Stress management training for dental students

1984 ◽  
Vol 48 (4) ◽  
pp. 196-202 ◽  
Author(s):  
DA Tisdelle ◽  
DJ Hansen ◽  
JS St Lawrence ◽  
JC Brown
Keyword(s):  
Stress Management ◽  
Management Training ◽  
Dental Students ◽  
Stress Management Training

Stress Management and Air Traffic Control Trainees: Development and Evaluation of a New Training Course

2020 ◽  
Vol 64 (1) ◽  
pp. 1155-1159
Author(s):  
Jamie D. Barrett ◽  
Brett Torrence ◽  
Michelle Bryant ◽  
Linda Pierce ◽  
Julia Buck
Keyword(s):  
Stress Management ◽  
Traffic Control ◽  
Management Training ◽  
Federal Aviation Administration ◽  
Air Traffic ◽  
Medical Institute ◽  
Stress Management Training ◽  
Air Traffic Controllers ◽  
Aerospace Medical ◽  
And Performance

The primary mission of the Federal Aviation Administration (FAA) is to maintain the safety of the National Airspace System (NAS). As part of this mission, the FAA is tasked with ensuring that future air traffic controllers are adequately trained to perform the high-risk job of directing air traffic. The FAA Academy curriculum for newly hired controllers involves 3-4 months of intensive lessons and performance assessments. It has been suggested that this training program is quite stressful, and successful trainees tend to be those who can better manage stress. To support ATC trainees, researchers at the Civil Aerospace Medical Institute (CAMI) have conducted operational research to develop and evaluate a stress management training to help trainees manage their stress during training at the FAA Academy.

Efficacy of a Communication and Stress Management Training on Medical Residents’ Self-efficacy, Stress to Communicate and Burnout

2010 ◽  
Vol 15 (7) ◽  
pp. 1075-1081 ◽  
Author(s):  
Isabelle Bragard ◽  
Anne-Marie Etienne ◽  
Isabelle Merckaert ◽  
Yves Libert ◽  
Darius Razavi
Keyword(s):  
Stress Management ◽  
Self Efficacy ◽  
Management Training ◽  
Medical Residents ◽  
Stress Management Training

scholarly journals The Effectiveness of Group Training of CBT-Based Stress Management on Anxiety, Psychological Hardiness and General Self-Efficacy Among University Students

2015 ◽  
Vol 8 (6) ◽  
pp. 47 ◽  
Author(s):  
Hamdam Molla Jafar ◽  
Seddigheh Salabifard ◽  
Seyedeh Maryam Mousavi ◽  
Zahra Sobhani
Keyword(s):  
University Students ◽  
Stress Management ◽  
Self Efficacy ◽  
Management Training ◽  
Sensitive Period ◽  
Control Group ◽  
Stress Management Training ◽  
Psychological Hardiness ◽  
General Self Efficacy ◽  
Experimental Group

<p><strong>BACKGROUND: </strong>Admission to university is a very sensitive period of life for efficient, active, and young workforces in any country, and it is mostly associated with many changes in social and human relationships. These changes lead to anxiety in students. Moreover, humans need certain functions in order to adaptively deal with different life situations and challenges. By training stress management, these functions can help human acquire the required abilities.</p> <p><strong>OBJECTIVE:</strong> The present study was aimed at investigating the effectiveness of stress management training in anxiety, psychological hardiness, and general self-efficacy among university students.</p> <p><strong>METHOD:</strong> The study was a quasi-experimental intervention (pretest-posttest-follow-up) including a control group, it was a fundamental applied study. The statistical population consisted of all students of Islamic Azad University, Karaj, Iran. Convenient sampling was employed to select 30 students who were divided into an experimental group (n=15) and a control group (n=15). Before stress management training, both groups filled out Beck Anxiety Inventory, Long and Goulet scale of psychological hardiness, and General Self-efficacy Scale (GSE-10). Afterwards, the experimental group was provided with stress management training. And after the experiment, the abovementioned questionnaires and scales were responded by the two groups. Finally the collected data were analyzed and compared using one-way MANOVA.</p> <p><strong>RESULTS:</strong> The results of MANOVA indicated that there was a significant difference between the two groups in terms of anxiety, hardiness, and general self-efficacy (p&lt;0.001).</p> <p><strong>CONCLUSION:</strong> According to the results of the present study and those of previous investigations that are in agreement with those of the present study, it can be concluded that stress management among university students cause anxiety to drop; moreover, it enhances their psychological hardiness and self-efficacy. In regard with the role and importance of stress management, training this skill should be included in educational plans of university.</p>

scholarly journals Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

2021 ◽  
Vol 06 (04) ◽  
pp. 1-1
Author(s):  
Brandis M. Ansley ◽  
◽  
Meagan A. Wander ◽  
Keyword(s):  
Stress Management ◽  
Comparison Group ◽  
Secondary Trauma ◽  
Intervention Group ◽  
Self Care ◽  
Management Training ◽  
Medium Effects ◽  
Post Intervention ◽  
Stress Management Training ◽  
Quasi Experimental

Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators’ job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE’s feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-medium effects for increased cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study’s results support arguments for including stress management training during pre-service teaching internships.

Sign in / Sign up

Export Citation Format

Share Document