Contribution of the Education Phase to Stress-Inoculation Training

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Abstract
This study compared the relative effectiveness of full Stress-inoculation Training, including the education phase, with a procedure which included only the rehearsal and application phases of Stress Inoculation, in treating 18 speech-anxious college students (11 females, 7 males; M = 22 yr.). A repeated-measures analysis of variance and multiple comparisons of two self-report indices of anxiety, a measure of ‘state’ anxiety, behavioral observations and a pulse-rate measure, indicated that by a 4-wk. follow-up, the full stress-inoculation training group improved significantly more than the group receiving stress-inoculation without the education phase, on the behavioral observations and both self-report indices. These findings support the assertion that the initial conceptualization phase is an effective component in this cognitive-learning therapy.