A Social Cognitive Approach to Improving Stress and Anxiety Management Among Pharmacy Students.

To evaluate the impact of a Social Cognitive Theory (SCT)-based intervention incorporating destructive therapy as a novel approach to assisting pharmacy students better manage mental health challenges. This investigation, conducted during the Spring 2023 semester, utilized a pretest-posttest, control group design to investigate the effects of a SCT-based intervention incorporating destructive therapy on perceived stress, general anxiety, situational perception, outcome expectations, and self-efficacy among pharmacy students. The Perceived Stress Scale (PSS-10), General Anxiety Disorder scale (GAD-7), and items developed to measure select SCT constructs were utilized to assess the interventions impact. The month-long intervention was delivered to experimental group members (n=30) and consisted of three weekly lunch-and-learn seminars, and a 10-minute session of destructive therapy. Learning activities conducted during the intervention were designed to elicit change in the constructs. A random sample of students opting not to join the intervention served as the control group (n=32). Comparisons were made between groups for each posttest measure using analysis of covariance, with the corresponding pretest scores as covariate. Compared with the control group, significant reductions in perceived stress and anxiety levels were observed in the intervention group. Results also indicated improved self-efficacy and situational perception within the intervention group. Significant differences were not observed for outcome expectations. Results suggest interventions based on SCT incorporating destructive therapy may reduce stress and anxiety among pharmacy students, assist them to better recognize stress-inducing situations, and improve confidence in managing stress and anxiety. The role of destructive therapy within traditional behavioral health strategies is elucidated.