In higher education there is increasing concern about students’ resilience. In recent research I have employed a theoretical framework of resilience, known as the model of mental toughness. This predicts a range of outcomes, including attainment, adjustment to university, and psychological wellbeing. This academic year I have therefore been working with some collaborators, including Michael Atkinson in the School of Medical Education and John Whitworth in the School of Dental Sciences, to offer students the opportunity to attend “resilience for academic study” sessions.

Prior to attending the first session students completed measures of mental toughness and perceived stress. Appropriate clearance was sought from the university ethics committee. In the first session students were then provided with their mental toughness profile and encouraged to reflect upon their scores. Students were then introduced to a range of tools which may enhance mental toughness, including mindfulness, positive thinking, and goal setting. Workshop sessions have since been offered on the topics of mindfulness and building confidence.

Later this year I will ask students to fill in a questionnaire in order to evaluate the perceived usefulness of the sessions, and also to complete the mental toughness and perceived stress scales again so that I can explore several aspects of the data. This is being supported by a grant from the Faculty Unit for Educational Research, Development and Practice. I look forward to a future opportunity to disseminate the findings of the project.

Helen St Clair-Thompson, School of Psychology