4 Week Resilience Intervention
Steinhardt & Dolbier (2008) investigated the effectiveness of a 4-week resilience intervention for the reduction of stress. This intervention mainly focused on teaching the students to deal with stress through appropriate coping strategies, and have the students take responsibility. Coping strategies were assessed using the Brief Coping Orientations to Problems Experienced (COPE) scale (Carver, 1997). In this research 57 participants were randomly divided over an experiment group and a control group. The experiment consisted of a weekly session of 2 hours of therapy for 4 weeks. The measurements of the experiment included the resilience, coping skills (problem solving skills), protective factors (such as optimism and self-esteem) and symptomatology
(depressive symptoms and symptoms of illness), and were measured both before and after the intervention. The results of this study showed that those in the experimental group had higher levels of resilience after the four week period as compared to before the intervention. Also, it showed that those students with problem-focused coping skills had lower levels of stress and symptomatology as compared to those with a more avoidant coping strategy. A study by Park, Edmondson, and Lee (2011) examined three different self-regulation abilities; constructive thinking (problem solving), emotional regulation, and mastery (sense of being in control over academics). The sample consisted of 162 first-year students, who were tested on their self-regulation skills by means of a Constructive Thinking Inventory (CTI, Epstein and Meier, 1989), Difficulties in Emotion Regulation Scale (DERS; Gratz and Roemer, 2004), and the Personal Mastery Scale (Pearly, & Schooler, 1978). Results of this study showed that higher levels of the three self-regulation abilities led to lower levels of stress and/or depression. Research by Kim and McKenzie (2014) examined the effectiveness of exercising to relieve stress. By means of a questionnaire, 9 students were asked about their stress levels, exercise behaviors, and coping skills. The results of this study showed that those students who exercised often had lower levels of stress and higher levels of self-efficacy. Furthermore, the researchers also suggested that exercise may help reduce the stress levels indirectly as well, by stimulating positive emotions which in turn may lead to a more problem-focused coping strategy.
(depressive symptoms and symptoms of illness), and were measured both before and after the intervention. The results of this study showed that those in the experimental group had higher levels of resilience after the four week period as compared to before the intervention. Also, it showed that those students with problem-focused coping skills had lower levels of stress and symptomatology as compared to those with a more avoidant coping strategy. A study by Park, Edmondson, and Lee (2011) examined three different self-regulation abilities; constructive thinking (problem solving), emotional regulation, and mastery (sense of being in control over academics). The sample consisted of 162 first-year students, who were tested on their self-regulation skills by means of a Constructive Thinking Inventory (CTI, Epstein and Meier, 1989), Difficulties in Emotion Regulation Scale (DERS; Gratz and Roemer, 2004), and the Personal Mastery Scale (Pearly, & Schooler, 1978). Results of this study showed that higher levels of the three self-regulation abilities led to lower levels of stress and/or depression. Research by Kim and McKenzie (2014) examined the effectiveness of exercising to relieve stress. By means of a questionnaire, 9 students were asked about their stress levels, exercise behaviors, and coping skills. The results of this study showed that those students who exercised often had lower levels of stress and higher levels of self-efficacy. Furthermore, the researchers also suggested that exercise may help reduce the stress levels indirectly as well, by stimulating positive emotions which in turn may lead to a more problem-focused coping strategy.