Developing resilience skills in Higher Education students through curriculum embedded workshops

Students were surveyed before (n=216) and after the intervention (n=164) to measure the learning gain with respect to the intrapsychic resilience promoting factors and to obtain feedback on the intervention content and design. Post-intervention, two student focus groups (n=12) were conducted to gain deeper insights into the effectiveness of the intervention in terms of enhancing student capacity to build personal resilience.<br><br>The survey findings showed promise as students who attended the intervention self-reported significant improvements in their levels of knowledge of the construct of resilience, enhancement in their abilities to harness the skills to develop their personal resilience, and changes in attitudes to appreciate the value and importance of developing their own personal resilience.

The focus group findings supported this development of student knowledge, skills and attitudes, and the study overall proports that, through embracing a combined psychoeducational, mindfulness and cognitive behavioural design, such interventions can be effective in building overall student resilience.