A comparison of two approaches to anxiety management for teachers

Sharp, Jane J.; Forman, Susan G.

doi:10.1016/s0005-7894(85)80004-6

Cited by 39 publications

(38 citation statements)

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“…Two other studies compared stress inoculation training that incorporated primarily the cognitive-behavioral approach to other interventions and control. One compared classroom management skills training in four weeks 14) and the other compared a coworker support intervention in six weeks 15) . Sharp and Forum 14) found that both the stress inoculation training and classroom management skills training were more effective at reducing general anxiety and teaching anxiety for participants in an experimental group than in the control (n=30 per group).…”

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“…One compared classroom management skills training in four weeks 14) and the other compared a coworker support intervention in six weeks 15) . Sharp and Forum 14) found that both the stress inoculation training and classroom management skills training were more effective at reducing general anxiety and teaching anxiety for participants in an experimental group than in the control (n=30 per group). Cecil and Forum 15) found that stress inoculation training (n=17), but not co-worker support (n=17), was effective at reducing teachers' selfreported stress level.…”

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“…Cecil and Forum 15) found that stress inoculation training (n=17), but not co-worker support (n=17), was effective at reducing teachers' selfreported stress level. Although Richardson and Rothstein reviewed studies published through 2006, only these four studies [12][13][14][15] targeted teachers and all of them were reported two decades ago, having taken place between 1985 and 1990. Only two studies 14,15) reported details of the use of the cognitive-behavioral approach in an intervention, and one 14) assessed anxiety rather than stress as the outcome measure.…”

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confidence: 99%

“…Although Richardson and Rothstein reviewed studies published through 2006, only these four studies [12][13][14][15] targeted teachers and all of them were reported two decades ago, having taken place between 1985 and 1990. Only two studies 14,15) reported details of the use of the cognitive-behavioral approach in an intervention, and one 14) assessed anxiety rather than stress as the outcome measure. The sample sizes of these studies were relatively small, ranging from 21 to 60 with only seven to 30 participants per experimental or control group, and none of these four studies were conducted with Chinese populations.…”

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A Brief Cognitive‐behavioral Stress Management Program for Secondary School Teachers

Leung

Chiang

Chui

et al. 2011

Journal of Occupational Health

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This study aimed to assess the efficacy of a brief cognitivebehavioral program that was designed to reduce the work-related stress levels of secondary school teachers. Methods: A quasi-experimental design was used to compare the intervention groups with the wait-list control groups. Seventy teachers from the intervention groups and 54 from the control groups completed a set of validated scales at the baseline and 3-4 wk later. The scales included the Depression Anxiety Stress Scale, the Dysfunctional Attitude Scale-Form A, the HealthPromoting Lifestyle Profile II, and the Occupational Stress Inventory Revised Edition. Results: After controlling for the baseline measures, the intervention groups had significantly lower role stress, personal strain and overall work-related stress 3-4 wk after the baseline measurements. The intervention groups also had significantly higher stress management behaviors, and less general stress and dysfunctional thoughts than the control groups (all p≤0.05). The levels of dysfunctional thoughts and stress management behaviors significantly predicted general stress after intervention and personal resource deficits. The level of dysfunctional thoughts also predicted the personal strain of work-related stresses (all p<0.05). Conclusions: The brief program reported in this study was efficacious in reducing the work-related stress of secondary teachers. Teachers experienced less work-related stress after the program, and they reported reduced dysfunctional thoughts and enhanced stress management behaviors. This program may be considered as an initial strategy for teachers to develop skills to cope with their work-related stress in the short term and could be incorporated with other strategies to achieve longer-term effects. (J Occup Health 2011; 53: 23-35)

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A Brief Cognitive‐behavioral Stress Management Program for Secondary School Teachers

Leung

Chiang

Chui

et al. 2011

Journal of Occupational Health

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“…In studies involving teachers 23) and nurses 24) , it was reported that anxiety was reduced through the use of SIT. In the one study involving insurance company employees 25) , it was reported that SIT improved subjects' coping ability, although no changes were observed in psychological health.…”

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confidence: 99%