.

Link to Published Version: http://dx.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.

Publication Type: Journal Article
Murdoch Affiliation: School of Social Inquiry
Publisher: Elsevier
Copyright: 1986 The Journal of School Psychology Inc.
URI: http://researchrepository.murdoch.edu.au/id/eprint/20667
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