Group-based Pyschoeducational Interventions for University Students with Difficulties in Emotion Regulation and Social Skills

Abstract

[Problem and Purpose]

This study examined effects of group-based psychoeducational interventions based on cognitive-behavioral therapy (CBT) and social skills training (SST) to improve emotion regulation and social skills in university students experiencing difficulties in these areas.

[Methods]

Nine university students participated in 10 CBT sessions, which included relaxation training and practice for emotional understanding of self and others. The effect of CBT was assessed by questionnaires on stress coping and self-esteem, administered before and after CBT. Following CBT, seven participants took part in 13 SST sessions, which included training on interpersonal relationships. The effect of SST was assessed by questionnaires, administered before and after SST, on social skills, self-efficacy, adjustment to college, and general mental health.

[Results]

Results showed that participants’ self-esteem improved after CBT and that social skills improved after SST. In contrast, stress coping, self-efficacy, adjustment to college, and general mental health did not improve after these interventions.

[Discussion]

Results suggested that participants’ self-esteem increased after CBT because it might not only have promoted emotional understanding of self and others, but might also have enhanced participants’ relaxation skills. Improvement in social skills after SST implied that it is effective for participants’ interpersonal difficulties. These findings suggested that group-based psychoeducational interventions for university students with difficulties in emotion regulation and social skills might have effects for normal students as well. Furthermore, we discussed problems to be solved by intervention at a university concerned with participants’ assessment, negative effects of group intervention, and intervention effects’ validity.