Effects of a school‐based stress prevention programme on adolescents in different phases of behavioural change

Vierhaus, Marc; Maass, Asja; Fridrici, Mirko; Lohaus, Arnold

doi:10.1080/01443411003724624

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…The data of this study were reanalysed to examine whether the assumptions of the Transtheoretical Model (TTM; Prochaska & Velicer 1997;Velicer, Prochaska, Fava, Norman & Redding 1998) may be useful in evaluating the effectiveness of a stress prevention program in adolescence to promote appropriate coping behaviour (Vierhaus, Maass, Fridrici & Lohaus 2010). The TTM assumes a movement through a series of phases in the adoption or cessation of behaviour patterns (precontemplation, contemplation, preparation, action and maintenance).…”

Section: Effects Of An Optimized Training Versionmentioning

confidence: 99%

Stress prevention in adolescence: evaluation of a multimodal training approach

Lohaus

2010

J Public Health

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Subject and Aims. This paper reports on the development and evaluation of a stress prevention program for adolescents of grades 8 and 9. The program is based on the problem-solving approach and was developed on the basis of several evaluation studies. It consists of eight weekly training sessions with durations of 90 minutes each and is accompanied by an e-learning platform.Evaluation Studies. The first section of the paper reports on a preceding demand analysis and the initial development and evaluation of the stress prevention program. The second section summarizes the results of providing an additional e-learning platform. Eight online-lessons were designed in correspondence to the training sessions of the face-to-face intervention. The last section of the paper focuses on the results of an evaluation of an optimized training version including the successful elements of the face-to-face and the elearning platform. Results and Conclusion.The results of the final evaluation study showed clear knowledge and self-efficacy improvement and reduction of stress symptoms. Moreover, the training led to positive assessments by most adolescents. Possible actions in contributing to an increase of the training effects beyond those already apparent in the current evaluation studies are discussed additionally.

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Section: Effects Of An Optimized Training Versionmentioning

confidence: 99%

Stress prevention in adolescence: evaluation of a multimodal training approach

Lohaus

2010

J Public Health

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“…Our findings also supplement extant literature that offers mixed evidence for stress management training in the classroom. While some studies have endorsed effectiveness of practicing stress management in the classroom (e.g., Foret et al, 2012;Kanji et al, 2006;Nair & Meera, 2014), others (e.g., Hashim & Zainol, 2015;Vierhaus et al, 2010) claimed otherwise. Plausible explanations for the present results are discussed ahead by examining the two fundamental intervention techniques at the heart of this study, i.e.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, many interventions in this area have also exhibited little or no effectiveness. Vierhaus et al (2010) demonstrated the limited effectiveness of a school based stress prevention program among German adolescents. They found that the intervention effects were not stable once the program ended.…”

Section: Stress Management and Gratitude Journaling Interventionsmentioning

confidence: 99%

Stress management training and gratitude journaling in the classroom: an initial investigation in Indian context

Khanna

Singh

2021

Curr Psychol

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Stress and allied difficulties are pervasive among school students in present times. This concern is further magnified in the Indian context with the large represention of young people in the population and limited resources to match. The present study aimed to evaluate the impact of a classroom based stress management training and gratitude journaling intervention (Flinchbaugh et al., 2012) among Indian adolescents. The intervention curriculum was adapted to suit the study context. A total of 238 students (57% males) from Grades 7-9 participated in this study. Participants were recruited from two schools, and their age ranged from 11 to 14 years. In each participating school, students were randomised at the classroom level into three intervention groups (Stress Management Training, Gratitude Journaling, combination of both), and one control group. Using a pre-testpost-test design, intervention impact on measures of well-being, life satisfaction, perceived stress, meaning, and engagement in the classroom was evaluated. Results suggested limited effectiveness of stress management training and gratitude journaling among participants in the present context. Plausible explanations for these findings are discussed. The study emphasizes the need for customised interventions to obtain optimal outcomes among diverse populations.

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“…In addition, the results extend the literature by providing initial evidence that supports the application of the processes of change to stress management in Korean college students. Studies applying processes of change in stress management have been reported from other countries such as United States [2], Japan [6], mainland China [1], and Germany [15], but it had been unknown as to whether this construct would be applicable to the South Korean population. Hence, this extension is important.…”

Section: Discussionmentioning

confidence: 99%

Development of a Korean Version of Pro-Change’s Processes of Change Measure for Effective Stress Management

Deng¹,

Tsuda²,

Horiuchi³

et al. 2014

JSS

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This study aimed to develop a Korean version of Pro-change's processes of change measure for effective stress management (PPSM). Effective stress management refers to any form of healthy activity practiced at least 20 min per day to manage stress. PPSM includes 30 items and consists of two higher-order and ten first-order factors. It measures the covert and overt strategies that individuals use to initiate and maintain effective stress management, namely the processes of change. The participants included 542 Korean college students. The Korean version of PPSM was found to consist of two higher-order and ten first-order factors, which was consistent with the original PPSM. Reliability was examined in terms of internal consistency. Cronbach's alpha coefficients ranged from 0.41 to 0.83, which was largely compatible to those of the original, Japanese, and Chinese PPSM. The Korean PPSM version was validated against the stages of change for effective stress management. The differences in the scores of the processes of change were largely consistent with those of previous studies.

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Effects of a school‐based stress prevention programme on adolescents in different phases of behavioural change

Cited by 8 publications

References 21 publications

Stress prevention in adolescence: evaluation of a multimodal training approach

Stress prevention in adolescence: evaluation of a multimodal training approach

Stress management training and gratitude journaling in the classroom: an initial investigation in Indian context

Development of a Korean Version of Pro-Change’s Processes of Change Measure for Effective Stress Management

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