An Academic Approach to Stress Management for College Students in a Conventional Classroom Setting.

Autor/inn/en	Carnahan, Robert E.; und weitere
Titel	An Academic Approach to Stress Management for College Students in a Conventional Classroom Setting.
Quelle	(1981), (34 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Anxiety; Behavior Modification; Biofeedback; Classroom Techniques; Cognitive Processes; College Students; Coping; Higher Education; Instructional Innovation; Maturity (Individuals); Psychological Patterns; Relaxation Training; Self Control; Stress Management; Stress Variables; Visualization; Well Being + Suchen Sie Ihr Suchwort? Angst; Behaviour modification; Verhaltensänderung; Klassenführung; Cognitive process; Kognitiver Prozess; Collegestudent; Bewältigung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Reifung; Entspannungstraining; Selbstbeherrschung; Stressmanagement; Stressbewältigung; Visualisation; Visualisierung; Well-being; Wellness; Wohlbefinden
Abstract	Since the identification of stress and the relationship of individual stress responses to physical and mental health, medical and behavioral professionals have been training individuals in coping strategies. To investigate the possibility of teaching cognitive coping skills to a nonclinical population in an academic setting, 41 college students (19 males and 22 females), aged 17-56 (M=21.6), participated in an undergraduate course on stress identification and management. Classes met in three weekly 75 minute sessions over 10 weeks. Interdisciplinary instruction included lectures, discussions, workshops, and practice sessions on relaxation strategies, e.g., reducing muscle tension, Ready Relaxation Response, autogenic temperature training, and imagery. The Symptom Evaluation Survey (SES), State-Trait Anxiety Inventory (STAI), A-State and A-Trait scales, and Beck's Depression Inventory (BDI) were used to assess pre- and post-stress levels in the students. An analysis of the results showed overall stress reduction for the total sample and for females in particular. "Old" students (age 21 and over) showed more stress reduction than their "young" counterparts. Results indicate that non-clinical populations can benefit from an academic approach to stress management in a conventional classroom setting. (BL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01