Counseling Students and Faculty for Stress Management.

Abstract

This monograph was written to enhance the college or university faculty member's understanding of stress as it impacts upon both students and faculty, and to help faculty members cope with the stressors in their own lives and intervene with students to reduce stress. Stress is defined and sources of distress are identified. Research is cited which examines sources of faculty or counselor stress. Issues such as time, money, reputation, significance, and concerns for the future are considered. Burnout, a distinctive kind of job-related stress, is examined as it relates to college and university personnel. Factors in the academic environment which contribute to stress and may lead to burnout are identified within the categories of role dynamics, responsibility, occupation, job satisfaction, career paths, and the organization. Research exploring sources of student distress are also reviewed and contributors to student stress a=e outlined within the categories of instruction, competition, organization of time, adjustment to college, administrative problems, social adjustment, finance, housing, and transportation. Four preventive str6,tegies and fives combative strategies to help faculty members cope with stress are presented and six behaviors for faculty members to use in helping students handle stress are suggested. (FB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************** gffoiriq COUNSELING STUDENTS AND FACULTY FOR STRESS MANAGEMENT Libby Benjamin Garry R. Walz CZ DEPARTMENT OP EDUCATION Office of t. lucatlunal Research and Improvement ED fATP MAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproductiun quality. Points of view or opinions stated in this document do not necessarily represent official OERI position Of policy.