YW.

Online Interventions

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Background

During the COVID-19 pandemic, when universities transitioned to online learning, managing stress became crucial. Strategies like shifting focus away from stress and rethinking problems positively appeared to help people cope better. However, there has been limited research on effectively teaching these skills in an online education setting.

Research Objectives & Methodology

To address this issue, I explored web-based mental health interventions to improve the wellbeing of undergraduate students. I adapted existing interventions for online delivery to assess their potential in enhancing students' mood, mental health, and coping skills. Additionally, I investigated whether offering choices in training modules would positively impact participant retention and outcomes.

Results

All three groups improved their ability to shift focus away from stress over time, with a high user retention rate (87%). The mindfulness training group with choices experienced fewer negative feelings and repetitive, negative thoughts compared to other groups.

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Discussion

So, what does all of this mean? It suggests that we can support students' mental health with brief online interventions. Learning mindfulness helps students manage negative feelings and stress more effectively. Conversely, stress-focused training can help students rethink stress as something that can enhance their mood and performance. However, we still need to work on tailoring these courses to better fit each student's needs.