Understanding PRI Scores RSCH 6109. Overview Review of Stress Theory Review of Coping Theory PRI Scores Teacher Stress Research Findings

Understanding PRI ScoresUnderstanding PRI Scores

RSCH 6109RSCH 6109

OverviewOverview

Review of Stress TheoryReview of Stress Theory

Review of Coping TheoryReview of Coping Theory

PRI ScoresPRI Scores

Teacher StressTeacher Stress

Research FindingsResearch Findings

What is Stress? What is Coping?What is Stress? What is Coping?

What is Stress? What is Coping?What is Stress? What is Coping?

Response models (Selye)Response models (Selye)

Stimulus models (Holmes & Rahe)Stimulus models (Holmes & Rahe)

Conservation of resources model Conservation of resources model (Hobfoll)(Hobfoll)

Transactional models (Lazarus & Transactional models (Lazarus & Folkman)Folkman)

Selye ModelSelye Model

Oldest modelOldest model

Originated the concept of Originated the concept of stressstress

Physiological responsePhysiological response

The non-specific response of The non-specific response of the body to demandsthe body to demands

Autonomic nervous systemAutonomic nervous system

Why is this model Why is this model

limited?limited?

Selye ModelSelye Model

Overly simplifiedOverly simplified

Ignores the cognitive Ignores the cognitive componentcomponent

Reactive, Ignores preventionReactive, Ignores prevention

Coping limited to:Coping limited to:

Diet, Exercise, Meditation, Diet, Exercise, Meditation, Yoga Tension ControlYoga Tension Control

Holmes & Rahe ModelHolmes & Rahe Model

Focuses on negative life Focuses on negative life eventsevents

Assumes that stress increases Assumes that stress increases as the number of significant as the number of significant

changes or negative stimulichanges or negative stimuli

increasesincreases

Why is this model Why is this model

limited?limited?

Holmes & Rahe ModelHolmes & Rahe Model

Overly simplifiedOverly simplified

Ignores the cognitive Ignores the cognitive componentcomponent

Focuses on demands, or Focuses on demands, or stimuli, but not reactions to stimuli, but not reactions to themthem

Coping limited to:Coping limited to:

Adaptation to changeAdaptation to change

Hobfoll ModelHobfoll Model

Includes personal and Includes personal and external resources the external resources the individual can harness to individual can harness to combat stresscombat stress

Perceived controlPerceived control

Stress comes from loss of Stress comes from loss of resourcesresources

Why is this limited?Why is this limited?

Hobfoll ModelHobfoll Model

Research base focuses Research base focuses

on people who have had on people who have had

large losseslarge losses

Ignores daily hasslesIgnores daily hassles

Resources can remain Resources can remain constant while demands constant while demands increaseincrease

Transactional Models of StressTransactional Models of Stress(Lazarus and Folkman)(Lazarus and Folkman)

Stress results from Stress results from perceptions of inequality perceptions of inequality between resources and between resources and demands demands

Appraisals of resources and Appraisals of resources and demands mediate the stress demands mediate the stress responseresponse

Perceived Inequality = Risk for StressPerceived Inequality = Risk for Stress

ResourcesHigh Moderate Low

DemandsHigh D=R D>R D>R

Moderate D<R D=R D>R

Low D<R D<R D=R

Can the car handle the road?Can the car handle the road?

4x4 Sedan Moped

Off Road D=R D>R D>R

Highway D<R D=R D>R

In town D<R D<R D=R

Attribution TheoryAttribution TheoryPerceptions are central Perceptions are central

to the stress responseto the stress response

Our thoughts about Our thoughts about

negative life events, negative life events,

demands, and changesdemands, and changes

impact our perceptions of impact our perceptions of

resources and demandsresources and demands

Attribution TheoryAttribution Theory

HealthyHealthy UnhealthyUnhealthy

Low StressLow Stress High stressHigh stress

InternalInternal ExternalExternal

Specific Specific GlobalGlobal

UnstableUnstable StableStable

Expanded Transactional ModelExpanded Transactional Model

Preventive ResourcesPreventive Resources

Combative ResourcesCombative Resources

Emotion-Focused CopingEmotion-Focused Coping

Problem-Focused CopingProblem-Focused Coping

Expanded Transactional ModelExpanded Transactional Model

Preventive Combative

Problem Focused Organization StructuringScanning Stress Monitoring

Percieved Control Self-DirectednessHumor Tension Control

Maintaining Perspective Cognitive RestructuringSelf-Acceptance Acceptance

Emotion Focused Maintaining Perspective Cognitive RestructuringSocial Resourcefulness Social Support, Self-Disclosure

Self-Acceptance AcceptanceScanning Stress Monitoring

Humor Tension Control

Expanded Transactional ModelExpanded Transactional ModelMcCathy & Lambert 2002McCathy & Lambert 2002

Review ModelsReview Models

Response models (Selye)Response models (Selye)

Stimulus models (Holmes & Rahe)Stimulus models (Holmes & Rahe)

Conservation of resources model Conservation of resources model (Hobfoll)(Hobfoll)

Transactional models (Lazarus & Transactional models (Lazarus & Folkman)Folkman)

Review – What is Stress? Coping?Review – What is Stress? Coping?Stress is the perceived inequality between Stress is the perceived inequality between resources and demandsresources and demands

The stress response is a The stress response is a

physiological response to physiological response to

sustained stresssustained stress

Coping involves strategies used to Coping involves strategies used to

prevent and combat stressprevent and combat stress

Review – What is Stress? Coping?Review – What is Stress? Coping?

Daily Hassles

Perceived Inequality

Perceived Stress

Stress Response

Burnout

PRI Model of PreventionPRI Model of Prevention

Scale Subscale

Percieved Control Feelings of Efficacy Regarding Stress PreventionFeelings of Mastery Regarding Stress PreventionPersistance

Maintaining Perspective Maintaining a Flexible PerspectiveMaintaining Self-DirectionCognitive Restructuring of PerspectiveKnowing your Limits

Social Resourcefulness Reciprocity in RelationshipsComfort in RelationshipsFeedback from RelationshipsAssistance in Relationships

PRI Model Model of PreventionPRI Model Model of Prevention

Scale Subscale

Scanning Anticipation of DemandsRecognition of Opportunities to Prevent StressPlanning AheadFollow Through

Self-Acceptance Identify ComfortAccepting LimitationsBalance

Tension Release

Preventive Resources

T Scores T Scores Mean = 50, SD = 10Mean = 50, SD = 10

40-60 = Expected or 40-60 = Expected or ““normal” rangenormal” range

T Scores reflect relative position in T Scores reflect relative position in the populationthe population

Norm sample = 1,366Norm sample = 1,366


T Scores < 40 are considered low,T Scores < 40 are considered low,

suggest an area for growthsuggest an area for growth

T Scores > 60 are considered high,T Scores > 60 are considered high,

suggest an area of strengthsuggest an area of strength

Why is it important to help the Why is it important to help the

client identify relative strengths and client identify relative strengths and

weakness in coping skills?weakness in coping skills?



T score Percentile

30 235 740 1645 3150 5055 6960 8465 9370 98

All test scores have some error in themAll test scores have some error in them

The reliability of a set of scores The reliability of a set of scores helps us understand how much errorhelps us understand how much errorthey containthey contain

The Standard Error of MeasurementThe Standard Error of Measurementhelps us estimate how much errorhelps us estimate how much errorthere is in a particularthere is in a particulartest scoretest score


SEM = σSEM = σ22XX √√ (1 - r (1 - rxx’ xx’ ))

The expected amount of error in a The expected amount of error in a

test score is like the difference test score is like the difference

between the true score and the between the true score and the

observed scoreobserved score


Scale SEM

Percieved Control 3Maintaining Perspective 4Social Resourcefulness 4Scanning 4Self-Acceptance 4Preventive Resources 2


We can use the SEM to interpretWe can use the SEM to interpret

test scores in terms of “True” scorestest scores in terms of “True” scores

by creating confidence intervalsby creating confidence intervals

Observed score +/- 1.96 * SEMObserved score +/- 1.96 * SEM


Scale T Score 95% LL 95% UL

Percieved Control 51.26 45.38 57.14

Maintaining Perspective 45.38 37.54 53.22

Self-Acceptance 58.23 50.39 66.07


We are 95% confident that theWe are 95% confident that the

client’s true score on the Perceivedclient’s true score on the Perceived

Control scale falls in the intervalControl scale falls in the interval

from 45 to 57from 45 to 57


Current Strategies for Measuring StressCurrent Strategies for Measuring Stress

Negative Life EventsNegative Life Events

BurnoutBurnout

Physiological SymptomsPhysiological Symptoms

Psychological SymptomsPsychological Symptoms

Situational DemandsSituational Demands

Daily HasslesDaily Hassles

DemotivationDemotivation

CClassroomlassroom AAppraisalppraisal ofof RResources and esources and DDemandsemands

Preschool Version (PS)Preschool Version (PS)

School-aged Version (SA)School-aged Version (SA)

Difference ScoreDifference Score

Resources - DemandsResources - Demands

Theory Supporting the Theory Supporting the CClassroom lassroom AAppraisal of ppraisal of RResources and esources and DDemandsemands

Context-specific AppraisalContext-specific Appraisal

of Demandsof Demands

Context-specific AppraisalContext-specific Appraisal

of Resourcesof Resources

Global EfficacyGlobal Efficacy

Task-specific EfficacyTask-specific Efficacy

Grouping Teachers by Risk for StressGrouping Teachers by Risk for Stress

Classified Teachers into 3 groups:Classified Teachers into 3 groups:

PSPS SA SA

R>DR>D 34.4%34.4% 30.9% 30.9%

R=DR=D 35.0%35.0% 34.9%34.9%

D>RD>R 30.6%30.6% 34.2%34.2%

Group DifferencesGroup Differences

Mean Number of Children in Mean Number of Children in Classroom with Behavior Classroom with Behavior ProblemsProblems

PSPS SA SA

R>DR>D 1.971.97 2.97 2.97

R=DR=D 2.352.35 2.802.80

D>RD>R 3.693.69 4.234.23

SA Group DifferencesSA Group Differences

Percentage of Classrooms with At Percentage of Classrooms with At Least One LD ChildLeast One LD Child

MeanMean

R>DR>D 80.0% 80.0% 3.663.66

R=DR=D 96.1%96.1% 3.363.36

D>RD>R 98.0%98.0% 4.654.65


No statistically significant No statistically significant differences except for the differences except for the reported number of children reported number of children with behavior problems and with behavior problems and LDLD

Low risk of stress groups Low risk of stress groups ratedrated

innovations as more innovations as more effectiveeffective


The relationship of teacher The relationship of teacher quality to student quality to student achievement seems to achievement seems to moderated by the moderated by the concentration of special concentration of special needs children in the needs children in the classroomclassroom

ImplicationsImplications

How are children assigned to How are children assigned to classrooms?classrooms?

Concentration of disruptive Concentration of disruptive and LD children in inclusive and LD children in inclusive classroomsclassrooms

Counselors can help Counselors can help enhance teacher self-efficacy enhance teacher self-efficacy and stress prevention skillsand stress prevention skills

Documents

Understanding PRI Scores RSCH 6109. Overview Review of Stress Theory Review of Coping Theory PRI Scores Teacher Stress Research Findings