Stress and Anxiety among High School Adolescents: Correlations between Physiological and Psychological Indicators in a Longitudinal Follow-Up Study.

Mental and psychological disorders are serious health problems worldwide. Anxiety among high school students can affect school performance, relationships, and family life. OBJECTIVE: Our aim is to understand the anxiety levels and associated factors among high school students and compare the results of psychological tests measuring anxiety with the cortisol levels obtained from biological sampling. METHOD: In our longitudinal follow-up study, we involved 125 individuals in May 2019. Validated measurement tools were used during questionnaire data collection, including the State-Trait Anxiety Inventory, Clear Communication Scale, Multiple Social Perceived Support Scale, and related HBSC questions. As objective data, we collected hair samples for cortisol level measurement. RESULTS: At the end of the school year, the anxiety levels measured by psychological tests were significantly higher (p = 0.001) compared to the anxiety levels at the beginning of the next school year. Anxiety levels were higher among girls and were influenced by the type of school and parental expectations. Both state anxiety and trait anxiety showed a strong correlation with psychosomatic symptoms (p < 0.001) and anxiety arising from school expectations (p < 0.05). The changes in cortisol levels did not follow the changes in psychological tests. Cortisol level increased (p = 0.01) in the second sample.

Examining the Effects of Rabbit-Assisted Interventions in the Classroom Environment.

The effect of rabbit-assisted interventions on the anxiety levels of first-grade children at a primary school was analyzed. At the beginning of our research, no rabbit-assisted intervention was applied for 6 weeks in order to establish the level of stress caused by the start of the education period. We then alternated 6-week-long periods with and without rabbit-assisted intervention. The level of anxiety in children was assessed every three weeks both in the assisted and non-assisted periods, using the State-Trait Anxiety Inventory for Children, STAI-C. One of the examined classes did not apply the integrating policy while the other class contained pupils with special education needs (called the integrating class). Rabbit-assisted interventions proved to be efficient, as anxiety level scores were significantly lower during the animal-assisted periods. The rabbits actively initiated encounters with humans, not only in the framework of animal-assisted interventions, but also at other occasions. In cases of discomfort, the rabbit retreated to the cage and stayed inside for a short time. The children displayed signs of pleasure when the rabbits approached them. The favorable effect of animal assistance was more apparent in the integrating class. It could be concluded that rabbit-assisted interventions were suitable for decreasing the anxiety levels of elementary school children, improving the efficacy of the educational ability of teachers.