A Mixed-Methods Pilot Study of In-Class CBT Skills for College Students

While cognitive behavioral therapy (CBT) is effective for students seeking mental health treatment, less is known about introducing CBT skills to general student populations. This study used mixed methods to examine the impact of in-class CBT skills in an undergraduate course. Students in two course sections (N = 51) completed measures of positive and negative affect at the beginning and end of the semester. One section received usual CBT instruction, while the other practiced behavioral activation and cognitive restructuring during class. The CBT skills section showed increased positive affect at the end of the semester compared to the usual instruction section. Both sections reported increased self-awareness, empathy, and understanding of mental illness, but the CBT skills section reported more specific ways the course influenced their well-being and academic/career goals. Students particularly enjoyed behavioral activation, while opinions on cognitive restructuring were mixed. Though larger studies are needed, results suggest incorporating CBT skills into coursework may enhance learning and benefit well-being, possibly complementing campus mental health services by providing preventive skills to a broader student population. Future research should examine optimal methods for skills delivery, identify students most likely to benefit, and explore potential academic benefits of applied therapeutic skills practice.