The Stress Problems and the Needs for Stress Counseling of High School Students in Vietnam
Huynh Van Son
,
Giang Thien Vu
,
Do Tat Thien
,
Tran Luong
,
Dinh Duc Hoi
The correlation between the stress problems and the needs for high school students’ stress counseling in Vietnam is an unspecified issue that de.
- Pub. date: October 15, 2019
- Pages: 1053-1061
- 1480 Downloads
- 945 Views
- 3 Citations
The correlation between the stress problems and the needs for high school students’ stress counseling in Vietnam is an unspecified issue that deserves attention. This study was conducted to test the hypothesis that there was no correlation between the stress problems and the needs for counseling of high school students in Vietnam. Survey of 1,200 high school students in Vietnam from grades 6 to 12 with questionnaires, the results show that the mean score of stress problems in high school students is 2.67 - corresponding to moderate level. Different levels of learning and living conditions are encountered in different student’s stress problems. The mean score for high school students' stress needs of counseling is 3.18 - corresponding to the optional level. Different levels of education have different needs for stress counseling. There is a strong correlation between high school students' problems and needs for stress counseling. The more problematic high school students experience in stress, the more they need to be counseled on this issue.
Keywords: Children, factors, incomplete family, psychological trauma, Vietnamese school counseling.
References
Allen, S., & Hiebert, B. (1991). Stress and coping in adolescents. Canadian Journal of Counselling and Psychotherapy/Revue canadienne de counseling et de psychotherapie, 25(1), 777 – 780.
Chi, T. T. (2011). Kho khan tam ly trong cong tac tham van học duong tại TP.HCM [The students’ psychological difficulty in Ho Chi Minh City] (Unpublished master’s thesis). Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam.
Croasmun, J. T., & Ostrom, L. (2011). Using Likert-Type Scales in the Social Sciences. Journal of Adult Education, 40(1), 19-22.
Davies, R. D., & Kessel, B. (2017). Gender Minority Stress, Depression, and Anxiety in a Transgender High School Student. American Journal of Psychiatry, 174(12), 1151-1152
de Anda, D., Baroni, S., Boskin, L., Buchwald, L., Morgan, J., Ow, J., ... & Weiss, R. (2000). Stress, stressors and coping among high school students. Children and youth services review, 22(6), 441-463.
Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 5(1), 26-34.
Downey, D. B. (1994). The school performance of children from single-mother and single-father families: Economic or interpersonal deprivation?. Journal of family issues, 15(1), 129-147.
Duc, T. T. M. (2014). Tham van học duong [Practice: School counseling]. Ha Noi, Vietnam: Safe, friendly and equal school projects.
Dufur, M. J., Howell, N. C., Downey, D. B., Ainsworth, J. W., & Lapray, A. J. (2010). Sex differences in parenting behaviors in single‐mother and single‐father households. Journal of Marriage and Family, 72(5), 1092-1106.
Hong, N. T. M. (2017). Phat trien doi ngũ chuyen vien tham van học duong o khu vuc phía Nam [Solutions to develop the school counselor staffs in Vietnamese Southern area] (Ministry-level scientific and technological research). Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam.
Hussain, A., Kumar, A., & Husain, A. (2008). Academic stress and adjustment among high school students. Journal of the Indian academy of Applied Psychology, 34(9), 70-73.
Le, M. T. H., Tran, T. D., Holton, S., Nguyen, H. T., Wolfe, R., & Fisher, J. (2017). Reliability, convergent validity and factor structure of the DASS-21 in a sample of Vietnamese adolescents. PloS one, 12(7), e0180557.
Lee, S. A. (2018). Family structure effects on student outcomes. In Parents, their children, and schools (pp. 43-76). New York, NY: Routledge.
Liu, Y. (2015). The longitudinal relationship between Chinese high school students' academic stress and academic motivation. Learning and Individual Differences, 38, 123-126.
My, N. T. D. (2019). Giải phap giảm thieu ton thuong tam ly cua trẻ em trong gia dinh khong toan vẹn [Solutions to reduce the psychological trauma of children living in the incomplete families] (Ministry-level scientific and technological research). Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam.
Pryor, J., & Rodgers, B. (2001). Children in changing families: Life after parental separation. Malden, MA: Blackwell Publishing.
Reddy, S., Kannekanti, P., & Hamza, A. (2015). A comparative study on self-esteem and stress among private and government high school students. IJRSI, 2(3), 18-22.
Simmons, M., & Daw, P. (2018). Stress, Anxiety, Depression: A guide to humanistic counselling and psychotherapy. London, England: Routledge.
Son, H. V. (2019, May). Thuc trạng cong tac tu van học duong tại thanh pho Can Tho [The reality of school counseling in Can Tho City]. Paper presented at the Conference on the Reality of school counseling model in Can Tho city high schools, Ho Chi Minh city University of Education, Ho Chi Minh City, Vietnam.
Son, L. (2007). Tu van học duong va moi truong giao dục [School counseling and Educational environment]. Ho Chi Minh City, Vietnam: Institute of Educational Research and Business Administration.
Suldo, S. M., Shaunessy, E., & Hardesty, R. (2008). Relationships among stress, coping, and mental health in high‐achieving high school students. Psychology in the Schools, 45(4), 273-290.
Thien, D. T., Hoang, N. L. B., & Vu, G. T. (2018). Nghien cuu v hanh vi tu co lap - Huong nghien cuu can quan tam o học duong [Self-isolation behavior study – A concern in Vietnamese school counseling]. In Proceeding of the 6th International Scientific Conference on School Psychology - The role of School Psychology in ensuring mental health for students and families (pp.867-876). Ha Noi, Vietnam: Hanoi University of Education Publisher.
Tu, N. T. & et al. (2016). Giao trinh Tam ly học lua tuoi v Tam ly học su phạm [Curriculum of Age psychology and Pedagogical psychology]. Ho Chi Minh City, Vietnam: Ho Chi Minh City University of Education Publisher.
Vietnamese Ministry of Education and Training (MOET). (2013). Quyet dịnh 1215/QD/BGDDT ngay 4 thang 4 nam 2013 ban hanh Chuong trinh hanh dong cua nganh giao dục thuc hien chien luoc phat trien giao dục Viet Nam 2011-2020 [Decision 1215 / QD /BGDDT dated April 4th, 2013 promulgating the Action Program of the education sector to implement Vietnam's education development strategy 2011-2020]. Hanoi, Vietnam: Vietnamese Government Publishing Service.
Williams, E., & Radin, N. (1999). Effects of father participation in child rearing: Twenty‐year follow‐up. American Journal of Orthopsychiatry, 69(3), 328-336.
Yuan, W., Zhang, L. F., & Fu, M. (2017). Thinking styles and academic stress coping among Chinese secondary school students. Educational psychology, 37(8), 1015-1025.