Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-27T05:03:01.021Z Has data issue: false hasContentIssue false
  • English
  • Français

The Comparison of the Effects of a Didactic Stress Management Program and Group Counselling on the Coping Strategies of School Counsellors

Published online by Cambridge University Press:  23 February 2012

Aysel Esen Coban  and
Zeynep Hamamci
Aysel Esen Coban
Affiliation:
Faculty of Education, University of Baskent, Turkey.
Zeynep Hamamci*
Affiliation:
Faculty of Education, University of Gaziantep, Turkey. hamamci@gantep.edu.tr
*
*Address for correspondence: Associate Professor Dr. Zeynep Hamamci, Department of Counselling, Faculty of Education, University of Gaziantep, Gaziantep, Turkey.
Get access

Abstract

The aim of this study was to compare the effects of a didactic stress management program, group counselling, and a control group on school counsellors' stress coping strategies. Thirty-four school counsellors were randomly assigned to either a didactic stress management group, group counselling, or a control group. The didactic stress management group and the group counselling for stress management group were conducted concurrently for 10 consecutive weeks. A control group received no treatment. The Ways of Coping Inventory was administered to all participants at three different stages: pre-treatment, post-treatment, and at 6-month follow-up. The results indicated that both the didactic stress management group and the group counselling for stress management group showed a significant reduction in the use of helpless coping strategies and a significant increase in the optimistic coping strategies at post-treatment. At follow-up, there were obvious group differences in the use of helpless coping strategies. Only those who were treated using group counselling exhibited a decrease in helpless coping strategies at the follow-up assessment.

Keywords

didactic stress management programgroup counsellingstress coping strategyschool counsellor
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 19 , Issue 1 , July 2009 , pp. 71 - 87
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)