Pengalaman Guru Memanajemen Stress dalam Mengajar Anak Berkebutuhan Khusus Diadaptasi dari Teori Roy
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Institusion
Universitas Katolik Musi Charitas
Author
Soetanto, Gabriella Rachel Caroline
Subject
RT Nursing
Datestamp
2023-09-19 01:20:55
Abstract :
Background : Children with Special Needs are children who have obstacles in terms of physical, psychological, social, communication, and intelligence. This limitation causes them to require special services in terms of education. Education for children with special needs is inseparable from the role of the teacher. Sometimes because of these limitations, it causes teachers to experience difficulties and stress because of them, so that stress management is needed. The adaptation process is an effort to manage stress which is very important for the psychological health of teachers who experience stres due to children with special needs.. Purpose : This study aims to explore the experience of teachers managing stres in teaching children with special needs adapted from Calista Roy's theory. Methods : This study uses a qualitative research design with a phenomenological approach. There were 6 participants who were taken based on participant criteria using purposive sampling. Data analysis was performed using Colaizzi analysis. Result : This study produced 9 themes, namely perspective, learning process, feelings, sources of stress, main factors causing stress, symptoms of stress, ways to manage stress, adaptability, length of adaptation time. The relationship between the research results and Calista Roy's theory is in the three stages of the adaptation process, namely input, control process, and behavior. Sources of stress and symptoms of stress are inputs. How to manage stress is a control process. The length of adaptation time, the ability to adapt is a behavior or effector. Suggestion : Teachers must pay more attention to their psychological health to prevent stress by controlling emotions, as well as increasing knowledge about how to deal with stress due to the work environment as a teacher of children with special needs. The teacher must express their complaints so they won?t be stress.
Background : Children with Special Needs are children who have obstacles in terms of physical, psychological, social, communication, and intelligence. This limitation causes them to require special services in terms of education. Education for children with special needs is inseparable from the role of the teacher. Sometimes because of these limitations, it causes teachers to experience difficulties and stress because of them, so that stress management is needed. The adaptation process is an effort to manage stress which is very important for the psychological health of teachers who experience stres due to children with special needs.. Purpose : This study aims to explore the experience of teachers managing stres in teaching children with special needs adapted from Calista Roy's theory. Methods : This study uses a qualitative research design with a phenomenological approach. There were 6 participants who were taken based on participant criteria using purposive sampling. Data analysis was performed using Colaizzi analysis. Result : This study produced 9 themes, namely perspective, learning process, feelings, sources of stress, main factors causing stress, symptoms of stress, ways to manage stress, adaptability, length of adaptation time. The relationship between the research results and Calista Roy's theory is in the three stages of the adaptation process, namely input, control process, and behavior. Sources of stress and symptoms of stress are inputs. How to manage stress is a control process. The length of adaptation time, the ability to adapt is a behavior or effector. Suggestion : Teachers must pay more attention to their psychological health to prevent stress by controlling emotions, as well as increasing knowledge about how to deal with stress due to the work environment as a teacher of children with special needs. The teacher must express their complaints so they won?t be stress.
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IK-2023-1933007-cover.pdf
IK-2023-1933007-abstract.pdf
IK-2023-1933007-complete.pdf
IK-2023-1933007-summry id.pdf
IK-2023-1933007-tableofcontent.pdf
IK-2023-1933007-chapter 1.pdf
IK-2023-1933007-chapter 2.pdf
IK-2023-1933007-chapter 3.pdf
IK-2023-1933007-chapter 4.pdf
IK-2023-1933007-conclusion.pdf
IK-2023-1933007-bibliography.pdf
IK-2023-1933007-attachment.pdf
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