Evaluating the REP-S brief resilience intervention for students in higher education: a multi-study mixed-methods programme of research

Figures & data

Table 1. The components of the REP-S.

Section	Activity
1. Psychophysiological (mind-body) Resilience	1a. Breathing Techniques Introduction to the physiology of breathing, the effect of breathing on stress and vice versa Introduction to the process of diaphragm breathing, including a video and practicing the technique, facilitated by pursed-lips breathing or breathing through a straw Exercise: “Square breathing” – instruction is to breathe in for four seconds, hold the breath for four seconds and breathe out for four seconds. Repeat for 2 min. 1b. Mindfulness Meditation The background and theory of mindfulness is introduced, along with the empirically established benefits of mindfulness meditation Participants download meditation app (Calm), and talked through how to use the app during the 4-week practice period Exercise: A 5-minute “body scan” mindfulness meditation, in which participants place attention on various parts of their body and focus attention on relaxing those body parts
2. Cognitive resilience	2a. Positive reframing, including reframing beliefs about failure Introduce the ABC technique (Activating Event, Belief, Consequences) to facilitate the questioning of beliefs and cognitions. The concept of fear of failure is defined and its empirical effects presented. Exercises: Failure associations – students share the words they associate with failure and share in small groups. Discussion of how failure can lead to positive change, including evidence presented on how failure can lead to learning. Repeat failure associations exercise, focusing on positive words that relate to good outcomes that perceived failure can bring. Share in small group. 2b. Goal Setting and planning Goal setting theory introduced, including SMART goals (specific, measurable, achievable, realistic, time-bound) and the distinction between performance and mastery goals. Exercise: Create a list of performance and mastery goals for (a) next assessment, and (b) for their time at university. Share these in small groups. Explore how to respond differently to feedback in relation to their performance and mastery goals. Planning: Techniques for positive planning introduced, including using written time-linked checklists and linking plans clearly to goals.
3. Social resilience	3a. Effective Help-Seeking A brief discussion on the various forms of help-seeking behaviour and the paradox of help-seeking (people who need it tend not to reach out for it). Exercise: Compose a list of people who might be possible sources of help during their time as a student and another list describing the potential barriers to seeking help, and discuss in groups. Discussion of how social media relates to help-seeking; how it can be a source of social support, but also undermine social support. 3b. Assertiveness Theory of assertiveness presented, with examples Exploration of 5 assertiveness techniques: (a) assertive body language, (b) empathise, (c) “I” statements, (d) solution focus and, (e) good ways of saying “No”. Two scenarios to role-play, with each member of the group responding either assertively, aggressively or passive aggressively and are asked to incorporate some of the assertiveness techniques.
Practice manual	At the end of the workshop, participants are given a practice manual outlining activities recommended during the subsequent 4-week practice period. The manual lists how best to practice all of the above six activities.

Table 2. Means, range (lowest and highest scores), and standard deviations for dependent variables for experimental and control conditions, before and after the intervention.

Variable	Group	Pre-test Mean (range)	SD	Post-test Mean (range)	SD
Resilience	Experimental	83.80 (48–117)	15.78	88.43 (53–115)	15.03
	Control	94.21 (65–111)	11.26	95.48 (67–112)	11.87
Perceived stress	Experimental	22.91 (5–34)	6.86	18.91 (3–33)	7.10
	Control	19.28 (6–32)	6.11	19.52 (7–35)	6.8
Self-esteem	Experimental	26.19 (15–40)	5.81	28.38 (16–40)	5.95
	Control	29.83 (18–40)	4.69	29.34 (17–37)	4.46
Neuroticism	Experimental	29.56 (13–39)	5.70	25.86 (8–37)	7.04
	Control	25.24 (12–37)	6.51	24.21 (11–38)	5.95
Galvanic skin response	Experimental	4.14 (0.07–17.5)	3.76	3.86 (1.75–11.58)	2.28
	Control	3.86 (1.44–7.40)	2.28	3.19 (1.13–7.53)	0.31

Figure 1. Diagrammatic summary of themes.

Data availability statement

The data are freely available by contacting the first author.