Citation

Bettis AH, Coiro MJ, England J, Murphy LK, Zelkowitz RL, Dejardins L, Eskridge R, Hieber LL, Yarboi J, Pardo D, Compas BE. J. Am. Coll. Health 2017; 65(5): 313-322.

Affiliation

Vanderbilt University.

Copyright

(Copyright © 2017, Informa - Taylor and Francis Group)

DOI

10.1080/07448481.2017.1312411

PMID

28358274

Abstract

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 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.

Language: en