Effects of stress management on pain behavior in rheumatoid arthritis

Objective To examine the effects of stress management training on pain behavior exhibited by persons with rheumatoid arthritis (RA) and the relationship of change in pain behavior with certain patient characteristics as well as change in self‐reported levels of pain. Methods Patients with RA (n = 13...

Full description

Saved in:
Bibliographic Details
Published inArthritis and rheumatism Vol. 45; no. 2; pp. 122 - 128
Main Authors Multon, Karen D., Parker, Jerry C., Smarr, Karen L., Stucky, Renee C., Petroski, Gregory, Hewett, John E., Wright, Gail E., Rhee, Soo Hyun, Walker, Sara E.
Format Journal Article
LanguageEnglish
Published New York John Wiley & Sons, Inc 01.04.2001
Subjects
Online AccessGet full text

Cover

Loading…
More Information
Summary:Objective To examine the effects of stress management training on pain behavior exhibited by persons with rheumatoid arthritis (RA) and the relationship of change in pain behavior with certain patient characteristics as well as change in self‐reported levels of pain. Methods Patients with RA (n = 131) were randomly assigned to 1 of 3 groups: a stress management group, an attention control group, or a standard care control group. The stress management and attention control groups received a 10‐week intervention followed by a 15‐month maintenance phase. Results The 3 groups did not differ significantly in the change in pain behavior at any of the assessment periods. However, persons with RA who had less disease activity tended to exhibit positive changes in pain behavior over time. Changes in self‐reported pain were not significantly related to changes in pain behavior. Conclusion The results indicate that stress management interventions do not reduce total pain behaviors exhibited by persons with RA. Changes in pain behaviors appear to be related to disease activity, age, and disease duration, but not to changes in self‐reported measures of pain.
Bibliography:The opinions are those of the grantee and do not necessarily reflect those of the U.S. Department of Education
ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
ObjectType-News-3
content type line 23
ISSN:0004-3591
1529-0131
DOI:10.1002/1529-0131(200104)45:2<122::AID-ANR163>3.0.CO;2-7