Impact of holistic stress management program on academic stress and well-being of Indian adolescent girls: A randomized controlled trial

A rank ordering and analysis of four cognitive-behavioral stress-management competencies suggests that proactive stress management is especially valuable

The main objective of this study was to determine the relative value of four cognitive-behavioral competencies that have been shown in empirical studies to be associated with effective stress management. Based on a review of relevant psychological literature, we named the competencies as follows: Manages or Reduces Sources of Stress, Manages Thoughts, Plans and Prevents, and Practices Relaxation Techniques. We measured their relative value by examining data obtained from a diverse convenience sample of 18,895 English-speaking participants in 125 countries (65.0% from the U.S. and Canada) who completed a new inventory of stress-management competencies. We assessed their relative value by employing a concurrent study design, which also allowed us to assess the validity of the new instrument. Regression analyses were used to rank order the four competencies according to how well they predicted desirable outcomes. Both regression and factor analyses pointed to the importance of proactive stress-management practices over reactive methods, but we note that the correlational design of our study has no implications for the possible causal effects of these methods. Questionnaire scores were strongly associated with self-reported happiness and also significantly associated with personal success, professional success, and general level of stress. Data were collected between 2007 and 2022, but we found no effect for time. The study supports the value of stress-management training, and it also suggests that moderate levels of stress may not be as beneficial as previously thought.

Deep breathing exercises in easing educational stress among Indian high school students

In this educational landscape, the pervasive issue of stress among higher secondary students has emerged as a serious matter. Acknowledging the challenges posed by educational stress, this research explores holistic and accessible interventions, with a focus on the promising avenue of deep breathing exercises known for their effectiveness in promoting relaxation and reducing stress. The study employs a quasi-experimental design, comparing an experimental group engaged in daily deep breathing exercises with a control group following a regular routine. Sixty higher secondary students in Visnagar participate through purposive sampling, adhering to specific inclusion criteria. The intervention includes a pre-tested questionnaire to assess stress levels, the implementation of daily deep breathing exercises in the experimental group, and a post-intervention stress level reassessment in both groups. The findings reveal a notable reduction in stress levels post-intervention, particularly in the experimental group practicing deep breathing exercises. Statistically significant reductions in mean stress scores underscore the effectiveness of this intervention, with the experimental group demonstrating a significantly lower mean stress score compared to the control group. This study contributes vital insights into stress management strategies for higher secondary students, highlighting the efficacy of incorporating deep breathing exercises into their routine. The observed reductions in stress levels emphasize the potential benefits of practical stress reduction techniques within the educational milieu.

The causal relationship between social support and psychological well-being among undergraduate students in North China

BACKGROUND

Psychological well-being is an important part that undergraduate students and universities cannot neglect as it helps students lead a better study life at the university. Various studies revealed that social support can affect students' psychological well-being. However, the causal relationship between social support and psychological well-being has received little attention in North China. Therefore, the aim of the current study was to analyze the causal relationship between social support and psychological well-being among undergraduate students in North China.

MATERIALS AND METHODS

The survey approach was adopted and conducted with a total of 689 undergraduate students in North China. Data were collected using a reliable questionnaire. Data analysis was performed with descriptive statistics, Pearson's correlation, and structural equation modeling at P < 0.01 significance level using Statistical Package for Social Sciences (SPSS) and Linear Structural Relations (LISREL).

RESULTS

The overall levels of social support and psychological well-being among undergraduate students in North China were high. All observed variables in this study were significantly correlated. The findings also confirmed that the causal relationship between social support and undergraduate students' psychological well-being in North China fitted to the empirical data well (χ² [22, N = 689] = 27.69, χ²/degree of freedom [df] = 1.26, P = 0.19, goodness of fit index [GFI] = 0.99, adjusted goodness of fit index [AGFI] = 0.98, comparative fit index [CFI] = 1.00, standardized root mean square residual [SRMR] = 0.02, root mean square error of approximation [RMSEA] = 0.02).

CONCLUSIONS

Undergraduate students' psychological well-being had been significantly affected by social support in North China. The findings from the current study will be useful for university administrators to develop strategies for the enhancement of undergraduate students' psychological well-being.

Academic stress and associated sociodemographic variables: A study of pre-university students in Karnataka, India

BACKGROUND

Academic stress is a predominant phenomenon among grade 11 and 12 students. The performance in Grade 12 is important for entry to higher education programs in India. The purpose of the study was to assess the magnitude of the perceived academic stress and identify the main stressors and the sociodemographic variables associated with the perceived academic stress among adolescents enrolled in the science stream in coastal Karnataka.

MATERIALS AND METHODS

Upon Institutional Ethical Committee approval, a cross-sectional survey was carried out among pre-university students (science stream) of coastal Karnataka during February-April 2021. The study used Manipal Inventory of Academic Stress (MIAS) scale to collect data on perceived academic stress from 1859 students (response rate 68.3%). Stratified cluster sampling method was used to collect data from the study participants. IBM Statistical Package for the Social Sciences (SPSS) 26.0 was used to analyze the data. Descriptive statistics, unpaired t-test, one-way analysis of variance (ANOVA), and multiple linear regression analyses were used to study the association between academic stress and various demographic variables.

RESULTS

The study revealed that 28% of the Grade 11 students and 26% of the Grade 12 students experienced high or extreme stress. The significant stressors were lack of time for revision, queries from neighbors or relatives, and parental expectations on academic performance. Gender, residence, and the medium of instruction until Grade 10 were associated with academic stress.

CONCLUSION

Measures at the institutional and national levels are necessary to reduce the academic stress in higher secondary education. The integrated curriculum proposed in the National Educational Policy 2020 addresses a few stressors identified in this study.

The effect of training program of health promotion behaviors on geriatric general health components

BACKGROUND:

Increasing in elderly's population and their individual and social problems especially mental health problem in this group need special attention. The aim of this study was evaluation of health promotion behaviors training program efficacy on general health components in elderlies referring to health centers in Isfahan city.

MATERIALS AND METHODS:

This study was a tri phasic field trial in 2014 in which 72 elderlies allocated randomly in two case and control groups. Case group participated in 9 training sessions on stress management and interpersonal relationships and the control group participated in 2 sessions with a neutral discussion content. Data collection tools were demographic information questionnaire and general health questionnaire 28. Pretest, posttest, and 2-month follow-up were performed in two groups. Data were analyzed by t-test, analysis of variance with repeated measurement, least significant difference post hoc test, and SPSS 20 software.

RESULTS:

Findings of this study showed that the average of general health score in case and control groups had not significant difference before the intervention (P > 0.05). However, the mean difference of general health score after intervention and 2-month follow-up was statistically significant in two groups (P < 0.001).

CONCLUSIONS:

This study showed that interpersonal relationship and stress management training program are effective on promotion of mental health in elderlies. Hence, the findings of this study can be used in the field of treatment and care of the elderly by other health-care categories.

A Systematic Review of Randomized Controlled Trials on Interventions Adopting Body-Mind-Spirit (BMS) Model on Holistic Well-Being

BACKGROUND

This systematic review aims to examine existing randomized controlled trials on interventions adopting Body-Mind-Spirit (BMS) model and evaluated the effectiveness of holistic well-being outcomes. Following three key concepts of the BMS model, our review questions included (1) How was BMS defined? (2) What activities were included, and how were they related to BMS dimensions? (3) What were interventionists' backgrounds, and whether they received BMS training? (4) What were holistic outcomes? and (5) What were the effectiveness and qualities of studies?

METHODS

Searches were performed using nine databases for the studies published through August 2020. The process follows PRISMA protocol, and the "risk of bias" tool from the Cochrane Handbook was utilized to determine the quality of included studies.

RESULTS

Across 20 included studies, 18 (90%) presented a BMS definition, but only seven (35%) included all three key concepts of the BMS model. Eight studies (40%) offered detailed descriptions of body, mind, and spirit sections, and 12 (60%) mentioned cultural factors. Only five (25%) specified the body, mind, and spirit activities, and only three (15%) reported the BMS training in detail. Seven studies (35%) showed effectiveness in holistic outcomes. Only three (15%) were considered as high quality.

CONCLUSION

A unified definition of the BMS model and the guideline to apply the BMS model to design and implement interventions are highly recommended to provide a standard framework for researchers to conduct future studies. The reason for low quality is because the lack of adequate allocation concealment and blindings.

Stress Management in Elementary School Students: a Pilot Randomised Controlled Trial

Research has shown that stress experiences begin in early stages of life. Stress management techniques have appeared to be beneficial for the development or enhancement of stress coping skills. The aim of this pilot randomised controlled trial was to assess the effect of a 12-week intervention, comprising training in diaphragmatic breathing and progressive muscular relaxation, on elementary school students’ stress levels. Outcomes on the quality of life and behavioural aspects of the students were also assessed. Standardised questionnaires were administered at baseline and after the 12-week intervention program. Fifty-two children aged 10 to 11 years were randomly assigned to intervention (n=24) and control groups (n=28). Children of the intervention group demonstrated lower levels of stress (in all three subscales of lack of well-being, distress, and lack of social support) and improved aspects of quality of life (physical, emotional, and school functioning). No significant differences were observed regarding the examined behavioural dimensions, in the intervention group. Larger randomised controlled trials with follow-up evaluations are needed to ascertain the positive outcomes of such programs on elementary school children.