A mindfulness-based promotive coping program improves well-being in college undergraduates

Area of Science:

• Psychology
• Mental Health
• Intervention Studies

Background:

• College students report increasing stress and anxiety levels.
• Skills training programs are a viable approach to address student mental health needs.
• Mindfulness-based interventions show potential for improving student well-being.

Purpose of the Study:

• To evaluate a mindfulness-based coping-enhancement program for college students.
• To assess the program's impact on stress management, emotion regulation, coping, and overall well-being.
• To determine the program's effectiveness in a stepped-wedge trial design.

Main Methods:

• A 6-week mindfulness-based coping-enhancement program was delivered to first-year college students in residence halls.
• The study employed a stepped-wedge design, comparing students who received the program to a control group.
• Participants (N=208) engaged in didactics and practices focused on mindfulness, coping, emotion regulation, and self-compassion.

Main Results:

• Students participating in the program showed significant improvements in mindfulness, executive control, active coping, and self-compassion.
• Enhanced social connectedness, resilience, and flourishing were reported by students who completed the program.
• The majority of positive changes were sustained at a three-month follow-up assessment.

Conclusions:

• The mindfulness-based coping-enhancement program demonstrates promise for supporting college student well-being.
• The intervention effectively improved key psychological and coping skills in a student population.
• The findings support the integration of such programs into university student support services.