STRESS MANAGEMENT TRAINING: A COMPARISON BETWEEN COGNITIVE AND BEHAVIORAL METHODS

GLEN RONALD SHULL, Purdue University

Abstract

This study sought to compare the efficacy of two different stress management training approaches. A stress management training program was done using university faculty, staff, and students, as well as members of the local community as subjects (Ss). The study consisted of three groups: (1) Cognitive stress management training, n = 13; (2) behavioral stress management training, N = 13; (3) no treatment waiting list controls who were later offered treatment, n = 18. The 44 Ss were respondents to advertisements on campus and in the community for stress management training. They were randomly assigned to one of the three groups. The Life Experiences Survey (LES), the State-Trait Anxiety Inventory (STAI), Pulse rate (PR), blood pressure (BP), and subjective stress rating (SSR), were used as dependent measures to evaluate the treatment results. During pre- and post-testing the Ss wrote on a 3 x 5 card about two situations they found stressful. Then they were instructed to use imagery to recall details of one situation and role play the other. The imagery and role play were considered stress provocations. The two treatment groups participated in four group training sessions of two hours each over a four week period. The data were analyzed using the pretest scores as covariates in analysis of covariance of each respective dependent variable. Results showed no significant difference between any of the groups; consequently, none of the experimental hypotheses were supported except the one that suggested there would be no change in trait anxiety on the STAI. The short time of four weeks, the variety of stressors dealt with during the sessions, and other factors are discussed as possible reasons for the disappointing results. Replication of the experiment seems warranted. Great interest was expressed by the Ss via spontaneous feedback. A longer treatment period and a limitation to a few stress areas for each S could enhance the experimental effect. A fourth group combining the two approaches could also add significantly to the field of stress management research.

Degree

Ph.D.

Subject Area

Academic guidance counseling

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