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Related Experiment Video

Updated: Jul 7, 2026

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Published on: July 1, 2015

Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease

Mary Steinhardt¹, Christyn Dolbier

¹Kinesiology and Health Education Department, University of Texas, Austin, TX 78710, USA. msteinhardt@mail.utexas.edu

Journal of American College Health : J of ACH

|March 5, 2008

Summary

A 4-week resilience intervention significantly improved resilience, coping skills, and protective factors while reducing symptoms of stress and depression in college students. This program shows promise for academic stress management.

Related Experiment Videos

Last Updated: Jul 7, 2026

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Published on: July 1, 2015

Area of Science:

Psychology
Educational Psychology
Mental Health

Background:

Academic stress negatively impacts college students' well-being.
Resilience interventions are crucial for managing psychological distress.
Targeting coping strategies and protective factors can mitigate stress effects.

Purpose of the Study:

To evaluate a 4-week resilience intervention's effectiveness.
To enhance resilience, coping strategies, and protective factors.
To decrease symptomatology during academic stress.

Main Methods:

Pilot study with college students randomly assigned to experimental and control groups.
Experimental group received a 4-week psychoeducational resilience intervention.
Pre- and postintervention measures of resilience, coping, protective factors, and symptomatology were used.

Main Results:

The experimental group showed significantly higher resilience and protective factor scores.
Improved coping strategies (problem-solving) and reduced symptomatology (depressive symptoms, negative affect, perceived stress) were observed.
The intervention group demonstrated greater positive affect and self-esteem.

Conclusions:

The resilience program is a potentially effective stress-management intervention for students.
It can serve as a valuable tool for stress prevention in academic settings.
Findings support the integration of such programs into university support services.