The effectiveness of a new, coping flexibility intervention as compared with a cognitive-behavioural intervention in managing work stress
The effectiveness of a new, coping flexibility intervention as compared with a cognitive-behavioural intervention in managing work stress
复制标题
DOI：
10.1080/02678373.2012.710369
复制
发表时间：
2012-01-01
期刊：
影响因子：
6.1
通讯作者：
Chio, Jasmine Hin-man
中科院分区：
文献类型：
--
作者：
Cheng, Cecilia;Kogan, Aleksandr;Chio, Jasmine Hin-man
在典型的压力管理方案中，在职成年人获得各种应对工作压力的技能。除了培养应对技能外，我们还建议加入应对灵活性的“元技能”，这有助于个人认识到不同应激事件的应对要求之间的差异，并促进使用适当的技能来处理这些事件的具体需求。我们的研究通过比较一种新的应对灵活性干预和一种普遍采用的认知行为干预在减少抑郁方面的有效性来测试这一建议。我们随机将161名健康的中国职场成年人(男性55人，女性106人，年龄32岁)随机分为三组：(1)参加应对灵活性干预，以获得应对技能和应对灵活性；(2)参加认知行为干预，仅获得应对技能；(3)等待研究完成后接受干预。参与者在四个月后接受了跟踪调查。那些参加了应对灵活性干预的人报告说，应对灵活性水平的增加最大，这种增加对应于干预后立即和四个月后抑郁的减少。这些结果表明，教育个体调整他们的应对策略以适应压力情境的具体要求是有价值的。
In typical stress management programmes, working adults acquire various coping skills for managing work stress. In addition to building coping skills, we propose the inclusion of a "meta skill" of coping flexibility, which helps individuals to recognize the distinctions among the coping requirements of diverse stressful events and to facilitate employment of appropriate skills for handling the specific demands of those events. Our study tested this proposal by comparing the efficacy of a new coping flexibility intervention with that of a commonly adopted cognitive-behavioural intervention in reducing depression. We randomly assigned 161 healthy Chinese working adults (55 men, 106 women, M-age = 32 years) to (1) attend a coping flexibility intervention for acquiring both coping skills and coping flexibility, (2) attend a cognitive-behavioural intervention for acquiring coping skills only, or (3) a waiting list to receive an intervention after the study had been completed. Participants were followed up four months later. Those who had attended the coping flexibility intervention reported the largest increase in levels of coping flexibility, and such an increase corresponded to a reduction in depression immediately and four months after the intervention. These results indicate the value of teaching individuals to adapt their coping strategies to specific requirements of stressful situations.