Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills.

Autor: Bettis AH; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA., Coiro MJ; b Department of Psychology , Loyola University Maryland , Baltimore , Maryland , USA., England J; b Department of Psychology , Loyola University Maryland , Baltimore , Maryland , USA., Murphy LK; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA., Zelkowitz RL; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA., Dejardins L; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA., Eskridge R; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA., Adery LH; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA., Yarboi J; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA., Pardo D; b Department of Psychology , Loyola University Maryland , Baltimore , Maryland , USA., Compas BE; a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA.
Jazyk: angličtina
Zdroj: Journal of American college health : J of ACH [J Am Coll Health] 2017 Jul; Vol. 65 (5), pp. 313-322. Date of Electronic Publication: 2017 Mar 30.
DOI: 10.1080/07448481.2017.1312411
Abstrakt: Objective: College students face a significant number of stressors, increasing risk for internalizing and externalizing psychopathology. The current study examines two promising avenues of intervention aimed to reduce stress and prevent psychopathology in this population: a coping skills group and a cognitive training program.
Participants: 62 undergraduate students from two universities were recruited from 2013 to 2015.
Methods: Students were randomized to a 6-week coping skills group or cognitive training program and completed measures of stress, coping, executive function, and symptoms of anxiety, depression and Attention-Deficit Hyperactivity Disorder (ADHD) at pre- and post-intervention.
Results: Participants in both conditions reported significant decreases in social stress, executive function difficulties, and anxiety symptoms post-intervention. Students in the cognitive program improved significantly more on measures of behavior regulation and ADHD symptoms compared to the coping group at post-intervention.
Conclusions: Brief stress management interventions targeting coping and executive function may benefit college students at risk for psychopathology.
Databáze: MEDLINE
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