A Virtual Brief Psychosocial Intervention on Mental Wellbeing of Community College Students During the Pandemic: A Pilot Study

Conference: The European Conference on Education (ECE2022)
Title: A Virtual Brief Psychosocial Intervention on Mental Wellbeing of Community College Students During the Pandemic: A Pilot Study
Stream: Counselling, Guidance & Adjustment in Education
Presentation Type: Live-Stream Presentation
Authors:
Kathleen AHM Chim, Hong Kong Metropolitan University Li Ka Shing School of Professional and Continuing Education, Hong Kong
Tsz Chui Lai, Hong Kong Metropolitan University Li Ka Shing School of Professional and Continuing Education, Hong Kong
Benjamin TY Chan, Hong Kong Metropolitan University Li Ka Shing School of Professional and Continuing Education, Hong Kong

Abstract:

Family, friends and peers are often seen as pillars of social support, especially in challenging times. However, during the pandemic where we constantly experience the fear of infection, uncertainties, social isolation, and everyday life disruptions, interactions with acquaintances and even strangers, even virtually and briefly, may help provide comfort and support. This study evaluated the ‘Inner Nurturing’ series of virtual psychosocial workshops aimed at improving mental wellbeing and decreasing feelings of uncertainty for students attending a community college. Facilitated by mental health professionals, the workshops intended to create a sense of belonging and solidarity among participants while physically apart during the pandemic. The Self-Compassion Scale – Short Form, Intolerance of Uncertainty Scale, and the Short Warwick-Edinburgh Mental Well-being Scale were administered before and after each of the first three out of five workshops. 36 participants from different age groups (18-24yo, 25-34yo, 35-44yo, 55-64yo) completed both the pre- and post-tests. Repeated-measures t-tests were conducted on the sub-scale and total scores to determine whether the participants’ psychosocial wellbeing has changed after workshop participation. The post-tests revealed a significant increase in participants’ self-kindness, t(35) = 2.273 (p < .05) and common humanity, t(35) = 2.132 (p < .05), and a significant decrease in prospective anxiety, t(35) = -2.123 (p < .05). The results provide preliminary empirical evidence to suggest that time-limited, virtual psycho-social workshops may help students cope with pandemic-induced stress. Implications for socio-emotional learning to cope with post-pandemic changes and to optimise the whole-person development of students in higher education will be discussed.

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