Evaluating a Seminar on Stress Management

Abstract

A psychology seminar on stress management is described and evaluated. Though instruments changed in six classes over a 6- year period, students reported significantly less general anxiety, general anger, situational stress reactivity, and stress-related physiological reactivity after the class than before. Follow-ups conducted with two classes showed maintenance of these effects. These results suggest that the classroom can be a practical medium for increasing academic knowledge about and personal skills for stress reduction.