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Autor/inn/enTorregosa, Marivic B.; Ynalvez, Marcus Antonius; Benavides, Maria del Rosario; Chaudhuri, Nandita; Craddock, Christopher
TitelPerceived Stress among Hispanic Young Adults: Impact of the Coping with Work and Family Stress Program
QuelleIn: Journal of American College Health, 71 (2023) 5, S.1342-1347 (7 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0744-8481
DOI10.1080/07448481.2021.1926260
SchlagwörterStress Variables; Violence; Interpersonal Relationship; Young Adults; Evidence Based Practice; Hispanic American Students; Undergraduate Students; Comparative Analysis; Intervention; Coping; Family Relationship; Work Environment; Stress Management; Health Education; Outcomes of Education; Prevention; Acquired Immunodeficiency Syndrome (AIDS); Diseases; Student Attitudes; Gender Differences; Age Differences
AbstractObjective: To examine the effect of an evidence-based curriculum on stress perceptions across time. Participants: Hispanic college students from a Hispanic-serving institution in a U.S. southern border city. Methods: A permuted block design with repeated measures was used. Participants were randomly assigned to treatment and control groups. The treatment group received the Coping with Work and Family Stress ("CWFS") evidence-based curriculum while the control group did not receive any programming. Data were collected from both the groups at baseline, exit, and at 3-month follow-up. Results: Stress reduction was observed among program participants however an unintended negative consequence of the intervention was found among those who experience intimate partner violence. Conclusion: The "CWFS" evidence-based intervention may be appropriate to use in reducing general types of stress but perhaps not stress resulting from intimate partner violence. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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