Provides detailed information on systematic desensitization, describing in detail the procedures of imaginal desensitization. Briefly describes variants of group, in vivo, massed, and self-administered desensitization. Outlines guidelines for appropriate selection and use of desensitization and presents sampling of research findings with diversity…

This article presents a model for analyzing the sources of stress which trouble clients, and for designing cognitive/behavioral counseling interventions pertinent to those sources. The concept of stress as responses to both pleasant and unpleasant stimuli and the consequences of inadequate coping processes are examined. Three major sources of…

The proposed model defines teacher anxiety as a teacher's somatic reactions and psychological state that, in the face of threat recognition, becomes defensive. An individual approach to teacher anxiety using biofeedback techniques, relaxation training, and systematic desensitization is proposed. (RC)

Isolates active ingredients of the coping-skills component: sensory discriminative (SD), motivational affective (MA), and cognitive evaluative (CE) skills. Checks on independent variable manipulation reveal that SD skills are learned and employed, MA skills are already known but refined, and CE skills are largely ignored. (Author)

Notes that irrational beliefs are significantly related to teacher stress levels and that teacher stress management interventions having most evidence of effectiveness employ cognitive restructuring components based on rational-emotive therapy procedures. Notes that programs use stress inoculation training framework and provide behavioral and…

The trend toward normalization of the mentally retarded has brought a new dimension to the problem of their adjustment. Within the past several years, large numbers of the mentally retarded have been discharged into the community from residential facilities; the stress and anxiety they experience at being thrust into a strange and alien world…