As today’s college students report increasing levels of distress, college counseling centers are tasked with finding creative ways to provide additional support. This study tested a brief, skills-based intervention for stress management and self-regulation with undergraduate students (N = 30). Informed by behavioral neuroscience and somatic psychotherapy, the intervention consisted of orienting (attention to the external environment) and interoception (attention to internal somatic experiences). The primary research questions were: Do orienting and interoception have distinct physiological signatures? Does this intervention reduce stress? Does racial identity, trauma history, or post-traumatic strett disorder (PTSD) moderate the effectiveness of the intervention? The intervention was delivered via video to undergraduate students in a laboratory setting and in the context of the students’ everyday lives. Outcome measures included physiological data (heart rate [HR], skin conductance response [SCR], respiratory period [RP], and respiratory sinus arrhythmia [RSA], as well as self-report measures [perceived stress, somatization, and daily stress ratings]). Orienting and interoception initially showed distinct physiological signatures; orienting initially increased SCR, interoception initially increased RSA, RP, and SCR. After 1 week of daily practice, orienting also significantly increased RSA. Participants also reported significant reductions in daily stress, overall perceived stress, and somatization after practicing the intervention for 1 week. Participants with childhood trauma histories reported greater improvement in perceived stress, and those with interpersonal trauma histories showed greater RSA increases with orienting. Students reporting more daily stress reduction after practicing the intervention generally showed greater increases in RSA during their second laboratory visit. The few participants with probable current PTSD (n = 4) reported increased daily stress and found the intervention video more difficult to use, suggesting this intervention may not be suitable for students with current PTSD. Although Black students also showed an increase in daily stress ratings, the intervention was no less effective for these participants in reducing perceived stress or somatization or increasing RSA while orienting. In fact, Black students were more likely than other students to report that the video-based intervention was easy to use. The dissertation also includes the SMITH COLLEGE STUDIES IN SOCIAL WORK 2018, VOL. 88, NO. 4, 258–261 https://doi.org/10.1080/00377317.2018.1507314

中文翻译：

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2018年学位论文和硕士论文摘要

随着当今大学生报告的痛苦程度越来越高，大学咨询中心的任务是寻找创造性的方法来提供额外的支持。本研究对本科生 (N = 30) 测试了一项简短的、基于技能的压力管理和自我调节干预措施。在行为神经科学和躯体心理治疗的指导下，干预包括定向（注意外部环境）和内感受（注意内部躯体体验）。主要的研究问题是：定向和内感受是否具有不同的生理特征？这种干预能减轻压力吗？种族身份、创伤史、或创伤后牵拉障碍 (PTSD) 会降低干预的有效性？干预是通过视频在实验室环境和学生日常生活的背景下向本科生提供的。结果测量包括生理数据（心率 [HR]、皮肤电导反应 [SCR]、呼吸周期 [RP] 和呼吸性窦性心律失常 [RSA]，以及自我报告测量[感知压力、躯体化和日常压力等级] ]）。定向和内感受最初显示出不同的生理特征；定向最初增加 SCR，内感受最初增加 RSA、RP 和 SCR。经过 1 周的日常练习，定向也显着增加了 RSA。参与者还报告说，日常压力、整体感知压力、干预1周后的躯体化。有童年创伤史的参与者报告感知压力有更大的改善，而有人际关系创伤史的参与者则显示出更大的 RSA 增加与定向。在实践干预后报告更多日常压力减轻的学生在第二次实验室访问期间通常表现出更大的 RSA 增加。少数可能患有当前 PTSD 的参与者 (n = 4) 报告说日常压力增加，并发现干预视频更难使用，这表明这种干预可能不适合当前患有 PTSD 的学生。尽管黑人学生的日常压力评分也有所增加，但干预对这些参与者在减少感知压力或躯体化或在定向时增加 RSA 的效果并不逊色。实际上，黑人学生比其他学生更有可能报告基于视频的干预易于使用。该论文还包括 SMITH COLLEGE SUDIES IN SOCIAL WORK 2018, VOL。88，没有。4, 258–261 https://doi.org/10.1080/00377317.2018.1507314