Stanton H E
Int J Clin Exp Hypn. 1989 Apr;37(2):95-9. doi: 10.1080/00207148908410538.
It has been suggested that teacher stress might be reduced through cognitive restructuring which is aimed at improving the rationality of their thinking. To test this hypothesis, 40 high school teachers were paired on their level of reasonable thinking, operationalized in terms of scores on the Teacher Idea Inventory (Bernard, Joyce, & Rosewarne, 1983), and allocated at random to one of 2 groups. They also completed the Face Valid Stress Test. The experimental group participated in 4 weekly treatment sessions involving a hypnotic induction and suggestions derived from key elements of Rational-Emotive Therapy. These focused on the reduction of what Ellis (Ellis & Grieger, 1977), the originator of this treatment, calls "irrational thinking." The control group spent the same amount of time discussing stress reduction methods. Both the Face Valid Stress Test and the Teacher Idea Inventory were re-administered at the end of this period and again 12 months after conclusion of the experiment. Results indicated that both the experimental and control groups significantly reduced their levels of irrational thinking and stress, although the former's improvement was more marked, particularly at the 12-month follow-up.
有人提出，通过旨在提高教师思维合理性的认知重构，可能会减轻教师的压力。为了验证这一假设，根据教师观念量表（伯纳德、乔伊斯和罗斯沃恩，1983年）的得分，将40名高中教师按合理思维水平配对，并随机分配到两个组中的一组。他们还完成了表面效度压力测试。实验组参加了为期四周的治疗课程，包括催眠诱导和源自理性情绪疗法关键要素的建议。这些建议集中于减少该疗法的创始人埃利斯（埃利斯和格里格，1977年）所说的“非理性思维”。对照组花同样多的时间讨论减压方法。在这段时间结束时以及实验结束12个月后，再次进行表面效度压力测试和教师观念量表测试。结果表明，实验组和对照组的非理性思维水平和压力都显著降低，尽管前者的改善更为明显，尤其是在12个月的随访中。
