Solution-Focused Wellness: A Longitudinal Study with College Students

Background and Purpose

Research indicates that college students are experiencing mental health challenges of greater severity, and an increased number of students are seeking help. Contributing to the compromised wellness of the college student population are the prevalence of unhealthy lifestyle habits and behaviors such as alcohol consumption, tobacco use, dietary concerns, risky sexual behaviors, and lack of physical activity. These lifestyle trends, coupled with the increase in prevalence and severity of presenting concerns, as well as lack of campus resources, have created a need for proactive and prevention-focused interventions designed to support college students in improving wellness. The purpose of this research study was to examine the effectiveness of a short-term solution-focused wellness coaching intervention on perceptions of wellness and stress among the college student population. 

Methods

A pre-post and follow-up longitudinal, no control design was used to evaluate the effectiveness of a solution-focused wellness group intervention among college students. Outcome variables were assessed at baseline, seven weeks, and six week follow-up using the Perceived Stress Scale (PSS) and the Five Factor Wellness Evaluation of Lifestyle (5F-WEL). Fifty-two college students were recruited for the study. Five students dropped out prior to intervention completion, while an additional five did not complete follow up measures, resulting in an analyzed sample of 42 participants. Participants met weekly for 60 minutes for seven consecutive weeks, and were guided by components of wellness, with a different wellness domain (e.g. social, spiritual, physical) serving as session themes, while specific Solution-Focused Brief Therapy techniques were applied consistently throughout the sessions by the intervention facilitator.

Results

Results of a repeated measures analysis of variance (RM-ANOVA) indicated significant differences across time for perceived stress F(1, 42) = 25.39, p < .01. Paired samples T-Tests were conducted to compare estimated mean differences between stress scores at three time points. There was a significant difference between baseline (M = 22.67, SD = 5.42) and seven weeks (M = 16.19, SD = 6.30); t(7.41), p= <.01, and between baseline and six-week follow-up (M = 16.59, SD = 6.45); t(-5.17), p = <.01. No significant difference was found between post-intervention stress and six-week follow-up. Significant differences were also revealed across time for perceived wellness F(1, 42) = 31.84. p <.01. Follow-up T –Tests demonstrated significant differences between perceived wellness at baseline (M = 71.60, SD = 7.76) and seven weeks (M = 78.56, SD = 6.19); t(-7.91), p < .01, and between baseline and six-week follow-up (M = 76.67, SD = 6.45); t(4.46), p < .01.

Implications

This model differs from traditional college student wellness-based interventions that incorporate an educational approach across semesters.  By increasing accessibility, more students may experience intervention benefits thereby decreasing strain on campus resources through prevention and wellness promotion. .  Implementation of an evidence-based solution-focused wellness model provides an option for improving wellness and decreasing stress that can be employed multiple times per semester, thereby having positive implications for the greater university community.