Brief Relaxation Training for the Prevention of Stress-Related Difficulties: A Pilot Study

IF 1.3 Q2 Social Sciences

International Quarterly of Community Health Education Pub Date : 2020-04-01 DOI:10.1177/0272684X19873787

Y. Okado, Desiree De Pace, Emily Ewing, C. Rowley

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引用次数: 2

Abstract

The present study piloted a brief, single-session behavioral intervention to prevent stress-related illnesses in college students. Participants were recruited at a large public university (N = 213). A total of 132 participants completed in-person research sessions and were randomly assigned to one of three conditions (two control and one intervention), and another 81 participants completed measures online (online control) without any face-to-face contact. The intervention consisted of brief, one-on-one diaphragmatic breathing training, delivered by trained research assistants. Data were collected at baseline and 2-week follow-up. Participants receiving the intervention provided positive ratings of intervention acceptability and reported utilizing diaphragmatic breathing during the 2-week period. They also reported significant improvements in perceived stress, anxiety, and depressive symptoms. When compared with the control conditions, however, the Intervention condition produced superior improvement in depressive symptoms only. Results suggest that diaphragmatic breathing training can be offered by trained peers to college students to help reduce stress-related symptoms.

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预防压力相关困难的短暂放松训练：一项初步研究

本研究在大学生中试行了一种简短的单次行为干预，以预防与压力相关的疾病。参与者是在一所大型公立大学招募的（N = 213）。共有132名参与者完成了面对面研究，并被随机分配到三种情况中的一种（两种对照和一种干预），另有81名参与者在没有任何面对面接触的情况下在线完成了测量（在线对照）。干预措施包括由受过训练的研究助理进行的简短的一对一膈肌呼吸训练。在基线和2周随访时收集数据。接受干预的参与者提供了干预可接受性的积极评级，并报告在2周内使用了膈肌呼吸。他们还报告了感知压力、焦虑和抑郁症状的显著改善。然而，与对照条件相比，干预条件仅在抑郁症状方面产生了卓越的改善。研究结果表明，受过训练的同龄人可以向大学生提供膈肌呼吸训练，以帮助减少与压力相关的症状。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Quarterly of Community Health Education PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-

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期刊介绍： The International Quarterly of Community Health Education is committed to publishing applied research, policy and case studies dealing with community health education and its relationship to social change. Since 1981, this rigorously peer-referred Journal has contained a wide selection of material in readable style and format by contributors who are not only authorities in their field, but can also write with vigor, clarity, and occasionally with humor. Since its introduction the Journal has considered all manuscripts, especially encouraging stimulating articles which manage to combine maximum readability with scholarly standards.

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