Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills
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Updated: Oct 4, 2026

Functional Near-Infrared Spectroscopy Hyperscanning Study in Psychological Counseling
Published on: January 17, 2025
Alexandra H Bettis1, Mary Jo Coiro2, Jessica England2
1a Department of Psychology and Human Development , Vanderbilt University , Nashville , Tennessee , USA.
Objective:
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.
Participants:
62 undergraduate students from two universities were recruited from 2013 to 2015.
Methods:
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.
Results:
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.
Conclusions:
Brief stress management interventions targeting coping and executive function may benefit college students at risk for psychopathology.
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