School-Based Stress Management Training for Adolescents: Longitudinal Results from an Experimental Study

Autor/inn/en	Hampel, Petra; Meier, Manuela; Kummel, Ursula
Titel	School-Based Stress Management Training for Adolescents: Longitudinal Results from an Experimental Study
Quelle	In: Journal of Youth and Adolescence, 37 (2008) 8, S.1009-1024 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-007-9204-4
Schlagwörter	Stress Management; School Activities; Adolescents; Program Effectiveness; Age Differences; Gender Differences; Self Efficacy; Coping; Anxiety; Experimental Groups; Control Groups; Intervention; Longitudinal Studies; Individual Development + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Bewältigung; Angst; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individuelle Entwicklung
Abstract	This study aimed to investigate the effectiveness of a school-based universal preventive stress management training program for early and middle adolescents in comparison with a no-treatment control group. The study examined the intervention effects of age (early versus middle adolescents) and gender on perceived stress, interpersonal coping, and self-efficacy prior, immediately after as well as 3 months after the intervention. Three hundred and twenty adolescents (ages 10-14 years) participated in the study. Whereas both experimental conditions did not differ substantially in baseline scores, the experimental group scored higher on perceived self-efficacy compared to the control group at the follow-up assessment. Additionally, the experimental group showed less perceived stress and more adaptive coping at the post and follow-up assessment. Age-dependent intervention effects suggested that early adolescents primarily benefited from the treatment. Although the effects must be replicated using a randomized design, the current findings reveal that the program does strengthen important protective factors for the psychosocial development of adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10