Effects of stress management program for teachers in Japan: A pilot study
Effects of stress management program for teachers in Japan: A pilot study
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DOI：
10.1539/joh.45.202
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发表时间：
2003-07-01
影响因子：
3
通讯作者：
Miura, M
中科院分区：
文献类型：
--
作者：
Shimazu, A;Okada, Y;Miura, M
本研究旨在探讨针对教师的压力管理计划对其压力反应、社会支持和应对方式的影响。参与者(n=24)被分配到干预组或等待名单控制组。干预组每隔两周进行一次为期五次的心理教育、小组讨论、角色扮演和放松训练。每组8名参与者回答了干预前和干预后的问卷调查。积极干预对同事的社会支持有显著影响(p=0.035)，消极干预对积极应对有显著影响(p=0.033)。对应激反应(活力、愤怒、疲劳、焦虑、抑郁和躯体应激反应)没有显著影响(p>；0.05)。在干预前调查中最初压力反应得分较高的人群中，积极干预对来自同事的社会支持(p=0.085)和愤怒(p=0.057)的影响略显着(干预和等待名单对照组分别为n=5和n=4)。此外，在最初工作控制得分较高的人(干预组和等待名单控制组分别为4和5)中，积极干预对来自同事的社会支持的影响显著(p=0.021)，对辞职应对的影响不显著(p=0.070)。结果表明，本研究中实施的压力管理计划有助于增加同事的社会支持。这项研究表明，专注于特定群体(例如，那些压力反应较高或工作控制力较高的人)的计划可能在提高应对技能、增加社会支持和减少压力反应方面有效。
The aim of this study was to examine the effects of a stress management program for teachers on their stress responses, social support, and coping. Participants (n=24) were assigned to either an intervention or a waiting list control group. A five-session program, including psychoeducation, group discussion, role-playing and relaxation training, was conducted for the intervention group at two week intervals. Eight participants from each of the groups responded to pre- and post-intervention questionnaire surveys. The positive intervention effect was significant for social support from co-workers (p=0.035), whereas the negative intervention effect was significant for proactive coping (p=0.033). No significant effect was observed for stress responses (vigor, anger, fatigue, anxiety, depression, and somatic stress responses) (p>0.05). The positive intervention effect was marginally significant for social support from co-workers (p=0.085) and anger (p=0.057) among those who at first had high stress response scores in the pre-intervention survey (n=5 and n=4 for the intervention and waiting list control groups, respectively). Furthermore, the positive intervention effect was significant for social support from co-workers (p=0.021) and marginally significant for resignation coping (p=0.070) among those who at first had high job control scores (n=4 and n=5 for the intervention and waiting list control groups, respectively). Results showed that the stress management program conducted in this study contributed to increasing social support from co-workers. This study suggests that a program that focuses on a particular subgroup (e.g., those with high stress responses or high job control) might be effective in enhancing coping skills, increasing social support, and reducing stress responses.