Estrategias de afrontamiento en docentes relacionadas con el confinamiento y estrés desde la perspectiva cognitivo conductual.

Abstract

The purpose of this essay is to collect articles on coping strategies in teachers related to confinement and stress from a cognitive behavioral perspective.The methodology used is descriptive based on the collection of bibliographic information. The primary objective of research is to gather information about coping strategies against one of the most damaging effects caused by confinement, stress. During confinement a number of negative alterations are manifested, caused by the drastic change of life that confinement implies, stress is one of these alterations that could trigger harmful alterations to the physical and mental wellbeing of an individual. Coping strategies are considered one of the most effective ways to improve the quality of life of an individual, by regulating and decreasing the stressful effects, and they are also uniquely constituted to fit the individual situation that each person is going through. The coping strategies based on the cognitive-behavioral approach are coping strategies focused on thinking and coping strategies focused on emotion, the former are intended as a direct solution to a problem when the demands of the environment are modifiable, the latter have as their main objective to provide the subject with tools to manage negative emotions, face events that cause discomfort in the individual and transform them into more adaptive ones to obtain a better quality of life as a result.