Stress and coping strategies in the PSCD classroom : listening to the professionals

Abstract

This study explored how Personal Social and Career Development (PSCD) teachers in state and independent schools refer to stress and coping strategies Learning Outcomes (LOs) when delivered to Year 9 students. Interpretative phenomenological analysis (IPA) using semistructured, audio-recorded, individual, in-depth interviews were conducted to analyse the six participants’ interviews. Four themes emerged: (1) PSCD Lessons, (2) Participants’ Observations and Perceptions, (3) Support and (4) Professional Issues. PSCD teachers mentioned that unless the students talk about a change in behaviour to deal with stress there is no understanding that there has been any change. Participants stressed the importance of mental health awareness, regarding this awareness as even more than before necessary to provide outreach opportunities to deliver further training and services for students. They explained that students need to talk about stress and reach out to helping professionals. Students need to learn how to minimise stress, become more resilient and move away from stigma. This study recommends further research some of which could be to understand students’ self-efficacy in engaging in coping strategies; implementing action research to understand the relation between resilience and suicide attempt and if personality has an impact on the way one is motivated to adapt new coping skills. Professional Development Training (PDT) on mental health awareness needs to be relevant to educators. PSCD teachers need to be involved and given autonomy to discuss what training is necessary. School policy needs to be in place, to prevent distress and take action when students are stressed. Implementing a school programme even on an education level, such as regulating the number of school-based assessments (SBAs), can cater for a culture-free stressed school. Educators need to be supported by the school in times of stress to avoid a ripple effect of having more students stressed out.