Effects of stress inoculation training on anxiety, stress, and academic performance among adolescents.

Abstract

The effectiveness of a preventive stress inoculation program for adolescents that consists of a blend of progressive muscle relaxation, cognitive restructuring, and assertiveness training was examined. Trainees were compared with an empirically derived control group on measures of anxiety, stress, and academic performance. Compared with controls, the training program participants showed significantly greater improvements on self-report measures of trait anxiety and stress-related symptoms at posttest. These improvements were maintained at a 4-week follow-up assessment. There were no significant differences between the two groups in academic achievement at either posttest or follow-up.

Teaching Mindfulness to Middle School Students and Homeless Youth in School Classrooms

“…Karpe, Kumaraiah, Mishra, and Sheshadri (1994) conducted another study in which adolescent boys ages 13 to 16 experienced a large drop in number of angry outbursts and levels of stress. Kiselica, Baker, Thomas, and Reedy (1994) used SIT with 9th grade male and female students. Compared to the control group, the participants receiving SIT had significantly better outcomes for anxiety and stress-related symptoms at post test and 4 week follow-up.…”

A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

“…Such stressful life events have been shown to be related to lowered academic performance (Kiselica, Baker, Thomas, & Reedy, 1994;cited in Napoli, Krech, & Holley, 2005). Research examining the effects of stress reduction programmes in schools from the 1980s and 1990s, has already indicated improvements in academic performance, self-esteem, mood, concentration, and behaviour (Dendato & Deiner, 1986;Kiselica, Baker, Thomas, & Reedy, 1994). Rather than propose mindfulness as a 'fix-it' for these stressful events, this research points to the possibilities of mindfulness supporting positive well-being development for all children.…”

Dealing with a ‘hidden stressor’: emotional disclosure as a coping strategy to overcome the negative effects of motive incongruence on health

“…Dormann & Zapf, 2004;Story & Repetti, 2006), worrying about one's fi nancial situation and health (Grulke et al, 2006), time pressure (Roxburgh, 2004) and life transitions stressors (e.g. adjustment to college, residential independence; Kiselica, Baker, Thomas, & Reedy, 1994;Lee & Gramotnev, 2007) has negative effects on subjective and physiological wellbeing.…”