Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills |
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Authors: | Alexandra H Bettis Mary Jo Coiro Jessica England Lexa K Murphy Rachel L Zelkowitz Leandra Dejardins |
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Institution: | 1. Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA;2. Department of Psychology, Loyola University Maryland, Baltimore, Maryland, USA |
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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. |
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Keywords: | Prevention stress coping executive function intervention |
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