Preventive Therapy
Conditions
Keywords
Resilience, Academic course, College students
Brief summary
The course In Favor of My Resilient Self will guide participants to develop their strength sources, as well as practice self-calming and self-controlling exercises. The main goals of the course are to: 1. Measure the effects on the emotional resilience and confidence of participants. 2. Assess differences in the course's affect on students from the faculty of sciences compared with students from the faculty of social studies. 3. Understand the mechanisms of the effects. Results will be measured using the study questionnaire, to be filled out by the participants before, after, and three months after the completion of the course.
Detailed description
The online Bachelor's degree course In Favor of My Resilient Self provides updated information regarding the term 'emotional resilience' and its mediating factors. Through weekly lessons and assignments, it will guide participants to developing an internal perspective on their strength sources, as well as practice self-calming and self-controlling exercises. The main goals of the course are to: 1. Measure the effects on the emotional resilience and confidence of participants. 2. Assess differences in the course's affect on students from the faculty of sciences compared with students from the faculty of social studies. 3. Understand the mechanisms of the effects. Results will be measured using the study questionnaire, to be filled out by the participants before, after, and three months after the completion of the course. The questionnaire will include validated questionnaires with good psychometric qualities. The study protocol was approved by Tel Hai College institutional review board. All participants, in the intervention (course participants) and in the control group (students of both faculties that didn't attend the course), received information about the program and the study and were asked to provide informed consent.
Interventions
BEHAVIORALIn Favor of My Resilient Self Academic course
Assessing the effect of an academic course on student's emotional resilience.
Sponsors
Tel Hai College
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Students at Tel Hai College that are interested in participating in the study, and provided informed consent.
Exclusion criteria
* Students that did not provide informed consent to participate in the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change from Baseline in The Connor-Davidson Resilience Scale (CD-RISC) | Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores | The CD-RISC is based on Connor and Davidson's operational definition of resilience, which is the ability to thrive in the face of adversity. The scale includes 25 items, from 5 sub-scales: 1. Personal competence, high standards, and tenacity 2. Trust in one's instincts, tolerance of negative affect, and strengthening effects of stress 3. Positive acceptance of change and secure relationships 4. Control 5. Spiritual influences Scoring: Scoring of the scale is based on summing the total of all items, each of which is scored from 0-4. For the CD-RISC-25, the full range is therefore from 0 to 100, with higher scores reflecting greater resilience. (Connor KM, Davidson JRT. Depression and Anxiety 2003; 18: 71-82). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from Baseline in Sociocultural Attitudes Towards Appearance Questionnaire-4 (SATAQ-4R) | Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores | The Sociocultural Attitudes Toward Appearance Questionnaire-4 (SATAQ-4) is a measure of internalization of appearance ideals (i.e., personal acceptance of societal ideals) and appearance pressures (i.e., pressures to achieve the societal ideal). We included 22 items from the subscales: (1) Internalization: Thin/Low Body Fat, (2) Internalization: Muscular, (3) Internalization: General Attractiveness, (4) Pressures: Media, (5) Pressures: Peers, and (6) Pressures: Significant Others. (Schaefer et al, 2017) |
| Change from Baseline in Rosenberg Self-Esteem Scale (RSE) | Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores | Rosenberg Self Esteem Scale (Rosenberg, 1965)- 10 items. Scoring involves a method of combined ratings. Low self-esteem responses are disagree or strongly disagree on items 1, 3, 4, 7, 10, and strongly agree or agree on items 2, 5, 6, 8, 9. |
| Change from Baseline in Depression, Anxiety and Stress Scale (DASS-21) | Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores | Depression, Anxiety and Stress Scale - 21 Items (DASS-21) The Depression, Anxiety and Stress Scale - 21 Items (DASS-21) is a set of three self-report scales designed to measure the emotional states of depression, anxiety and stress. Each of the three DASS-21 scales contains 7 items, divided into subscales with similar content. The depression scale assesses dysphoria, hopelessness, devaluation of life, self-deprecation, lack of interest / involvement, anhedonia and inertia. The anxiety scale assesses autonomic arousal, skeletal muscle effects, situational anxiety, and subjective experience of anxious affect. The stress scale is sensitive to levels of chronic nonspecific arousal. It assesses difficulty relaxing, nervous arousal, and being easily upset / agitated, irritable / over-reactive and impatient. Scores for depression, anxiety and stress are calculated by summing the scores for the relevant items. |
| Change from Baseline in Body Esteem Scale (BES) | Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores | Body Esteem Scale- This questionnaire examines self-esteem of body and physical appearance and consists of 3 subscales: appearance (10 items), weight (8 items) and attribution 187 to others (5 items). Items are rated on a 5-point scale: (1) never, (2) rarely, (3) sometimes, (4) 188 often, and (5) always. A higher score indicates higher body-esteem (Mendelson, Mendelson, & White, 2001) |
| Change from Baseline in The Eating Attitudes Test (EAT-26) | Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores | Eating Attitudes Test- 26 items The Eating Attitudes validated scale for children and adolescents (Maloney, McGuire, & Daniels, 1988) |
Countries
Israel
Contacts
Primary ContactMaya Mouallem, M.Sc
Outcome results
None listed