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ERIC Number: EJ954335
Record Type: Journal
Publication Date: 2011-Mar
Pages: 22
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0161-5653
Reducing Teacher Stress by Implementing Collaborative Problem Solving in a School Setting
Schaubman, Averi; Stetson, Erica; Plog, Amy
School Social Work Journal, v35 n2 p72-93 Mar 2011
Student behavior affects teacher stress levels and the student-teacher relationship. In this pilot study, teachers were trained in Collaborative Problem Solving (CPS), a cognitive-behavioral model that explains challenging behavior as the result of underlying deficits in the areas of flexibility/adaptability, frustration tolerance, and problem solving. It was hypothesized that teacher stress would be reduced when teachers' understanding of the underlying causes of student behavior shifted to a framework of skills development, and they began using a proactive, positive approach to misbehavior (CPS), with the support of mental health consultation. Results showed a significant decrease in teacher stress, as measured by self-report. Further, discipline referrals were significantly reduced. Limitations of the study and implications for school mental health consultation are also discussed. (Contains 4 figures.)
Lyceum Books, Inc. 5758 South Blackstone Avenue, Chicago, IL 60637. Tel: 773-643-1902; Fax: 703-643-1903; e-mail: lyceum@lyceumbooks.com; Web site: http://www.lyceumbooks.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A