Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills. Issue 5 (4th July 2017)

• Record Type: Journal Article
• Authors: Bettis, Alexandra H.; Coiro, Mary Jo; England, Jessica; Murphy, Lexa K.; Zelkowitz, Rachel L.; Dejardins, Leandra; Eskridge, Rachel; Adery, Laura Hieber; Yarboi, Janet; Pardo, Daniel; Compas, Bruce E.
• Is Part Of: Journal of American college health. Volume 65:Issue 5(2017)
• Page Start: 313
• Page End: 322
• Publication Date: 2017-07-04
• Subjects: Prevention -- stress -- coping -- executive function -- intervention; College students -- Health and hygiene -- United States -- Periodicals; College students -- Health and hygiene -- Periodicals; College students -- Mental health -- Periodicals; Universities and colleges -- Health promotion services -- Periodicals; 362.10883781980973
• DOI: 10.1080/07448481.2017.1312411
• Languages: English
• ISSNs: 0744-8481

Abstract

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 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.