Psychoeducational Intervention Program about Posttraumatic Growth for Japanese High School Students

ABSTRACT

This study evaluates the effect of a psychoeducational intervention about posttraumatic growth (PTG) among Japanese adolescents. Study 1 examined whether those who learned about changes related to stress would report higher growth than those who did not. Study 2 examined whether those who learned about PTG perceived more growth than those who learned about negative changes or those who did not learn about potential changes. Findings from both studies indicated that PTG was higher in those who received the intervention program than those who did not. These studies demonstrate the potential effectiveness of a psychoeducational intervention program in fostering adolescents’ perceptions and understanding of their personal growth following stressful experiences. Implications are that the knowledge about not only stress reactions or coping but the possibility of PTG can be integrated into the health education.

KEYWORDS:

• Adolescents
• posttraumatic growth
• psychoeducational intervention
• PTSD
• stress

Additional information

Notes on contributors

Kanako Taku

Kanako Taku is an associate professor of psychology at Oakland University, Michigan. Her area of specialization includes clinical, developmental, personality, and cross-cultural psychology.

Arnie Cann

Arnie Cann is an emeritus professor of psychology at UNC Charlotte. His current research interests include understanding how meaning is found in stressful experiences and how humor is related to well-being.

Richard G. Tedeschi

Richard G. Tedeschi is a professor of psychology at UNC Charlotte. His primary research area is posttraumatic growth, its processes, and its clinical application;

Lawrence G. Calhoun

Lawrence G. Calhoun is Professor Emeritus of psychology at UNC Charlotte. His primary area of research is posttraumatic growth.