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

Journal of Occupational Health

Volumn 53, Issue 1, 2011, Pages 23-35

  Leung, Sharron S K ^a   Chiang, Vico C L ^b   Chui, Y Y ^c   Mak, Y W ^b   Wong, Daniel F K ^c  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

^b HONG KONG POLYTECHNIC UNIVERSITY   (Hong Kong)

^c CITY UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Cognitive behavior therapy; Intervention studies; Occupational health; Psychological; School teachers; Stress

Indexed keywords

EID: 79951830653     PISSN: 13419145     EISSN: 13489585     Source Type: Journal    
DOI: 10.1539/joh.L10037     Document Type: Article

References (41)

1. Kyriacou C. Teacher stress: directions for future research. Educ Rev 2001; 53: 27-35.
2. Wilson V. Feeling the strain: an overview of the literature on teachers' stress. Glasgow (UK): The Scottish Council for Research in Education, The University of Glasgow; 2002.
3. Tang CS, Au W, Schwarzer R, Schmitz G. Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout. J Organ Behav 2001; 22: 887-901.
4. Montgomery C, Rupp AA. A meta-analysis for exploring the diverse causes and effects of stress in teachers. Can J Educ 2005; 28: 458-86.
5. Antoniou AS, Polychroni F, Vlachakis AN. Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. J Managerial Psychol 2006; 21: 682-90.
6. Leung SSK, Mak YW, Chui YY, Chiang VCL, Lee ACK. Occupational stress, mental health status and stress management behaviors among secondary school teachers in Hong Kong. Health Educ J 2009; 68: 328- 43.
7. van der Klink JJL, Blonk RWB, Schene AH, van Dijk FJH. The benefits of interventions for work-related stress. Am J Public Health 2001; 91: 270-6.
8. Richardson KM, Rothstein HR. Effects of occupational stress management intervention programs: a metaanalysis. J Occup Health Psychol 2008; 13: 69-93.
9. de Vente W, Kamphuis JH, Emmelkamp PMG, Blonk RWB. Individual and group cognitive-behavioral treatment for work-related stress complaints and sickness absence: a randomized controlled trial. J Occup Health Psychol 2008; 13: 214-31.
10. Hamamci Z. Integrating psychodrama and cognitive behavioral therapy to treat moderate depression. Arts Psychother 2006; 33: 199-207.
11. Basco R, Glickman M, Weatherford P, Ryser N. Cognitive-behavioral therapy for anxiety disorders: why and how it works. Bull Menninger Clin 2000; 64: A52-A70.
12. Bertoch MR, Nielson EC, Curley JR, Borg WR. Reducing teacher stress. J Exp Edu 1989; 57: 117-28.
13. Tunnecliffe MR, Leach DJ, Tunnecliffe LP. Relative efficacy of using behavioral consultation as an approach to teacher stress management. J Sch Psychol 1986; 24: 123-31.
14. Sharp JJ, Forman SG. A comparison of two approaches to anxiety management for teachers. Behav Therapy 1985; 16: 370-83.
15. Cecil MA, Forman SG. Effects of stress inoculation training and coworker support groups on teachers' stress. J Sch Psychol 1990; 28: 105-18.
16. Wu S, Li J, Wang M, Wang Z, Li H. Intervention on occupational stress among teachers in the middle schools in China. Stress Health 2006; 22: 329-36.
17. Hodges J, Oei TPS. Would Confucius benefit from psychotherapy? The compatibility of cognitive behaviour therapy and Chinese values. Beh Research Therapy 2007; 45: 901-14.
18. Lin YN. The application of cognitive-behavioral therapy to counselling Chinese. Am J Psychother 2002; 56: 46-58.
19. Umanodan R, Kobayashi Y, Nakamura M, Kitaoka-Higashiguchi K, Kawakami N, Shimazu A. Effects of a worksite stress management training program with six short-hour sessions: a controlled trial among Japanese employees. J Occup Health 2009; 51: 294-302.
20. Education and Manpower Bureau. The Hong Kong Government Information Center. The Government of Special Administration Region, no date. [Online]. 2005 [cited 2006 Jan 17]; Available from: URL: http://www.emb.gov.hk/index.aspx?langno=1&nodeid=1030
21. Education Bureau. Statistics on primary and secondary school teachers 2008/09. School Education Statistics Section. Hong Kong: Hong Kong Government SAR; 2008.
22. Wong FKD. Cognitive and health-related outcomes of cognitive behavioral treatment groups for people with depressive symptoms in Hong Kong: a randomized waiting list control study. Aust N Z J Psychiatry 2008; 42: 703-12.
23. Beck AT. Depression: causes and treatment. Philadelphia: University of Pennsylvania Press, 1967.
24. Leung SSK, Mak YW, Chiang VCL, Chui YY, Sun SYK, Wong DFK. A study on a brief cognitive-behavioral intervention for teachers' work-related stress: a discussion paper on recruitment and engagement issues, HK J Mental Health 2008; 34: 43-50.
25. Lovibond SH, Lovibond PF. Manual for the depression anxiety stress scales. 2nd ed. Sydney: Psychology Foundation; 1995.
26. Antony MM, Bieling PJ, Cox BJ, Enns MW, Swinson RP. Psychometric properties of the 42-item and 21-item versions of the Depression Anxiety Stress Scales (DASS) in clinical groups and a community sample. Psychol Assess 1998; 10: 176-81.
27. Andrew MJ, Baker RA, Kneebone AC, Knight JL. Mood state as a predictor of neuropsychological deficits following cardiac surgery. J Psychosom Res 2000; 48: 537-46.
28. Barrett P, Shortt A, Healy L. Do parent and child behaviours differentiate families whose children have obsessive-compulsive disorder from other clinic and nonclinic families? J Child Psychol Psychiatry 2002; 43: 597-607.
29. Walker SN, Sechrist R, Pender NJ. The health-promoting lifestyle profile: development and psychometric characteristics. Nurs Res 1987; 36: 76-81.
30. Weissman AN, Beck AT. Development and validation of the Dysfunctional Attitude Scale: a preliminary investigation. Paper presented at the 62nd Annual Meeting of the American Educational Research Association, Toronto, Ontario (Canada); 1978. p.33.
31. Wong DFK, Chan KS, Lau Y. The reliability and validity of the Chinese version of the Dysfunctional Attitudes Scale form A (DAS-A) in a community sample. Int J Psychiatry Med 2008; 38: 141-52.
32. Osipow SH. Occupational Stress Inventory Revised Edition (OSI-R) professional manual. Lutz, FL: Psychological Assessment Resources, Inc.; 1998.
33. Osipow SH, Spokane AR. Manual for measures of occupational stress, strain, and coping (Form E-1). Columbus (OH): Marathon Consulting & Press; 1981.
34. Spokane AR, Ferrara D, Samuel H. Osipow's contributions to occupational mental health and the assessment of stress: The Occupational Stress Inventory. In: Leong FTL, Barak A, eds. Contemporary models in vocational psychology: A volume in honor of Samuel H. Osipow. Mahwah (NJ): Lawrence Erlbaum; 2001. p. 79-96.
35. Cohen, J. A power primer. Psychol Bull 1992; 112: 155-9.
36. Shimazu A, Okada Y, Sakamoto M, Miura M. Effects of stress management program for teachers in Japan: a pilot study. J Occup Health 2003; 45: 202-8.
37. Krathwohl DR. Methods of educational and social science research: The logic of methods (3rd ed.). Illinois: Waveland Press Inc.; 2009.
38. Wilkinson RG. Teacher stress and coping strategies: a study of Eastlake Comprehensive. Sch Organization 1988; 8: 185-95.
39. Naylor C. What do British Columbia's teachers consider to be the most significant aspects of workload and stress in their work? BCTF Research Report. British Columbia: British Columbia Teachers' Federation. [Online]. 2001[cited 2010 Sep 28]; Available from: URL: http:// www.bctf.ca/ResearchReports/2001wlc03
40. Salo K. Teacher stress as a longitudinal process. Jyväskylä Studies in Education, Psychology and Social Research, 208. [Online]. 2002 [cited 2010 Sep 28]; Available from: URL: http: //urn.fi/ URN:ISBN:951-39-1353-8
41. Eriksen HR, Olff MM, Ursin H. Coping with subjective health problems in organizations. In: Dewe P, Leiter M, Cox T, eds. Coping, health and organizations. New York: Taylor & Francis; 2000. p.145-70.