THE EFFECTS OF STRESS INOCULATION TRAINING IN A CLASSROOM SETTING ON STATE-TRAIT ANXIETY LEVEL AND SELF CONCEPT OF EARLY ADOLESCENTS

It was the purpose of this study to examine the effect of a stress inoculation training (SIT) program presented in a classroom setting on adolescent-perceived stress and self concept. The research sought to investigate the following questions: Does SIT presented in a classroom setting to a group of early adolescents, (1) significantly lower state anxiety as compared to the ratings of the placebo control (PC) group? (2) significantly lower trait anxiety as compared to the ratings of the PC group? (3) significantly raise ratings of self concept as measured by the Piers-Harris Children's Self Concept Scale as compared to the ratings of the PC group?;The study made use of a 2 (treatments) by 2 (posttest/follow-up) factorial design. Treatment and control subjects were pretested one week before treatment began, posttested one week after the treatment had ended and given follow-up tests six weeks later with the three dependent variable measures. These measures consisted of: the State-Trait Anxiety Scale for Children (STAIC), the Piers-Harris Children's Self Concept Scale (PHSC), and an experimenter-developed semantic differential using the concept "How I Feel About Myself.".;The scores were submitted for computer analysis using the SPSS program. Analysis of covariance was used, holding the pretest as covariate. The results of the ANCOVA procedure revealed that treatment and placebo were equally effective in lowering state and trait anxiety, as well as in raising self concept as measured by the Piers-Harris CSCS. The scores on the semantic differential did not substantiate the self concept gains.;The results of an analysis based on participant evaluation forms indicated that the SIT subjects felt their sessions had been very beneficial as far as feeling better about their ability to cope with stressful situations and feeling better about themselves.;This study was conducted with a heterogeneous group of fifth and seventh graders in a regular classroom setting, working with situations perceived as stressful by the subjects. Subjects consisted of 45 fifth grade students (22-SIT, 23-PC) and 38 seventh grade students (17-SIT, 21-PC). Subjects were randomly assigned to treatment or placebo groups. All subjects received six 54-minute training/placebo sessions over a six-week period.