Stress and Coping Strategies among Arizona School-Based Therapists Impacted by COVID-19

Autor/inn/en	Swanson, Connor; Armstrong-Heimsoth, Amy; Stephenson, Sara
Titel	Stress and Coping Strategies among Arizona School-Based Therapists Impacted by COVID-19
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 16 (2023) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armstrong-Heimsoth, Amy) ORCID (Stephenson, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.2009084
Schlagwörter	Allied Health Personnel; School Health Services; Anxiety; Coping; COVID-19; Pandemics; Attitudes; Stress Management; Arizona + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; Angst; Bewältigung; Attitude; Einstellung; Verhalten; Stressmanagement; Stressbewältigung
Abstract	The COVID-19 pandemic created unprecedented challenges for health professionals, including therapists working in school settings who experienced increased stressors and decreased support. The goal of this study is to analyze the impact of COVID-19 on the stress levels of school-based therapists (SBTs), determine the methods they used to effectively deal with this stress, and review retrospections on how they could have been better supported. An investigator-created survey was emailed to SBTs through convenience and snowball sampling from February 2021 to March 2021. A total of 144 SBTs provided usable responses. Results were then analyzed by the study personnel. Stress increased by an average of 26% among SBTs during the pandemic. The most common stressors were scheduling problems, the need to learn new technology, and concern for students' well-being. Exercise, time management, and social support were the most successfully employed techniques to manage this stress. The increased stressors affecting SBTs due to COVID-19 diminishes SBTs' perception of their quality of work and requires collaboration between employers and employees to resolve. Lessons learned provides insights for improved supports in the future. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01