Shimazu Akihito, Umanodan Rino, Schaufeli Wilmar B
Department of Psychology, Hiroshima University Graduate School of Education, 1-1-1 Kagamiyama, Higashi-Hiroshima 739-8524, Japan.
Int Arch Occup Environ Health. 2006 Oct;80(1):60-9. doi: 10.1007/s00420-006-0104-9. Epub 2006 Apr 22.
To examine the effects of single-session, small-group stress management program on knowledge about stress, coping skills, and psychological and physical distress.
A total of 300 employees from a company in western Japan were invited to participate in the study. Those who consented to enter the study were assigned to an intervention (n=149) or waiting list control group (n=151). Participants in the intervention group received a small-group stress management program. The program was primarily aimed at increasing knowledge about stress and improving coping skills. To investigate the intervention effect, change scores in outcome variables were calculated by subtracting the scores at pre-intervention from those at post-intervention (8 weeks after the pre-intervention survey). Next, the difference in the scores between groups was examined using analyses of covariance (ANCOVA) with the pre-intervention score as the covariate.
Favorable intervention effects were found on knowledge about stress and on coping skills (P<0.001 and P=0.012, respectively) and adverse effects on psychological distress (P=0.022). However, this adverse effect on psychological distress did not exist among those who initially perceived higher levels of job control.
The single-session stress management program was effective on improving knowledge about stress, and coping skills, where job control moderated the effect of the program on psychological distress.
探讨单次小组压力管理项目对压力知识、应对技巧以及心理和生理困扰的影响。
邀请了日本西部一家公司的300名员工参与研究。同意参与研究的人员被分配到干预组(n = 149)或等待名单对照组(n = 151)。干预组的参与者接受了小组压力管理项目。该项目主要旨在增加压力知识并提高应对技巧。为了调查干预效果,通过用干预后(干预前调查8周后)的分数减去干预前的分数来计算结果变量的变化分数。接下来,以干预前分数作为协变量,使用协方差分析(ANCOVA)来检验组间分数的差异。
在压力知识和应对技巧方面发现了有利的干预效果(分别为P < 0.001和P = 0.012),而在心理困扰方面发现了不利影响(P = 0.022)。然而,在最初认为工作控制水平较高的人群中,这种对心理困扰的不利影响并不存在。
单次压力管理项目在提高压力知识和应对技巧方面是有效的,其中工作控制调节了该项目对心理困扰的影响。