Field study: A brief cognitive-behavioral stress management program for secondary school teachers
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- Leung Sharron SK
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong
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- Chiang Vico CL
- School of Nursing, The Hong Kong Polytechnic University
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- Chui YY
- Nursing School, Hong Kong Baptist Hospital
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- Mak YW
- School of Nursing, The Hong Kong Polytechnic University
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- Wong Daniel FK
- Department of Applied Social Studies, City University of Hong Kong
書誌事項
- タイトル別名
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- A Brief Cognitive-behavioral Stress Management Program for Secondary School Teachers
- A Brief Cognitive‐behavioral Stress Management Program for Secondary School Teachers
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Objective: This study aimed to assess the efficacy of a brief cognitive-behavioral program that was designed to reduce the work-related stress levels of secondary school teachers. Methods: A quasi-experimental design was used to compare the intervention groups with the wait-list control groups. Seventy teachers from the intervention groups and 54 from the control groups completed a set of validated scales at the baseline and 3-4 wk later. The scales included the Depression Anxiety Stress Scale, the Dysfunctional Attitude Scale-Form A, the Health-Promoting Lifestyle Profile II, and the Occupational Stress Inventory Revised Edition. Results: After controlling for the baseline measures, the intervention groups had significantly lower role stress, personal strain and overall work-related stress 3-4 wk after the baseline measurements. The intervention groups also had significantly higher stress management behaviors, and less general stress and dysfunctional thoughts than the control groups (all p≤0.05). The levels of dysfunctional thoughts and stress management behaviors significantly predicted general stress after intervention and personal resource deficits. The level of dysfunctional thoughts also predicted the personal strain of work-related stresses (all p<0.05). Conclusions: The brief program reported in this study was efficacious in reducing the work-related stress of secondary teachers. Teachers experienced less work-related stress after the program, and they reported reduced dysfunctional thoughts and enhanced stress management behaviors. This program may be considered as an initial strategy for teachers to develop skills to cope with their work-related stress in the short term and could be incorporated with other strategies to achieve longer-term effects.<br>
収録刊行物
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- journal of Occupational Health
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journal of Occupational Health 53 (1), 23-35, 2011
公益社団法人 日本産業衛生学会
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詳細情報 詳細情報について
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- CRID
- 1390001204456615424
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- NII論文ID
- 10027417204
- 130004447525
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- NII書誌ID
- AA11090645
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- ISSN
- 13489585
- 13419145
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- NDL書誌ID
- 10958705
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- 本文言語コード
- en
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- データソース種別
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- JaLC
- NDL
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- CiNii Articles
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- 使用不可