'Learn Young, Learn Fair', a stress management program for fifth and sixth graders: longitudinal results from an experimental study / Gerda KRAAG in Journal of Child Psychology and Psychiatry, 50-9 (September 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-9 (September 2009) . - p.1185-1195 Titre : 'Learn Young, Learn Fair', a stress management program for fifth and sixth graders: longitudinal results from an experimental study Type de document : Texte imprimé et/ou numérique Auteurs : Gerda KRAAG, Auteur ; Gerard J. P. VAN BREUKELEN, Auteur ; Gerjo KOK, Auteur ; Clemens HOSMAN, Auteur Année de publication : 2009 Article en page(s) : p.1185-1195 Langues : Anglais (eng) Mots-clés : Stress prevention coping depression anxiety school-children Index. décimale : PER Périodiques Résumé : Background: This study examined the effects of a universal stress management program (Learn Young, Learn Fair) on stress, coping, anxiety and depression in fifth and sixth grade children. Methods: Fifty-two schools (1467 children) participated in a clustered randomized controlled trial. Data was collected in the fall of 2002, the spring of 2003, and the winter of 2004. Given the nested structure of the design mixed (multilevel) regression analyses were applied. Results: Positive effects were found for emotion-focused coping at posttest (p < .01) and increased stress awareness at both time points. At posttest a decrease in problem solving was found (p < .01). After correcting for mediation by stress awareness the results showed that the program significantly reduced stress symptoms (p = .05) and anxiety (p = .01) at posttest. Effect sizes varied from small to large. Conclusions: Universal prevention programs that address stress and coping in children are warranted given the high prevalence of stress in children and the relationship between stress, on the one hand, and health complaints and pathology, on the other. Such programs are expected to be particularly salient for children with an increased sensitivity to stress and inadequate coping styles (e.g., diathesis-stress model). The results indicate that the school-based program 'Learn Young, Learn Fair' may be a valuable program for reducing stress in children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02088.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=829 [article] 'Learn Young, Learn Fair', a stress management program for fifth and sixth graders: longitudinal results from an experimental study [Texte imprimé et/ou numérique] / Gerda KRAAG, Auteur ; Gerard J. P. VAN BREUKELEN, Auteur ; Gerjo KOK, Auteur ; Clemens HOSMAN, Auteur . - 2009 . - p.1185-1195. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-9 (September 2009) . - p.1185-1195 Mots-clés : Stress prevention coping depression anxiety school-children Index. décimale : PER Périodiques Résumé : Background: This study examined the effects of a universal stress management program (Learn Young, Learn Fair) on stress, coping, anxiety and depression in fifth and sixth grade children. Methods: Fifty-two schools (1467 children) participated in a clustered randomized controlled trial. Data was collected in the fall of 2002, the spring of 2003, and the winter of 2004. Given the nested structure of the design mixed (multilevel) regression analyses were applied. Results: Positive effects were found for emotion-focused coping at posttest (p < .01) and increased stress awareness at both time points. At posttest a decrease in problem solving was found (p < .01). After correcting for mediation by stress awareness the results showed that the program significantly reduced stress symptoms (p = .05) and anxiety (p = .01) at posttest. Effect sizes varied from small to large. Conclusions: Universal prevention programs that address stress and coping in children are warranted given the high prevalence of stress in children and the relationship between stress, on the one hand, and health complaints and pathology, on the other. Such programs are expected to be particularly salient for children with an increased sensitivity to stress and inadequate coping styles (e.g., diathesis-stress model). The results indicate that the school-based program 'Learn Young, Learn Fair' may be a valuable program for reducing stress in children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02088.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=829

---

1 (1 - 1 / 1)