Evaluating the REP-S Brief Resilience Intervention for Students in Higher Education: A Multi-Study Mixed-Methods Programme of Research

Autor/inn/en	Robinson, Oliver C.; Sebah, Ilham; McNay, Ian; Field, Jennifer; Wragg, Jane; Stevenson, Mandy; Newton, Paul
Titel	Evaluating the REP-S Brief Resilience Intervention for Students in Higher Education: A Multi-Study Mixed-Methods Programme of Research
Quelle	In: British Journal of Guidance & Counselling, 49 (2021) 5, S.672-688 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2021.1888372
Schlagwörter	Resilience (Psychology); Intervention; Anxiety; Program Effectiveness; Undergraduate Students; Self Esteem; Student Attitudes; Neurosis; Big Five Inventory; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Angst; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Neurose
Abstract	There is currently an unmet need in higher education for a structured, pre-emptive programme of support to help students enhance their resilience to stress. This article presents a mixed-methods evaluation of a transferable biopsychosocial resilience intervention for students -- the "Resilience Enhancement Programme for Students" (REP-S). In Study 1, a randomised control trial showed that participating in the intervention was associated with significantly decreased perceived stress, decreased trait neuroticism and enhanced self-esteem over a period of one month. In Study 2, written and focus-group qualitative data from students provided evidence that the intervention led to perceived positive changes, including sleeping better, dealing more effectively with assessments and managing interpersonal challenges. Future steps in the evaluation of the REP-S are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01