Effects of preventive cognitive self-instruction training on adolescent attitudes, experiences, and state anxiety

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Abstract
The effects of teacher-directed cognitive self-instruction (TI) were compared with an instructions-only component control condition (IO) in order to examine the former's efficacy as a primary prevention strategy. In a quasi-experimental design. two intact high school psychology classes were randomly assigned to either TI or IO. Each condition lasted for eight 45-minute class periods, and each group was given an in vivo homework assignment. Pretreatment equivalence and demand analyses yielded no evidence of differences. Results of a posttreatment measure of attitude toward treatments and a pre- and posttreatment measure of state anxiety suggested that trainerdirected cognitive self-instruction may be a promising primary prevention strategy.

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