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Stress and teachers of the learning disabled, behavior disordered, and educable mentally retarded
Author(s) -
Johnson Alex B.,
Gold Veronica,
Vickers Lelia L.
Publication year - 1982
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198210)19:4<552::aid-pits2310190425>3.0.co;2-#
Subject(s) - psychology , mentally retarded , learning disabled , learning disability , developmental psychology , stress (linguistics) , pedagogy , linguistics , philosophy
This study investigated which factors related to the professional roles of teachers of the learning disabled (LD), behavior disordered (BD), and educable mentally retarded (EMR) are most stressful, and which activities, both personal and professional, are beneficial in guarding against stress. The Special Teacher Response to Environmental Stressors (STRESS) was used to elicit responses from the 135 teachers who participated in the study. The participants rated as highly stressful legal concerns, lack of administrative and peer support, and lack of support services. In particular, teachers of the BD revealed that they were fearful of verbal and physical attacks from their students. The participants rated highly exercise and outdoor programs, confiding in significant others (i.e., wife or husband), and peer support as helpful in guarding against stress.