Date of Award:

12-2020

Document Type:

Thesis

Degree Name:

Educational Specialist (EdS)

Department:

Psychology

Committee Chair(s)

Maryllen McClain Verdoes

Committee

Maryllen McClain Verdoes

Committee

Gretchen Peacock

Committee

Tyler Renshaw

Abstract

Stress, including stress from daily hassles, can have a negative effect on children. Coping skills can be helpful for dealing with stress, but must be effective for the type of stressor the student is experiencing. Teaching children effective coping skills can help them manage stress and may also have a positive impact on perceived classroom climate.

Researchers examined what the relation between a brief CBT intervention with a classroom-based generalization phase on the student rated frequency of daily hassles which occur at school and on the student rated distress levels associated with the hassles, how helpful and acceptable do the students find the intervention, and what the students’ perception of class climate were following the treatment relative to their pretreatment perception of climate. Three elementary school third and fourth grade children struggling with daily hassles participated in a brief CBT intervention for developing coping skills. The study was constructed using a non-concurrent multiple baseline design.

The results were somewhat mixed, but two of the students had fewer self-reported and teacher-reported hassles post-intervention. All of the students and their teachers reported that students were using a higher percentage of adaptive to maladaptive coping skills after the study. All three students also reported slight increases in their perception of classroom climate. Implications and future research are discussed

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