Can we learn to manage stress? A randomized controlled trial carried out on university students

• Published in: PloS one Vol. 13; no. 9; p. e0200997
• Main Authors: Saleh, Dalia, Camart, Nathalie, Sbeira, Fouad, Romo, Lucia
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 05.09.2018; Public Library of Science (PLoS)
• Subjects: Accessibility; Adaptation; Adolescent; Adult; Anxiety; Behavior therapy; Biology and Life Sciences; Clinical trials; Cognitive ability; Cognitive science; College students; Computer and Information Sciences; Counseling psychology; Feasibility studies; Female; Health; Humans; Insomnia; Internet; Internet access; Intervention; Male; Medicine and Health Sciences; Mental depression; Mental health; Methods; Post traumatic stress disorder; Prevention; Psychological aspects; Psychological factors; Psychology; Research and Analysis Methods; Residential Treatment - methods; Self esteem; Self help; Self image; Sleep disorders; Social Sciences; Stress; Stress management; Stress, Psychological - psychology; Stress, Psychological - therapy; Stresses; Students; Surveys and Questionnaires; Systematic review; Technology application; Teenagers; University students; Variance analysis; France; Syria
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0200997

In our research, we examined the efficacy of an Internet-based stress management program. Our interest in evaluating this type of intervention is based on the increasing accessibility of the Internet today, the growth of Internet-based interventions for various psychopathological problems, and the observation that despite the prevalence of stress among university students, only a fraction of students ever seek professional help. "I'm managing my stress" ("Je gère mon stresse"), an Internet-based self-help program composed of four sessions, was examined in this study. The aforementioned program is based on cognitive-behavioral therapy and was inspired by the "Funambule" program in Quebec. Four questionnaires (Perceived Stress Scale, Rosenberg Self-Esteem Scale, Scale of Satisfaction in Studies, and General Health Questionnaire) uploaded online were answered thrice: during "preintervention", "postintervention", and "follow-up" stages, the latter of which occurred three months after the intervention. The sample comprised 128 university students, with the majority being women (81.25%). The subjects were divided randomly into two groups (an experimental group and a control group that did not follow the program). The self-esteem scores of the control group were significantly higher than those of the experimental group at the preintervention stage, but this difference disappeared at the postintervention and follow-up stages. There were also significantly lower scores on the General Health Questionnaire subfactors of somatic symptoms and anxiety/insomnia in the experimental group than in the control group during the postintervention stage, though no differences were observed before the intervention. These differences no longer remained after three months. ANOVA revealed significant effects of the intervention over time in the experimental group. Effects were observed at both the postintervention and follow-up stages for self-esteem, perceived stress, satisfaction in studies, and in the somatic symptoms, anxiety and insomnia and severe depression aspects of the General Health Questionnaire (Cohen's d = 0.38 to 4.58). In contrast, no effects were observed in the control group. This type of Internet-based program has the ability to reach a large number of students due to its rather short format and accessibility. It has already shown improvements in terms of the levels of perceived stress, psychological distress and satisfaction with studies. The option of online interventions could appeal specifically to students who do not seek professional help. However, even though these results are promising at the postintervention stage, they are limited, as indicated by the lack of significant differences between the two groups after the initial three months of follow-up. We still, specifically, need to improve this intervention program and, generally, need more research to address the methodological problems raised by this type of intervention. ISRCTN registry, ISRCTN13709272.