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Stress management education: Defining the knowledge base
Abstract
This study addresses the problem of definition of stress management education. The major purposes of the study were to: (1) create an instrument which could be used to define the basic knowledge requirements for individuals providing stress management education; and, (2) to administer the instrument (Validation Study for the Blueprint of Knowledge for Stress Management Education) to a body of established professionals who currently represent the substantive areas of the field and who possess the academic, clinical, or educational credentials and experiences to give credibility to the study and to the field. The instrument was developed with the input of over 700 professionals from the United States and 26 foreign countries who are recognized for their educational, clinical and/or research work in stress management. These experts included psychologists; physiologists; physicians; nurses; social workers; elementary, secondary and post-secondary educators; researchers; corporate trainers; noted authors of stress management resources and biofeedback therapists who provide educational training in stress management. The resulting instrument was a 200-item assimilation of what had been identified as the minimum knowledge needed for individuals providing stress management education. This instrument was mailed to a representative sample of recognized professionals in Stress Management Education in the United States and Canada. The questionnaire contained items grouped under three major domain areas: (1) Basic Concepts in Stress Management; (2) Strategies for Enhancing Stress Management Skills; and (3) Application of Learning Theory, Measurements and Ethics in Stress Management. Respondents were asked to rate each item on a five-point scale according to the importance of each item for the entry-level stress management educator. As a result of the study, three items which did not meet the minimum criteria for inclusion were eliminated from the knowledge base. No significant differences were found among respondents' ratings based on gender or level of education. A significant difference was found in how respondents rated the sub-scales of Measurement and Experimental Research based on profession.
Subject Area
Health education|Health education|Mental health
Recommended Citation
Raymer, Kathryn Sue, "Stress management education: Defining the knowledge base" (1991). ETD collection for University of Nebraska-Lincoln. AAI9129569.
https://digitalcommons.unl.edu/dissertations/AAI9129569