Randomised controlled trial of Study without Stress: a cognitive behavioural therapy program to reduce stress in students in the final year of high school

Catherine Lowe, Viviana M. Wuthrich*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Typically students in their final year of school report high levels of anxiety, depression and stress. This study evaluated Study without Stress, a group cognitive behavioural program to reduce student stress. Fifty-six final year students (77% female) from four Australian secondary schools were randomly allocated to Study without Stress delivered by school staff, or to an 8-week usual care condition. Changes in self-reported stress, anxiety, depression, self-efficacy, and teacher reported emotional problems were assessed pre to post-treatment using intent-to-treat analyses. Maintenance of changes were examined 3-months later. Compared to usual care, Study without Stress led to significant reductions in self-reported stress and distress, and increases in self-efficacy that were maintained over time, with no significant changes in anxiety, depression or teacher reported emotional problems. Study without Stress is beneficial for reducing academic stress and improving self-efficacy in final year students when delivered in a school setting.

Original languageEnglish
Pages (from-to)205–216
Number of pages12
JournalChild Psychiatry and Human Development
Volume52
Issue number2
Early online date2 Jan 2021
DOIs
Publication statusPublished - Apr 2021

Keywords

  • academic stress
  • cognitive behaviour therapy
  • senior school
  • exam anxiety
  • stress, anxiety, depression

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