Testing the effectiveness of a short-term stress prevention programme in primary school students

Englert, Chris; Bechler, Aline; Singh, Sarah; Bertrams, Alex (2018). Testing the effectiveness of a short-term stress prevention programme in primary school students. Health psychology bulletin, 2(1), pp. 1-9. Ubiquity Press 10.5334/hpb.11

[img]
Preview
Text
Englert et al. (2018) Effectiveness of a Short-Term Stress Prevention Programme in Primary School Students.pdf - Published Version
Available under License Creative Commons: Attribution (CC-BY).

Download (1MB) | Preview

The present study tested the effectiveness of a four-week, school-based, universal cognitive-behavioural stress prevention programme. The prevention programme included short daily exercises which were adopted from two well-validated anti stress trainings. The daily exercises took approximately 10−15 minutes on average and were performed during regular classroom sessions. Half of the classes were randomly assigned to the prevention group (n = 80), while the other half were sorted into the non-treatment control group, which did not take part in the stress prevention programme (n = 73). The students’ physical and psychological stress-related symptoms were assessed five times (i.e., prior to the training and after each week of training). Their coping strategies, self-efficacy and self-control were also measured. It was hypothesized that in the prevention group students’ physical and psychological stress-related symptoms would significantly decrease over time, compared to the non-treatment control group. Contrary to our predictions, the prevention programme did not lead to statistically significant changes in physical or psychological stress-related symptoms. The students’ coping strategies, self-efficacy and self-control did not have an influence on the result patterns. The results indicate that short-term stress prevention programmes may not be as effective as long-term programmes.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > Educational Psychology

UniBE Contributor:

Englert, Christoph and Bertrams, Alexander Gregor

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

ISSN:

2398-5941

Publisher:

Ubiquity Press

Language:

English

Submitter:

Alexander Gregor Bertrams-Pencik

Date Deposited:

24 Jan 2019 14:47

Last Modified:

24 Jan 2019 14:47

Publisher DOI:

10.5334/hpb.11

BORIS DOI:

10.7892/boris.122964

URI:

https://boris.unibe.ch/id/eprint/122964

Actions (login required)

Edit item Edit item
Provide Feedback