Effectiveness of Cognitive-Behavioral Therapy on Depressive Symptomatology, Stress and Coping Strategies among Jordanian University Students

Abstract

The study examined the effectiveness of cognitive behavioral therapy (CBT) with university students suffering from moderate to severe depressive symptoms in Jordan. Eighty-four university students were recruited and assigned randomly to control and intervention groups. Intervention impact was assessed on measures of depressive symptoms, perceived stress, and coping strategies at three time points; baseline, postintervention, and 3-months postintervention. The interventional model used was the Modified Teaching Kids to Cope (MTKC), and the control group received no treatment. Overall, using CBT showed a significant improvement in the outcome measures. At postintervention, students had lower scores on perceived stress, lower depressive symptoms, less use of avoidance coping strategies, and more use of approach coping strategies. The findings are discussed in terms of treatment implications and recommendations for use at academic and health care settings.

Evaluation of a brief Cognitive Behavioral Group Therapy for Psychological Distress among Female Icelandic University Students

“…These findings provide evidence to support previous findings by other studies (Deckro et al, 2002;Hamdan-Mansour et al, 2009;Peden et al, 2000), although our results indicate that fewer sessions suffice to achieve a significant reduction in symptoms of depression and anxiety among female students. The interaction effect between groups showing a decline of symptoms for the intervention group and a rise in the control group may be related to the timing of the intervention, as stress and strain of the academic year are most pronounced toward the end of semester.…”

“…Longer term effects on symptoms of depression and enhancement of mental health through brief CBGT among university students has been reported in several studies (Hamdan-Mansour, Puskar, & Bandak, 2009;Peden et al, 2000Peden et al, , 2001Seligman, Schulman, DeRubeis, & Hollon, 1999;Vázquez et al, 2012b). These findings indicate a reduction of psychological distress following face-to-face brief CBGT or in combination with other distress-reducing interventions.…”

Studentų Psichoemocinės Būklės Ir Miego Kokybės Sąsajos

“…Amerikos tyrėjų duomenimis, naudojant savęs analizės testus, depresijos simptomai nustatyti 53 proc. studentų [15]. Pastaraisiais metais teigiama, kad Amerikoje vienas iš trijų studentų [16], Indijoje 63,9 proc.…”

“…A. Hamdan-Mansour ir kiti autoriai teigia, kad depresijos paplitimas tarp universiteto studentų skiriasi dėl naudojamų skirtingų tyrimo metodų, tačiau nėra mažas -Amerikoje 2001 m. 53 proc. studentų nustatyti depresijos simptomai [15], Indijoje depresijos simptomai nustatyti net 63,9 proc. tyrime dalyvavusių studentų [17].…”

Competencia para Estudiar y Aprender en Contextos Estresantes: Fundamentos de la Utilidad e-Afrontamiento del Estrés Académico®

“…La respuesta de estrés en humanos ha sido ampliamente estudiada, en diferentes contextos, especialmente en el ámbito clínico y de la salud (Costarelli y Patsai, 2012;Hamdan-Mansour, Puskar, y Bandak, 2009;Gulewitsch et al, 2013;O'Donovan y Hughes, 2007;Pettit y De Barr, 2011). En el ámbito educativo, si bien se ha avanzado bastante en el conocimiento de los procesos cognitivos y metacognitivos, no se le ha prestado la atención suficiente para esclarecer con precisión los mecanismos que operan es esta respuesta, por su efecto pernicioso que puede operar en dichos procesos cognitivos y motivacionales-afectivos (de la Fuente, Zapata, Martínez-Vicente, Sander y Putwain, en prensa).…”