Bernadette Mazurek Melnyk1,2, Megan Amaya3, Laura A Szalacha1, Jacqueline Hoying1, Tiffany Taylor4, Kristen Bowersox5. 1. College of Nursing, The Ohio State University, Columbus, OH, USA. 2. College of Medicine, The Ohio State University, Columbus, OH, USA. 3. Health Promotion and Wellness, The Ohio State University, Columbus, OH, USA. 4. The Ohio State University, Columbus, OH, USA. 5. Integrative Pediatrics, Columbus, OH, USA.
Abstract
PROBLEM: Despite the increasing prevalence of mental health disorders in university students, few receive needed evidence-based treatment. OBJECTIVE: The purpose of this study was to assess the feasibility and preliminary effects of a seven-session online cognitive-behavioral skill-building intervention (i.e., COPE, Creating Opportunities for Personal Empowerment) versus a comparison group on their anxiety, depressive symptoms, and grade performance. METHODS: A randomized controlled pilot study was conducted from September 2012 to May 2013 with 121 college freshmen enrolled in a required one credit survey course. FINDINGS: Although there were no significant differences in anxiety and depressive symptoms between the groups, only COPE students with an elevated level of anxiety at baseline had a significant decline in symptoms. Grade point average was higher in COPE versus comparison students. Evaluations indicated that COPE was a positive experience for students. CONCLUSIONS:COPE is a promising brief intervention that can be integrated effectively into a required freshman course.
RCT Entities:
PROBLEM: Despite the increasing prevalence of mental health disorders in university students, few receive needed evidence-based treatment. OBJECTIVE: The purpose of this study was to assess the feasibility and preliminary effects of a seven-session online cognitive-behavioral skill-building intervention (i.e., COPE, Creating Opportunities for Personal Empowerment) versus a comparison group on their anxiety, depressive symptoms, and grade performance. METHODS: A randomized controlled pilot study was conducted from September 2012 to May 2013 with 121 college freshmen enrolled in a required one credit survey course. FINDINGS: Although there were no significant differences in anxiety and depressive symptoms between the groups, only COPE students with an elevated level of anxiety at baseline had a significant decline in symptoms. Grade point average was higher in COPE versus comparison students. Evaluations indicated that COPE was a positive experience for students. CONCLUSIONS: COPE is a promising brief intervention that can be integrated effectively into a required freshman course.
Authors: Lori Wozney; Anna Huguet; Kathryn Bennett; Ashley D Radomski; Lisa Hartling; Michele Dyson; Amanda S Newton; Patrick J McGrath Journal: J Med Internet Res Date: 2017-08-09 Impact factor: 5.428
Authors: Peter Musiat; Rachel Potterton; Gemma Gordon; Lucy Spencer; Michael Zeiler; Karin Waldherr; Stefanie Kuso; Martina Nitsch; Tanja Adamcik; Gudrun Wagner; Andreas Karwautz; David Daniel Ebert; Alyson Dodd; Barbara Dooley; Amy Harrison; Emma Whitt; Mark Haselgrove; Helen Sharpe; Jo Smith; Rosie Tressler; Nicholas Troop; Chantal Vinyard; Dennis Görlich; Jenny Beecham; Eva Bonin; Corinna Jacobi; Ulrike Schmidt Journal: Internet Interv Date: 2018-03-15
Authors: Emily G Lattie; Elizabeth C Adkins; Nathan Winquist; Colleen Stiles-Shields; Q Eileen Wafford; Andrea K Graham Journal: J Med Internet Res Date: 2019-07-22 Impact factor: 5.428