The development, implementation & evaluation of a stress inoculation training program at a residential training center

This pilot study explores the development, implementation, and effectiveness of a preventative stress inoculation training (SIT) group for young adult students at a residential training center (RTC). These students trained in the center's computer training (CT) program, and a flexible SIT group, which integrated relaxation techniques with problem-solving skills, was tailored for their needs. An incoming cohort of 24 CT students was randomly split into an SIT experimental condition or a control condition, and students were assessed on qualitative and quantitative measures of performance, functioning, and outcome. Due to drop-outs from the RTC and invalid questionnaire response patterns, an analysis with inferential statistics was untenable and, therefore, quantitative inter-group results are presented descriptively. After the researcher made adaptations in the assessment administration, such as providing food incentives and shortened assessment batteries, students provided more valid responding patterns. Qualitative data indicate that students were resentful about the mandatory nature of the study, and this resulted in invalid assessment responding and challenges in the SIT group. According to quantitative questionnaires, post-intervention inter-group differences were inconclusive. However, the SIT group subjects consistently showed a post-intervention trend of superiority versus the control condition subjects on behavioral indicators such that the SIT subjects achieved: higher CT program completion rates; better adjustment to residential life; fewer severe disciplinary problems; higher retention in the CT program; and lower early-discharge rates from the RTC. Three individual case studies, integrating qualitative and quantitative data for SIT students, were compiled to better understand student challenges and responses. A qualitative case study of the SIT group process, as well as the adaptations required in its implementation, was also compiled. The individual and group case studies provide qualitative evidence that complements the positive behavioral indicators for the SIT group, and these studies show the ways that the SIT group helped some students achieve in the CT program and RTC. Recommendations for future SIT groups and programmatic training changes were presented to the RTC, with suggestions designed to improve the low present rate (29%) of cohort students fully completing the CT program.