Effects of a Risk and Resilience Course on Stress, Coping Skills, and Cognitive Strategies in College Students

Autor/inn/en	Shatkin, Jess P.; Diamond, Ursula; Zhao, Yihong; DiMeglio, John; Chodaczek, Michaela; Bruzzese, Jean-Marie
Titel	Effects of a Risk and Resilience Course on Stress, Coping Skills, and Cognitive Strategies in College Students
Quelle	In: Teaching of Psychology, 43 (2016) 3, S.204-210 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628316649457
Schlagwörter	Risk; Resilience (Psychology); Undergraduate Students; Intervention; Stress Variables; Skill Development; Cognitive Style; Psychopathology; Child Psychology; Adolescents; Decision Making; Grade 9; Student Attitudes; Mental Health; Course Descriptions; Least Squares Statistics; Measures (Individuals); Cognitive Restructuring; Behavior Modification; Outcomes of Education; Stress Management; Likert Scales; Control Groups; New York (New York) + Suchen Sie Ihr Suchwort? Risiko; Kompetenzentwicklung; Qualifikationsentwicklung; Cognitive styles; Kognitiver Stil; Psychopathologie; Kinderpsychologie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Decision-making; Entscheidungsfindung; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Psychohygiene; Kursstrukturplan; Messdaten; Behaviour modification; Verhaltensänderung; Lernleistung; Schulerfolg; Stressmanagement; Stressbewältigung; Likert-Skala
Abstract	This study tested the impact of the skills-building component of a two-semester risk and resilience (R&R) course on the stress, coping skills, and cognitive style of 36 undergraduates compared to 62 students enrolled in a child and adolescent psychopathology course. In the fall, students learned about risk taking and decision-making as well as coping skills and positive cognitive styles. In the spring, students taught these skills to ninth graders. Upon completion of the fall semester, R&R students reported improvements in stress, coping, and dysfunctional attitudes. Although maintained, these gains did not increase after the spring semester. We conclude that the course, particularly the fall semester, is an effective, practical classroom intervention for reducing stress and improving resilience in undergraduates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01