The Effects of a Structured Coping Strategy Program for Graduate Occupational Therapy Students

• Main Authors: Ana L. Rodriguez, Ingrid Provident
• Format: Article
• Language: English
• Published: Eastern Kentucky University 2018-01-01
• Series: Journal of Occupational Therapy Education
• Subjects: Cognitive behavioral model; mixed methods; stress
• Online Access: https://doi.org/10.26681/jote.2018.020109
• ISSN: 2573-1378

Graduate students experience high levels of stress, which may hinder their learning. Students may use both adaptive and maladaptive coping strategies, or they may not have acquired strategies to effectively cope with stress. A six week pilot educational intervention based on the cognitive-behavioral model was developed and delivered to second year Master of Occupational Therapy students. The intervention was a structured adaptive coping strategy program designed to educate and increase students’ awareness of adaptive coping strategies and overall well-being. The intervention educated participants on strategies aimed at improving coping skills as measured by the Brief COPE and a Coping Strategy Survey. Authors used a mixed-methods research design. Eleven occupational therapy students completed pre- and post-assessments. Participants demonstrated a 73% decrease in self-distraction and self-blame. Positive-reframing increased by 64% and active-coping increased by 60%. Participants’ response rates for use of religion increased by 64% and use of instrumental support increased by 59%. The use of emotional support increased by 50% and planning increased by 41% among participants. Three themes emerged from the qualitative data analysis. Outcomes suggest occupational therapy graduate students benefit from an adaptive coping strategy program and occupational therapy educators should consider incorporating such a program into the curriculum.