Randomized controlled trial of the Resilience and Coping Intervention (RCI) with undergraduate university students

OBJECTIVE

The purpose of this pilot study was to evaluate the Resilience and Coping Intervention (RCI) with college students.

PARTICIPANTS

College students (aged 18-23) from a large Midwest US university who volunteered for a randomized controlled trial during the 2015 spring semester.

METHODS

College students were randomly assigned to an intervention (n = 64) or a control (n = 65) group. Intervention participants received three 45-minute RCI sessions over subsequent weeks. All participants completed pre- and post-intervention assessments at the beginning of Week 1 and end of Week 3. Student resilience, coping, hope, stress, depression, and anxiety were assessed.

RESULTS

RCI participants reported significantly more hope and less stress and depression from Week 1 to Week 3 compared with control participants. Results for resilience also approached statistical significance. Effect sizes were small to moderate.

CONCLUSIONS

This study found preliminary evidence that RCI is an effective resilience intervention for use with college students.

Children's response to terrorism: a critical review of the literature

The advent of major terrorist assaults has ushered in a sense of insecurity and vulnerability heretofore unknown in the US. There is information about the impact of disasters and trauma on children, but relatively little data on the effects of terrorism. The events of September 11, 2001 have underscored the need to examine this issue. This report summarizes recent studies that address the impact of terrorist incidents on children, and examines issues related to mental health services for children in the post-attack environment. Work related to the 1993 bombing of the World Trade Center, the 1995 bombing of the Alfred P. Murrah Federal Building in Oklahoma City, the 1998 bombing of the American Embassy in Nairobi, Kenya, and the September 11 attacks are reviewed. This article indicates significant challenges in the identification, evaluation, and treatment of children potentially in need of attention.