Objective: In this pilot study, the authors examined the effectiveness of a 4-week resilience intervention to enhance resilience, coping strategies, and protective factors, as well as decrease symptomatology during a period of increased academic stress.
Participants and methods: College students were randomly assigned to experimental (n = 30) and wait-list control (n = 27) groups. The experimental group received a psychoeducational intervention in 4 two-hour weekly sessions. Measures of resilience, coping strategies, protective factors, and symptomatology were administered pre- and postintervention to both groups.
Results: Analyses indicated that the experimental group had significantly higher resilience scores, more effective coping strategies (i.e., higher problem solving, lower avoidant), higher scores on protective factors (i.e., positive affect, self-esteem, self-leadership), and lower scores on symptomatology (i.e., depressive symptoms, negative affect, perceived stress) postintervention than did the wait-list control group.
Conclusions: These findings indicate that this resilience program may be useful as a stress-management and stress-prevention intervention for college students.