Effects Of Stress Inoculation Training Research Articles

Effects of stress inoculation training on anxiety, stress, and academic performance among adolescents.

Effects of stress inoculation training on anxiety, stress, and academic performance among adolescents.

The Effects of Stress Inoculation Training and Skills Training on the Treatment of Speech Anxiety

Stress Inoculation Training (SIT), Skills Training and Combination Training were compared to a control condition in the treatment of public speaking anxiety. Speech anxious university students were randomly assigned to one of four groups. Anxiety was measured by self-reports and a behavioral measure. S's in all conditions ( N = 73) gave a pretreatment and post-treatment speech and at one month follow-up, completed self-report measures. Subjects in all treatments improved between pretreatment and follow-up on the Personal Report of Confidence as a Speaker. However, only those in the Skills group decreased their anxious behavior between pretreatment and post-treatment. Trial effects were found for the Social Avoidance and Distress Scale and the Fear of Negative Evaluation Scale. Implications are discussed.

A stress inoculation training program for adolescents in a high school setting: a multiple baseline approach

This study examined the effectiveness of stress inoculation training with adolescents in a high school setting using a multiple baseline approach. Through this intervention procedure, youths were trained in cognitive restructuring, anxiety management, and problem solving skills. Self-reports of state and trait anxiety were gathered during baseline and each training session. Five of the six youths displayed improvement on state and trait anxiety scores with the initiation of treatment. In addition, significant improvements were noted on pre- to post-assessments of state and trait anxiety and trait anger. Non-significant decreases were evident on self-reports of total, daily, and major negative stress events. No changes occurred on measures of depression, self-esteem, and anger expression. Similar patterns were obtained at a 3 month follow-up.

Effects of stress inoculation training and coworker support groups on teachers' stress

Fifty-four regular classroom teachers were randomly assigned to one of the following three treatment groups: coworker support, stress inoculation training, or no-treatment control. The results indicated that stress inoculation training was effective in reducing teachers' self-reported stress, while the coworker support group was not. However, neither treatment was successful in changing motoric manifestations of anxiety in the classroom.

Stress inoculation training for direct contact staff working with mentally retarded persons

AbstractDirect contact staff must often function as crisis management agents when working with individuals who display agitated‐disruptive behavior. Staff training has focused predominantly on teaching staff specific techniques to be implemented to de‐escalate the client's agitation. Intrapersonal stress, that is, stress experienced by the staff persons as a result of the conflict situation, can be significant and interfere with staff's ability to systematically use the intervention techniques. Our data show effectiveness of stress inoculation training for the intrapersonal stress experienced by staff. Results indicate a decrease in scores on a self‐report Anger Inventory. A workshop evaluation form completed following stress inoculation training showed that the training was positively rated by participants. A follow‐up evaluation three months after training showed that 71% of the staff rated the training as useful in their work with clients. The frequency of the use of emergency restraint following the training was significantly reduced, as compared to use prior to training. Implications of these findings for future research are discussed.

The Effects of Stress Inoculation Training on Gymnastics Performance on the Pommelled Horse. A Case Study

A male gymnast who had represented his country in Olympic gymnastics and had developed a maladaptive mental approach to performing on the pommelled horse in competition was given stress inoculation training in order to help him overcome his difficulties. Preliminary interviews revealed that immediately before competing he became very tense, his arms started to shake and he had doubts about being able to complete his routine. In addition, he was unable to use visualization, a technique which he used for mental preparation on the other five pieces of apparatus in Olympic gymnastics competitions. Further interviews also strongly suggested that the subject had developed an unconscious set of negative self-statements. An intervention programme comprising 12 sessions of training in relaxation, visualization and making positive self-statements was implemented. Recorded interviews and comments made by the subject on completion of the training indicated that the programme had been successful. For many years the subject had experienced problems performing on the pommelled horse and he had frequently suffered falls in competition. Towards the end of the stress management training programme his performance began to improve. He also became more confident and he used his stress coping skills in competition. In the National Championships he was able to relax, visualize his routine and make positive self-statements. Shortly after this competition he successfully completed his routine to a high standard without any falls to win the individual title in the Midlands Regional Championships. In a subsequent international match he again successfully performed his routine to a high standard.

A comparison of two approaches to anxiety management for teachers

The effects of stress inoculation training and classroom management training on teacher anxiety were compared in a study in which 60 teachers were assigned to either of these two treatments or a control group. Dependent measures included self-reported teaching and general anxiety, observations of motoric indicators of anxiety in the classroom, and observations of teachers' verbal classroom behavior. Pretreatment, posttreatment, and 4-week follow-up data were collected. Both stress inoculation, and classroom management training were found to improve teachers' affect and behavior.