A Social Cognitive Approach to Improving Stress and Anxiety Management Among Student Pharmacists

Abstract

Objective

To evaluate the impact of a social cognitive theory (SCT)-based intervention incorporating destructive therapy as a novel approach to assisting student pharmacists in better managing mental health challenges.

Methods

This investigation, conducted during the Spring 2023 semester, utilized a pretest-post-test, control group design to examine the effects of an SCT-based intervention incorporating destructive therapy on perceived stress, general anxiety, situational perception, outcome expectations, and self-efficacy among student pharmacists. The perceived stress scale-10, general anxiety disorder scale-7, and items developed to measure select SCT constructs were used to assess the intervention’s impact. The month-long intervention was delivered to experimental group members (n = 30) and consisted of 3 weekly lunch-and-learn seminars and a 10-minute session of destructive therapy. Learning activities conducted during the intervention were designed to elicit change in the constructs. A random sample of students who opted not to join the intervention served as the control group (n = 32). Comparisons were made between groups for each post-test measure using analysis of covariance, with the corresponding pretest scores as covariate.

Results

Compared with the control group, significant reductions in perceived stress and anxiety levels were observed in the intervention group. Results also indicated improved self-efficacy and situational perception within the intervention group. Significant differences were not observed for outcome expectations.

Conclusion

Results suggest that interventions based on SCT incorporating destructive therapy may reduce stress and anxiety among student pharmacists, help them better recognize stress-inducing situations, and improve confidence in managing stress and anxiety. The role of destructive therapy within traditional behavioral health strategies is elucidated.