Coping Strategies

Burnout is one of the potential threats to teachers which can negatively influence their performance and bring about many side effects such as poor health conditions, depression, absenteeism, etc. It has, however, been found teachers who use effective coping strategies to deal with stressful job conditions can resist burnout. This qualitative design study aimed to investigate the coping strategies of 15 Iranian high school EFL teachers who did not show burnout on Maslach Burnout Inventory. The participants were interviewed and observed in classrooms and they were asked to keep journals for 8 sessions. The data were content analyzed and results show that establishment of rapport with students, discussing problems with principals and colleagues, class management, reflection, ongoing learning, adherence to moral principles and adopting a traditional teaching style are among the coping strategies these teachers used. The low frequency of these strategies, however, implies that EFL teachers, even those who resist burnout, need to be trained on different burnout coping strategies. Keywords: burnout, coping strategies, qualitative design, Iranian EFL teachers   راهبردهای مقابله با فرسودگی شغلی در میان معلمان زبان انگلیسی ایرانی فرسودگی شغلی یکی از خطرات بالقوه ای است که معلمان در معرض آن قرار دارند و می تواند تاثیر منفی بر عملکرد آنان داشته وموجب  عوارض جانبی بسیاری مانند وضعیت بد سلامتی، افسردگی، غیبت از محل کار، و غیره شود. با این حال مشخص شده است که معلمانی که از راهبردهای مقابله مؤثر برای رویارویی با شرایط استرس زای شغلی استفاده می کنند می توانند در برابر فرسودگی شغلی مقاومت نمایند. این مطالعه کیفی با هدف بررسی راهبردهای مقابله مورد استفاده 15 معلم زبان انگلیسی ایرانی که در دبیرستان تدریس می کردند ودر پرسشنامه فرسودگی شغلی مازلاک فرسودگی شغلی کمی نشان داده بودند انجام شد. شرکت کنندگان مورد مصاحبه  و در کلاس های درس مورد مشاهده قرار گرفتند و از آنها خواسته شد به مدت 8 جلسه خاطرات کلاسی خود رابعد از کلاس ثبت نمایند. داده های جمع آوری شده مورد تحلیل محتوا قرار گرفتند و نتایج نشان داد که ایجاد رابطه مثبت با دانش آموزان، بحث در مورد مشکلات با مدیران و همکاران، مدیریت کلاس، تفکر و تأمل، یادگیری مداوم و پایبندی به اصول اخلاقی جزء راهبردهای مقابله مهم مورد استفاده  معلمان می باشد. یافته های مطالعه حاکی از ضرورت آموزش راهبردهای مقابله به معلمان زبان انگلیسی است تا بتوانند د رمقابل فرسودگی شغلی از خود محافظت نمایند. کلمات کلیدی: فرسودگی شغلی، راهبردهای مقابله، مطالعه کیفی، معلمان زبان انگلیسی ایرانی

Families develop shared worldviews called family paradigms, an ordered set of beliefs about the social world that are sensibly connected to the ways families actually respond to and interact with their social world and which help or hinder their problem solving abilities. Evidence suggests that these paradigms are generally built in and endure and regulate transactions with the family's social environment. Under stress, however, a family may alter its paradigm as a result of transactions with the environment. Using a family system paradigm, this presentation will examine the theoretical literature in search of a better way of understanding stress and its management in families. Multiple causes and multifaceted coping strategies, and the advantages and disadvantages of management strategies in families will be highlighted.

Objective: Due to unpleasant consequences of depression in patients suffering from cardiac diseases, such as increase in mortality rate during the first year, especially after undergoing a surgery; this study addresses structural relationships between cognitive and behavioral variables including illness perception and coping strategies in predicting depression after undergoing Coronary Artery Bypass Grafting (CABG) and Percutaneous Coronary Intervention (PCI). Besides, one of the cognitive models for assessing psychological adaptation with chronic medical diseases was outlined for the first time. Method: The sample comprised 245 coronary patients confronted with the diagnosis for the first time, who had undergone PCI and CABG interventions. They were chosen and interviewed through convenience sampling following one month of initiating treatment process. For this purpose, Beck Depression Inventory for Primary Care (BDI-PC), Coping Inventory for Stressful Situations (CISS-21) and the short format of Disease Perception Questionnaire were administered. Data was analyzed using structural equations modeling (LISREL software). Results: findings indicated that applying emotion-focused coping strategies determined 40% of depression variance in these patients, whereas problem-focused strategies determined 4.5% of it and avoidant coping strategy didn’t have a significant role in depression. On the other hand, illness perception as a cognitive variable, could directly determine 26% of depression and 4.5% of it through emotion-focused strategies and 0.25% by means of problem-focused strategies. Also illness perception, could meaningfully determine 50% of emotion-focused coping variance, 7% of problem-focused variance and 8% of avoidance variance. Conclusion: Overall results of this study supported Leventhal’s theoretical model of self-regulation and verified the role of cognitive variables (illness perception) and behavioral ones (coping strategy) in emerging depression. Therefore it is recommended that much attention be drawn to the process of developing patient’s illness perception through personal or group trainings and if necessary, offering effective cognitive and behavioral treatments by practitioners.

The purpose of this study was to investigate the relationship between narcissism and coping strategies with competitive stress in elite athletes. This research was a descriptive-correlation research method (structural equation modeling). In terms of purpose, the present study was an applied type of research and, in terms of time, was a kind of future research. The statistical population of this study was all elite male and female athletes of East Azarbaijan province in two age groups of youth and adults from team who participated in the championship of 2019. According to the Cochran formula 270 athletes were selected as a sample size. To collect demographic information and measure variables, Individual information form, narcissism and coping strategies in sports competition questionnaires were used. Kolmogorov-Smirnov test (KS) was used to verify the natural distribution of data, Cronbach's alpha coefficient to calculate the internal consistency of instrument, Pearson correlation coefficient to determine the correlation between variables, Confirmatory factor analysis (CFA) was used to study the structural equation modeling and (SEM) models to test the fitting of the base model with the data and to determine the structural relationships between the variables at 95 confidence level, using SPSS22 and Liserl software version 8.53. The results showed that pride had with the greatest impact and the most important role on thought control strategy, imagery, logical analysis, search support, evacuation of unpleasant emotions, distraction of mind and surrender/withdrawal. To be Right had the greatest impact and the most important role on relaxation strategy, efforts to deal with competitive stress in elite athletes.

Classroom management constraints and how English teachers cope with or remove them effectively have significantly impacted both EFL teachers and teacher educators. However, the coping strategies employed by teachers with high and low levels of expertise have not been thoroughly explored yet. To this end, first 22 teachers in one language institute in Tehran were interviewed and their main coping strategies were extracted through qualitative analysis of the interviews. Then, the extracted strategies were worded into items carefully. The questionnaire of EFL teachers’ coping strategies was validated for the purpose of the study. The findings revealed that the participants used twenty-three coping strategies under two sub-constructs: problem-focused and emotion-focused strategies, based on exploratory factor analysis. One hundred EFL teachers with high and low levels of expertise (fifty in the high and fifty in the low group) responded to the items in the coping strategy questionnaire. The results revealed that highly expert teachers used the extracted coping strategies more frequently. Furthermore, the researchers confirmed that teachers need in-service training courses on coping strategies to manage their classes effectively. The results have some implications for stakeholders, namely English language teachers, teacher educators, language institutes, education departments, and EFL curriculum developers.

Objective: The purpose of this study was to compare the methods of coping with coronavirus anxiety and the mental health of female athletes aged 30-50 years participating in aerobics and non-athletes in Tehran. Method: This study was both descriptive and causal-comparative in nature. The study's statistical population consisted of all female athletes aged 30 to 50 years in the field of aerobics and non-athletes in Tehran in the year 2021-2022. In this study, 50 female athletes from Tehran's 1nd district were selected through a voluntarily sampling method, while 50 non-athletic women voluntarily participated in the study. Data were collected using the 12-GHQ Mental Health Scale (Goldberg & Williams, 1988) and the Stress Coping Styles Scale (Endler & Parker, 1990). Data analysis was performed using SPSS24 software, employing multivariate statistical analysis of variance. Results: The research findings indicate a significant difference in coping styles between female athletes and non-athletes. Specifically, the score for problem-oriented coping style in female athletes was higher than that in non-athletes (P<0.05). The score for emotion-oriented coping style was also higher in female athletes compared to non-athletic women (P<0.05). However, the score for avoidance coping style in female athletes was lower than in non-athletic women (P<0.05). Regarding mental health, the average score for mental health in female aerobics participants was lower than that in non-athletes (P<0.05). A lower score in mental health is considered indicative of better mental health. Therefore, it can be concluded that female athletes have better mental health compared to non-athletic females. Conclusion: The study's results suggest that female athletes and non-athletes have different coping styles when dealing with coronavirus anxiety. Female athletes tend to employ problem-oriented and emotion-oriented coping styles more frequently, while non-athletes are inclined toward avoidance coping style. Furthermore, female athletes demonstrate better mental health than their non-athletic counterparts.

Objective: Eating disorders are one of the most difficult psychological problems that are highly associated with mental health disorders such as anxiety and mood disorders, substance abuse disorders and personality disorders. Objectives: The aim of this study was to identify the canonical analysis of relationships between coping strategies and parental bonding with eating disorders in students. Methods: The method of the present study was descriptive-correlational. The statistical population of the study included all female undergraduate students of Kosar University of Bojnord in the academic year 2019. The research sample consisted of 250 students who were selected by convenience sampling from all female students of Kosar University of Bojnord. To collect data from, Eating Attitude Test (EAT-26, 1982), Coping Inventory for Stressful Situation (CISS, 1994) and the Parental Bonding Instrument (PBI, 1979). The collected data were analyzed using canonical correlation. Results: The Results showed that components of parental banding, care (0.43, 0.42, and 0.43) and overprotection (0.39, 0.29, and 0.22) were positively related to eating disorders subscales (P<0.01) and, additionally, from coping strategies’ components emotion-oriented (0.12, 0.14, and 0.14) and avoidance-oriented coping (0.24, 0.22, and 0.16) had positive significant relationship with eating disorders (P<0.05). Canonical correlation also indicated the predictive role of parental bonding on eating disorders (P<0.001). Conclusion: It can be concluded that teaching adaptive coping strategies and parental involvement in treatment interventions can prevent and reduce eating disorders in students.

Emotions are well-documented to influence behaviors, learning process, and learning outcomes. Boredom, a negative emotion, can affect students significantly in academic settings. This case study explores the causes of students’ boredom in foreign language classrooms and their coping strategies. Data were collected through semi-structured interviews with twenty English-majored juniors learning Chinese as an additional required language at a university in Vietnam. Results showed that boredom in English language and Chinese language classrooms could be classified into four broad categories: lesson-related, teacher-related, student-related, and others (e.g., learning environment). As the students reported, task diversity, teachers’ sense of humor, and students’ motivation were supposed to reduce boredom in language classrooms. To overcome this negative emotion, the students used various facilitative and debilitative strategies. They positively attempted to mitigate boredom by initiating jokes with their teachers and classmates, suggesting interesting topics to discuss, and raising hands to change the classroom atmosphere. However, other students tended to have gossips with their classmates, text their friends, and go outside for a while. The results suggest implications for improving foreign language teaching and learning in Vietnam and other similar contexts.  

The objective of this study is to explore the identity development of teenagers with learning disabilities (LD). This qualitative research employed a phenomenological approach, utilizing semi-structured interviews to gather in-depth data from participants. Nineteen teenagers (10 males and 9 females) aged 13-18 years, diagnosed with LD and enrolled in special education programs at three urban high schools, were purposively sampled. The interviews, lasting 45 to 60 minutes each, were transcribed verbatim and analyzed using a thematic approach to identify key themes and subthemes. Four main themes emerged from the data: personal experiences, social interactions and relationships, self-perception and identity, and coping strategies and support systems. Participants reported significant academic challenges, leading to emotional distress and lowered self-esteem. Social interactions varied, with positive relationships providing crucial support and negative interactions exacerbating feelings of isolation. Identity development involved navigating dual identities and coping with internal conflicts. Effective coping strategies, such as seeking help and using assistive technology, contrasted with less adaptive methods like avoidance. Supportive family and educational environments were essential for positive identity development and emotional resilience. The study highlights the complex interplay of factors influencing the identity development of teenagers with LD. Academic challenges, social interactions, and coping strategies significantly impact their self-perception and overall well-being. The findings underscore the need for inclusive educational practices, supportive teacher-student relationships, and comprehensive mental health resources to foster positive identity formation and improve outcomes for adolescents with LD.

This study aims to explore the impact of sleep disorders on daily functioning in children with Autism Spectrum Disorder (ASD) through the perspectives of their caregivers. A qualitative research design was employed, involving semi-structured interviews with 23 caregivers of children aged 4-12 years diagnosed with ASD. Participants were recruited through local autism support groups, special education schools, and pediatric clinics. Interviews focused on the types, frequency, and severity of sleep disorders, their impact on the child's behavior, academic performance, social interactions, physical health, and family dynamics, as well as the strategies used to manage these issues. Thematic analysis was used to identify key themes and patterns from the data. The study identified several types of sleep disorders among children with ASD, including insomnia, sleep apnea, and night terrors, varying in frequency and severity. Sleep disturbances were found to significantly impact daily functioning, leading to behavioral issues, academic challenges, social difficulties, and physical health problems. Caregivers employed a range of coping strategies, such as medical interventions, behavioral routines, environmental modifications, dietary adjustments, and alternative therapies, with varying degrees of success. Barriers to effective management included cost, accessibility, and lack of knowledge. The need for individualized, adaptive approaches to treatment was emphasized. Sleep disorders in children with ASD have profound effects on their daily functioning and overall quality of life. Addressing these issues requires a comprehensive, individualized approach that considers the unique needs of each child. Collaboration with caregivers and regular adjustments to intervention strategies are essential for effective management. Further research should focus on larger, more diverse samples and incorporate objective sleep measures to provide a more comprehensive understanding of these challenges.

This study aims to explore the psychological and emotional adjustment of parents raising children with intellectual disabilities. This qualitative study utilized semi-structured interviews with 26 parents recruited through online platforms. Participants were selected through purposive sampling, ensuring diversity in caregiving experiences. Data collection continued until theoretical saturation was reached, and all interviews were transcribed verbatim. Thematic analysis was conducted using NVivo software to identify key themes related to parental psychological adjustment, coping mechanisms, and social interactions. The results revealed that parents experienced significant emotional distress upon receiving their child’s diagnosis, including grief, denial, and prolonged sadness. Chronic stress was a recurring theme, with concerns over financial burdens, caregiving demands, and uncertainty about their child’s future contributing to heightened anxiety. Coping strategies varied, with some parents relying on social support networks, religious beliefs, and cognitive reframing, while others struggled with emotional exhaustion and isolation. Family relationships were deeply affected, with some parents reporting marital strain and sibling adjustments, whereas others experienced strengthened familial bonds. Social stigma and external judgment further complicated parental adjustment, with many parents becoming active advocates for disability rights and inclusion. Despite the challenges, many parents reported significant personal growth, emotional resilience, and increased psychological strength over time. The psychological and emotional adjustment of parents raising children with intellectual disabilities is a complex process influenced by stress, coping mechanisms, family dynamics, and social factors. While many parents experience significant distress, those with strong support systems and adaptive strategies demonstrate greater resilience. This study highlights the need for targeted support programs, advocacy efforts, and policy interventions to enhance parental well-being and social inclusion.

This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultural and socioeconomic backgrounds to develop targeted interventions.