Cieslak Roman, Benight Charles C, Rogala Anna, Smoktunowicz Ewelina, Kowalska Martyna, Zukowska Katarzyna, Yeager Carolyn, Luszczynska Aleksandra
Department of Psychology, SWPS University of Social Sciences and Humanities, WarsawPoland; Trauma Health and Hazards Center, Department of Psychology, University of Colorado Colorado Springs, Colorado Springs, COUSA.
Trauma Health and Hazards Center, Department of Psychology, University of Colorado Colorado Springs, Colorado Springs, CO USA.
Front Psychol. 2016 Jul 4;7:1009. doi: 10.3389/fpsyg.2016.01009. eCollection 2016.
Although the evidence for the associations among self-efficacy, secondary traumatic stress (STS) and secondary posttraumatic growth (SPTG) is mounting, there is a lack of the experimental evidence for the influence of self-efficacy on positive and negative mental health outcomes among professionals indirectly exposed to trauma.
This study investigated the effects of an internet-based self-efficacy intervention (the experimental condition), compared to an education (the active control condition) on STS and SPTG among workers exposed to traumatic events indirectly, through their clients. We hypothesized that the group assignment (experimental vs. control) would affect STS and SPTG indirectly, with a mediating role of self-efficacy beliefs.
Participants were 168 health and human services professionals (78% women), exposed indirectly to a traumatic event at work. They were randomly assigned to either a 4-session internet-based self-efficacy intervention (n = 87) or an education control group (n = 81) which received information about coping resources and consequences of stressors at work or at home. STS, SPTG, and self-efficacy were measured at the baseline (Time 1), 1-month follow-up (Time 2) and 2-month follow-up (Time 3).
Analysis of covariance showed that the group assignment had a significant effect on STS (Time 2) and self-efficacy (Time 2), with lower STS and higher self-efficacy reported by the self-efficacy intervention participants. Compared to the experimental group, the active control (education) group participants reported higher SPTG at Time 2. Mediation analyses indicated that the group assignment had indirect effects on STS and SPTG at Time 3. Workers who experienced increases in self-efficacy (Time 2) through the intervention were more likely to report lower STS and higher SPTG at Time 3.
Elucidating the mediating processes that explain why an intervention for secondary trauma works is essential in order to develop more effective support systems that promote improved mental health outcomes among health and human services professionals. Prevention programs for workers exposed indirectly to traumatic events may target self-efficacy enhancement and education.
尽管自我效能感、继发性创伤应激（STS）和继发性创伤后成长（SPTG）之间关联的证据越来越多，但对于自我效能感对间接接触创伤的专业人员的积极和消极心理健康结果的影响，仍缺乏实验证据。
本研究调查了基于互联网的自我效能感干预（实验条件）与教育（积极对照条件）相比，对通过客户间接接触创伤事件的工作人员的STS和SPTG的影响。我们假设分组（实验组与对照组）会通过自我效能感信念的中介作用间接影响STS和SPTG。
参与者为168名健康和人类服务专业人员（78%为女性），他们在工作中间接接触了创伤事件。他们被随机分配到为期4节的基于互联网的自我效能感干预组（n = 87）或教育对照组（n = 81），后者接受了关于应对资源以及工作或家庭中压力源后果的信息。在基线（时间1）、1个月随访（时间2）和2个月随访（时间3）时测量STS、SPTG和自我效能感。
协方差分析表明，分组对STS（时间2）和自我效能感（时间2）有显著影响，自我效能感干预组报告的STS较低，自我效能感较高。与实验组相比，积极对照（教育）组参与者在时间2时报告的SPTG较高。中介分析表明，分组在时间3时对STS和SPTG有间接影响。通过干预自我效能感增加（时间2）的工作人员在时间3时更有可能报告较低的STS和较高的SPTG。
为了开发更有效的支持系统，以促进健康和人类服务专业人员改善心理健康结果，阐明解释继发性创伤干预为何有效的中介过程至关重要。针对间接接触创伤事件的工作人员的预防计划可能以增强自我效能感和教育为目标。
