Clusterrandomisierte kontrollierte Untersuchung eines Stressbewältigungs-Trainings in der gymnasialen Oberstufe
Abstract
Zusammenfassung.Fragestellung: Ein Fünftel aller Kinder und Jugendlichen in Deutschland ist von psychischen Auffälligkeiten betroffen, welche mit Beeinträchtigungen von Lebenszufriedenheit und Funktionsniveau einhergehen. Die Entstehung psychischer Probleme steht oft in unmittelbarem Zusammenhang mit hohem Stresserleben. Um der Entwicklung psychischer Symptomkonstellationen entgegenzuwirken, scheint es daher vielversprechend, Kompetenzen zur Stressbewältigung (Coping) zu vermitteln. Ziel der vorliegenden Studie ist die Evaluation eines 3 x 90-minütigen Stressbewältigungs-Trainings für die gymnasiale Oberstufe, Klasse 11. Methodik: In einer clusterrandomisierten kontrollierten Untersuchung wurde geprüft, ob das Präventionsprogramm zu einer Reduktion des Stresserlebens führt. Nebenzielkriterien waren Wissen über Stress und Coping, Copingstrategien, emotionale und Verhaltensauffälligkeiten sowie die gesundheitsbezogene Lebensqualität. 21 Kurse von vier Schulen wurden in die Studie eingeschlossen. Ergebnisse: Die Stichprobe umfasste 286 Jugendliche (58.25 % Mädchen; mittleres Alter 16.58 ± 0.65 Jahre). Die Veränderung des Stresserlebens zwischen Prä- und Post-Erhebung unterschied sich nicht signifikant zwischen der Interventions- und der Kontrollgruppe. Im Bereich der Nebenzielkriterien zeigte sich ein signifikanter Wissenszuwachs, jedoch keine weiteren Effekte. Eine explorative Moderatoranalyse lässt einen positiven Zusammenhang zwischen Höhe der Stressbelastung und Trainingswirksamkeit erkennen. Schlussfolgerungen: Die Erkenntnisse stellen infrage, ob die universelle Prävention von Stress für die Zielgruppe geeignet ist. Künftige Studien sollten u. a. auch das Potenzial indizierter Programme in Bezug auf Stress untersuchen.
Abstract.Objective: One fifth of German adolescents show elevated levels of mental health problems. The development of mental health problems is often closely related to experiences of stress. Hence, fostering competences in coping with stress offers an approach for counteracting the development of psychological problems. The aim of the present study is to test a stress management training of 3 x 90 minutes in a German high school, 11th grade. Method: A cluster-randomized, controlled design was used. The primary outcome was stress. Secondary outcome criteria were knowledge about stress, coping behaviour, emotional and behavioural problems as well as health-related quality of life. Students from twenty-one courses from four schools participated in the study. Results: The sample comprised 286 students (58.25 % girls; mean age 16.58 ± 0.65). Changes in stress levels from pre- to post-evaluation did not differ significantly between intervention and control group. With regard to secondary criteria, apart from a significant increase in knowledge no further effects were observed. An exploratory moderation analysis hints at a positive association between baseline levels of stress and effectiveness of the training. Conclusions: The results question whether the universal application of a brief cognitive behavioural intervention is appropriate to prevent stress in this population. Future research should, inter alia, investigate the potential of indicated prevention regarding stress.
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