A Single-Session Workshop to Enhance Emotional Awareness and Emotion Regulation for Graduate Students: A Pilot Study. Issue 3 (August 2021)

• Record Type: Journal Article
• Authors: Bernstein, Emily E.; LeBlanc, Nicole J.; Bentley, Kate H.; Barreira, Paul J.; McNally, Richard J.
• Is Part Of: Cognitive and behavioral practice. Volume 28:Issue 3(2021)
• Page Start: 393
• Page End: 409
• Publication Date: 2021-08
• Subjects: unified protocol -- emotion regulation -- transdiagnostic -- cognitive-behavioral therapy -- graduate students; Behavior therapy -- Periodicals; Cognitive therapy -- Periodicals; Behavior Therapy -- Periodicals; Cognitive Therapy -- Periodicals; 616.8914205
• DOI: 10.1016/j.cbpra.2020.09.008
• Languages: English
• ISSNs: 1077-7229

Abstract

Highlights: Graduate students are at high risk for developing or worsening psychopathology. A single-session, transdiagnostic workshop to enhance emotion regulation was tested. Pilot data revealed strong feasibility and acceptability. Data suggested benefits for emotion regulation, depression, and general distress. Abstract: Emerging adults are at substantial risk for developing or worsening psychopathology and university students appear to be particularly vulnerable. Interventions targeted at these young adults that can mitigate transdiagnostic causal risk factors or burgeoning mental health problems have the potential to make a large impact. We aimed to develop and pilot test an accessible, single-session, transdiagnostic group intervention with the goals of enhancing emotion regulation skills and reducing risk for mental health problems in graduate students. The intervention included psychoeducation, skills instruction (e.g., mindful emotion awareness, cognitive flexibility, countering emotion-driven behaviors), group discussion, and supervised practice based on content from the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. The pilot program demonstrated strong feasibility and acceptability. Baseline, 1-month, and 3-month follow-up surveys also suggested benefits for reducing emotional avoidance and suppression, increasing use of cognitive reappraisal, and reducing symptoms of depression and neuroticism. Graduate students have seldom been the beneficiaries of university-based intervention and prevention research. Furthermore, most college and university mental health centers do not have the capacity to provide psychoeducation, preventative, or early intervention services to the many students who need or could benefit from them. Results suggest that future iterations of this intervention could address such barriers to meaningfully supporting emerging adults in graduate school.