The implications of status, class and cultural diversity for health education practice: The case of worksite stress reduction programs

Abstract

Empirical evidence for the effectiveness of traditional worksite stress reduction programs for subgroups of employees is not available. However, empirical and conceptual investigations of the influence of status, class and culture on the experience of stress provide indirect support for the hypothesis that employees with low status, of the working class or of a minority culture are the least likely to benefit from typical worksite stress programs currently conducted in the US. In order to better meet the needs of employees in these groups, a participatory empowerment approach to worksite stress reduction is recommended. This approach involves a process that is inclusive of the diverse cultural and class-based views of employees, and builds on the strengths of each. Suggestions for the implementation of a participatory empowerment approach are provided.