Bettis Alexandra H, Coiro Mary Jo, England Jessica, Murphy Lexa K, Zelkowitz Rachel L, Dejardins Leandra, Eskridge Rachel, Adery Laura Hieber, Yarboi Janet, Pardo Daniel, Compas Bruce E
a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA.
b Department of Psychology , Loyola University Maryland , Baltimore , Maryland , USA.
J Am Coll Health. 2017 Jul;65(5):313-322. doi: 10.1080/07448481.2017.1312411. Epub 2017 Mar 30.
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.
62 undergraduate students from two universities were recruited from 2013 to 2015.
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.
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.
Brief stress management interventions targeting coping and executive function may benefit college students at risk for psychopathology.
大学生面临大量压力源，增加了内化和外化精神病理学的风险。当前研究考察了两种有前景的干预途径，旨在减轻该人群的压力并预防精神病理学：一个应对技能小组和一个认知训练项目。
2013年至2015年从两所大学招募了62名本科生。
学生被随机分配到一个为期6周的应对技能小组或认知训练项目，并在干预前和干预后完成压力、应对、执行功能以及焦虑、抑郁和注意力缺陷多动障碍（ADHD）症状的测量。
两种情况下的参与者在干预后均报告社交压力、执行功能困难和焦虑症状显著降低。与应对技能小组相比，认知训练项目的学生在干预后行为调节和ADHD症状测量方面的改善更为显著。
针对应对和执行功能的简短压力管理干预可能有益于有精神病理学风险的大学生。
