Two Counseling Interventions to Reduce Teacher-Child Relationship Stress

Dee C. Ray

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Child Therapy and Development Early Childhood Education and Development Stress and Burnout Research

Abstract

This article discusses a study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress. CCPT and teacher consultation were conducted with 93 (pre-kindergarten to fifth grade) elementary school students across three elementary schools deemed to be at risk and ethnically diverse. Students were divided into three treatment groups: CCPT only, teacher consultation only, and a combined CCPT and teacher consultation group. Results demonstrated significant differences between pretesting and posttesting on the Index of Teaching Stress. All treatment groups were found to have statistically significant reduction in teacher and student problem characteristics with large effect sizes for total stress.

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References

2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade 1992The Determinants of Parenting Behavior 2004Teacher-Child Relationships and Children's Success in the First Years of School 1995The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment 2005The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes.1997Counseling and psychotherapy 2001Do Relational Risks and Protective Factors Moderate the Linkages between Childhood Aggression and Early Psychological and School Adjustment?1999The meanings and measurement of clinical significance.

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