The perceived effectiveness of training (with reference to stress management and coping skills), in educational psychologists.
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Date
1999
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Abstract
Burnout is considered the final step in the progression of unsuccessful attempts at coping with a
number of stressful conditions.
The present study aimed to explore the perceived effectiveness of training of educational
psychologists at the University of Natal, Pietermaritzburg to manage and cope with stress and
burnout. The study also explored the perceived effectiveness of training to cope with demands of
the profession, and the choice of coping mechanisms in stress management. The sample consisted
of 8 educational psychologists who had completed their degrees at the University of Natal,
Pietermartizburg. The sample comprised five males and three females.
The study was qualitative in nature and the data was analyzed employing Kruger's
phenomenological approach. A semi-structured interview was conducted consisting of four
questions. The data received was thereafter analyzed by the phenomenological steps stipulated by
Kruger (1988). Categorization of the data revealed the following themes: (a) incongruencies in
practice and training; (b) perceived influence of professional training on the choice of coping skills
and stress management techniques; (c) stress management techniques and elements that
psychologists thought should be included in the training programme; (d) contributory factors of
stress and burnout in psychologists, and society's perception of psychologists.
A gap was perceived between the training received and practice. The respondents felt that there
was a lack of focus on issues pertaining to educational psychology. The meta-issue that arose was
that the professional training received was incongruent with work demands. With regard to the
choice of coping skills, the training received was perceived as being unhelpful, but aided in the
refinement of existing coping skills.
The findings of the study are discussed, limitations of the study considered, and suggestions for
further research offered.
Description
Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1999.
Keywords
Educational psychologists--Training of., Educational psychologists--Job stress., Theses--Education.