Strengths-Based Models of Resilience in Tertiary Education Students.

Tertiary education students experience higher levels of distress than the general public and their age-matched peers. Preventive health programs targeting tertiary education students are needed to combat high levels of distress in this population. This article investigates strengths-based theories of resilience which state that improvements in coping with stress also improve resilience. It utilized hierarchical regression to determine the amount of variance in mental health and resilience outcomes associated with the stress management resources, namely paying attention to the present moment (mindfulness) and engaging in personally meaningful activities (engagement), in a sample of 1,072 Australian tertiary education students. The results found that mindfulness and engagement are negatively associated with symptoms of depression and anxiety and positively associated with psychological well-being and resilience in tertiary education students. We also found that the amount of variance in mental health outcomes associated with engagement and mindfulness is additive. When a second stress management resource was added to the modeling, the amount of variance in the measured mental health outcomes explained by the coping resources increased. These findings help to provide a conceptual framework that can be used to design resilience training programs in tertiary education students to address the high levels of mental health disorder in this population. [ABSTRACT FROM AUTHOR]