Assessing the efficacy and acceptability of an internet-delivered intervention for resilience among college students: A pilot randomised control trial protocol

Enrique, Ángel; Mooney, Olwyn; Salamanca-Sanabria, Alicia; Lee, Chi Tak; Farrell, Simon; Richards, Derek

doi:10.1016/j.invent.2019.100254

Cited by 19 publications

(12 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Rapid advances in digital technologies has profound implications for suicide prevention [ 87 ] and provides opportunities for novel interventions [ 88 , 89 ]. This may be particularly important given the emerging literature showing the acceptability of digital mental health interventions to adolescents and young adults [ 90 ] in a wide range of countries including India [ 91 ], the UK [ 92 ], Ireland [ 93 ], Cyprus [ 94 ], and the USA [ 95 ]. The development and testing of digital suicide prevention interventions for use in high-schools and universities could be an efficient and feasible way to scale-up campus-based suicide prevention.…”

Section: Discussionmentioning

confidence: 99%

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

et al. 2021

View full text Add to dashboard Cite

Background Youth suicide prevention in high-schools and universities is a public health priority. Our aim was to propose a research agenda to advance evidence-based suicide prevention in high-schools and universities by synthesizing and critically reviewing the research focus and methodologies used in existing intervention studies. Methods Fourteen databases were systematically searched to identify studies which evaluate suicide prevention interventions delivered on high-school or university campuses, with before and after measures. Data from included studies (n = 43) were extracted to identify what, where, how and for whom interventions have been tested. Narrative synthesis was used to critically evaluate research focus and methodology. Study quality was assessed. Results Research has focused primarily on selective interventions, with less attention on indicated and universal interventions. Most evidence comes from North America and high-income countries. The target of interventions has been: non-fatal suicidal behaviour; confidence and ability of staff/students to intervene in a suicidal crisis; suicide-related knowledge and attitudes; and suicide-related stigma. No studies included suicide deaths as an outcome, evaluated eco-systemic interventions, explored how context influences implementation, used multisite study designs, or focused explicitly on LGBTQ+ youth. Two studies evaluated digital interventions. Quality of the majority of studies was compromised by lack of methodological rigour, small samples, and moderate/high risk of bias. Interventions often assume the existence of an external well-functioning referral pathway, which may not be true in low-resource settings. Conclusion To advance evidence-based suicide prevention in educational settings we need to: conduct more high-quality clinical and pragmatic trials; promote research in low- and middle-income countries; test targeted interventions for vulnerable populations (like LGBTQ+ youth), evaluate interventions where death by suicide is the primary outcome; include translational studies and use implementation science to promote intervention uptake; evaluate the potential use of digital and eco-systemic interventions; and conduct multisite studies in diverse cultural settings.

show abstract

Section: Discussionmentioning

confidence: 99%

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Regarding stress, it is proven that it is a predictive variable, coinciding with the stress model [1] and with further studies [3,34,52,53]. It is necessary to learn to use the most functional coping strategies and to manage emotions and stress [25,26,28,29]. The allocation of different synaptic weights according to the coping strategy supports its factorial structure [23,24,31].…”

Section: Discussionmentioning

confidence: 99%

“…Under this perspective, the use of a coping strategy in the educational field, even if it is dysfunctional, can be understood as a response set in motion when there is a situation perceived as stressful for the subject [23,24]. In relation to genesis, it is possible that the observation of other people who use certain strategies and their consequences in the environment may favor their learning or have a facilitating effect [12,[25][26][27][28][29][30]. Regardless of its etiology, stress can be a trigger of a dysfunctional coping strategy (such as OEE) and can also function as a predictor of whether or not such a strategy will be used.…”

Section: Introductionmentioning

confidence: 99%

What If Violent Behavior Was a Coping Strategy? Approaching a Model Based on Artificial Neural Networks

Ramón

Rodríguez

2020

Sustainability

View full text Add to dashboard Cite

The aggressor sets in motion dysfunctional and violent behaviors with others in the dynamic of bullying. These behaviors can be understood as misfit coping strategies in response to environmental demands perceived as stressful, putting at risk the quality of education. The aim of this study was to develop a predictive model based on artificial neural networks (ANN) to forecast a violent coping strategy based on perceived stress, resilience, other coping strategies and various socio-demographic variables. For this purpose, the Stress Coping Questionnaire (SCQ), the Perceived Stress Scale (PSS) and the Brief Resilient Coping Scale (BRCS) were administered to 283 participants from the educational field (71.5% women). The design was cross-sectional. An inferential analysis (multilayer perception ANN) was performed with SPSS version 24. The results showed a predictive model that took into consideration the subject’s stress levels, personal assessment and strategies such as negative self-targeting or avoidance to predict open emotional expression (a coping strategy defined by violent behaviors) in approximately four out of five cases. The conclusions emphasis the need for considering problem solving, stress management and coping skills to prevent school violence and improve the social environment through sustainable psychological measures.

show abstract

“…Whilst evidence suggests online training might be an effective and efficient way of providing access to learning (Enrique et al, 2019), a lack of studies exist to support this, prompting calls for further trials exploring the efficacy of online interventions (Joyce et al, 2018). In general, however, retention of learning through training has been shown to erode over time (Arthur et al, 1998).…”

Section: Resilience Through Play; In-person and Onlinementioning

confidence: 99%

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources

Maresch

Kampman

2022

Int J Appl Posit Psychol

View full text Add to dashboard Cite

In the current climate of Covid-19 and world-wide social distancing, the mental health toll has been widely reported, with an expectation that the negative impact will last beyond the lockdowns. Facing the prospect of an unknown future and continuing challenges, resilience is both topical and necessary. With a call for digitally delivered interventions to help people affected by the pandemic, this study explores how playing an online positive psychology-informed board game supported people to recognise resources for resilience. Sixteen multi-national participants played in groups of 3–4 and qualitative data, collected via focus groups, was analysed using Thematic Analysis. Participants described a broadening of resources, primarily through reflecting on and remembering prior strategies and successes. Four themes are identified which, it is suggested, facilitated this in a sequential, upward spiral; the game mechanisms (release), psychological safety (reflect), meaningful conversations (remember) and anchoring of prior experiences (reuse). Critically, this study suggests that psychological safety may have been amplified by the online environment, which participants suggested enabled them to engage without interruption or inhibition. Additionally, whilst not part of the original intervention, the post-game reflection played an essential role in meaning-making and transferring learning into real-life. Future research into how online environments might not just facilitate but augment interventions is recommended. Finally, this study calls for further research into the impact of playful positive psychology interventions, suggesting a potential development of ‘serious play’ towards ‘seriously positive play’.

show abstract

Assessing the efficacy and acceptability of an internet-delivered intervention for resilience among college students: A pilot randomised control trial protocol

Cited by 19 publications

References 55 publications

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

What If Violent Behavior Was a Coping Strategy? Approaching a Model Based on Artificial Neural Networks

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources

Contact Info

Product

Resources

About