Abstract

AZEVEDO, Mariana Ladeira de  and  MENEZES, Carolina Baptista. Effects of the Mindfulness-Based Cognitive Therapy Program on stress, self-efficacy and mindfulness in university students. SMAD, Rev. Eletrônica Saúde Mental Álcool Drog. (Ed. port.) [online]. 2020, vol.16, n.3, pp. 44-54. ISSN 1806-6976.  http://dx.doi.org/10.11606/issn.1806-6976.smad.2020.165513.

OBJECTIVE: to verify the effects of Mindfulness-Based Cognitive Therapy program on stress, self-efficacy, and dispositional mindfulness as outcomes in a sample of undergraduate students. METHOD: quasi-experimental longitudinal study in a sample of 13 students. The variables perceived stress, perceived general self-efficacy and dispositional mindfulness were analyzed, measured by self-report instruments answered by the participants before the first session and at the end of the eighth session of the intervention. The intervention lasted eight weeks. RESULTS: comparing scores at the beginning and at the end of the program, perceived stress reduced and there was an increase in general perceived self-efficacy and mindfulness. Correlations between outcomes indicated that older age is related to greater general self-efficacy and mindfulness; stress reduction is related to increased general self-efficacy and mindfulness; and increased self-efficacy is related to increased mindfulness. CONCLUSION: data indicate that Mindfulness-Based Cognitive Therapy can help develop mindfulness skills, reduce perceived stress and increase general perceived self-efficacy, possibly contributing to coping with challenging situations in the academic context, during college, and in future professional practice.

Keywords : Mindfulness; Cognitive Behavioral Therapy; Student Health Services; Stress; Psychological; Self Efficacy.

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