Feasibility, Acceptability, and Preliminary Effects of the COPE Online Cognitive-Behavioral Skill-Building Program on Mental Health Outcomes and Academic Performance in Freshmen College Students: A Randomized Controlled Pilot Study

Problem Despite the increasing prevalence of mental health disorders in university students, few receive needed evidence‐based treatment. Objective The purpose of this study was to assess the feasibility and preliminary effects of a seven‐session online cognitive‐behavioral skill‐building interventi...

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Bibliographic Details
Published in:Journal of child and adolescent psychiatric nursing 2015-08, Vol.28 (3), p.147-154
Main Authors: Melnyk, Bernadette Mazurek, Amaya, Megan, Szalacha, Laura A., Hoying, Jacqueline, Taylor, Tiffany, Bowersox, Kristen
Format: Article
Language:English
Subjects:
Academic performance
Achievement
Adult
anxiety
Anxiety - therapy
Cognitive therapy
Cognitive Therapy - methods
College Freshmen
college student
College students
Construction Programs
depression
Depression - therapy
Empowerment
Feasibility Studies
Female
Humans
Internet
Intervention
Introductory Courses
Male
Mental Health
Mental health care
Nursing
Patient Acceptance of Health Care
Pilot Projects
Students - psychology
Treatment Outcome
Universities
Young Adult
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Summary:Problem Despite the increasing prevalence of mental health disorders in university students, few receive needed evidence‐based treatment. Objective The purpose of this study was to assess the feasibility and preliminary effects of a seven‐session online cognitive‐behavioral skill‐building intervention (i.e., COPE, Creating Opportunities for Personal Empowerment) versus a comparison group on their anxiety, depressive symptoms, and grade performance. Methods A randomized controlled pilot study was conducted from September 2012 to May 2013 with 121 college freshmen enrolled in a required one credit survey course. Findings Although there were no significant differences in anxiety and depressive symptoms between the groups, only COPE students with an elevated level of anxiety at baseline had a significant decline in symptoms. Grade point average was higher in COPE versus comparison students. Evaluations indicated that COPE was a positive experience for students. Conclusions COPE is a promising brief intervention that can be integrated effectively into a required freshman course.
ISSN:1073-6077
1744-6171
DOI:10.1111/jcap.12119