The effects of Narrative therapy on Academic stress of High school students.

Abstract

This research aimed to study the effects of narrative therapy on high school students’ academic stress from school in Chonburi area whose age between 15-18 years old. The sample comprised of 20 high school students who had point of academic stress test highest score and volunteered to participate in the study. The math pair random sampling method was adopted to assign sample into two groups equally: an experimental group and a control group with 10 high school students. The research materials were the academic stress questionnaire and the interventional program narrative counseling. The intervention was administered individual counseling 10 sessions of 60 minutes. The study was divided into 3 phases: the pre-test phases, the post-test phases and the follow-up phases. The data were analyzed by using repeated measures analysis of variance: one between-subjects variable and one within-subjects variable and tested of pair differences, using Bonferroni Method. The results revealed that the average score of high school students’ academic stress in the experimental group were lower than the control groups with statistically significant difference at .05 level when measured in the post-test and follow-up phases. The level of high school students’ academic stress, average score, in the experimental group for the post-test and follow-up phases were lower than the pre-test phase statistically significant difference at .05 level.