A Study To Assess The Effectiveness Of Structured Teaching Programme On Stress & Coping Strategies To Reduce Psychosocial Stress Among Sexual Minorities From Sexual Minorities Rights Organisation In Bangalore
Journal Title: International Journal of Research and Review - Year 2018, Vol 5, Issue 7
Abstract
Sexual minorities do have a higher perceived stress level and altered coping behavior but incidence can be lowered by proper assessment, education and good referral system. A study was undertaken to assess the effectiveness of structure teaching program on stress and coping strategies to reduce psychosocial stress among sexual minorities at Sangama Sexual minorities rights organization Bangalore. Objectives of the study were to assess pre and post Interventional stress level and coping strategies among study participants and to identify the difference and association between pre & post interventional program with selected socio demographic variables. Methods: One group pre test-post test design with quantitative approach was used. 60 sexual minorities were selected using simple random sampling method. Data was collected through Perceived stress scale & Brief cope scale. Results of study revealed that in pre test (91%) of samples had moderate level of stress, (8.3%) had high level of stress and (100%) low level coping whereas in post test (76.7%) had low level of stress and (23.3%) had moderate stress level and (86.7%) had moderate level of coping, (13.3%) had low level of coping. Effectiveness of Planned Teaching Program was assessed using paired t - test which revealed that there was significant decrease in level of stress and improvement in their coping strategies at 0.05 level of significance. The association between post test stress levels with selected demographic variables was not significant, except age and marital status. The study findings depicts that structured teaching program on stress and coping strategies is an effective mode to reduce stress and in improving coping strategies among sexual minorities.
Authors and Affiliations
Mrs. Bemina JA
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