Examining the Link: Resilience Interventions and Creativity Enhancement among Undergraduate Students

1 Introduction

Resilience is similar to bouncing back, not necessarily returning to the exact starting point but rather adapting to impacts and charting a new course forward. It refers to the capacity to effectively adjust and respond to difficult circumstances, such as adversity, tragedy, trauma, threats, or substantial stressors (American Psychological Association, 2014). Research indicates that resilience positively correlates with mental health indicators like life satisfaction, positive emotions, and subjective well-being, while it negatively correlates with mental illness markers such as depression, anxiety, and negative emotions (Hu, Zhang, & Wang, 2015). Creativity is a multifaceted concept with varying interpretations. While often linked to artistic endeavours, it broadly encompasses the human capability to generate innovative, adaptable, and effective ideas, insights, and solutions (Runco & Jaeger, 2012). Creativity is crucial for navigating change, fostering innovation, and managing the complexities of contemporary society (Kapoor & Kaufman, 2020). It is increasingly recognised as essential for success in the 21st century, prompting colleges and universities to focus on cultivating and enhancing students’ creative abilities (Parker-Bell, 2010). Resilience supports adaptive behaviour in the face of challenging, adverse, and traumatic circumstances (Masten & Wright, 2010). It enables individuals to manage negative emotions, find positive meaning in difficult situations, and cope with evolving external pressures throughout life (Xu et al., 2021). Creativity contributes to resilience, with both resilient and creative individuals exhibiting traits such as resourcefulness, flexibility, and adaptability, as well as benefiting from environmental factors like community and family support (López-Aymes, Acuña, & Ordaz Villegas, 2020; Martínez & Lozano, 2010; Metzl & Morrell, 2008; Thomson, 2020). Creativity can serve as a mechanism for resilience by helping individuals manage the stress and anxiety associated with adolescence and early adulthood (Barbot & Heuser, 2017). Promoting creative expression can reframe these stressors in more adaptive ways (Barbot & Lubart, 2012). Resilience is an on-going developmental process that enhances adaptive responses to challenging and stressful experiences (Wagnild & Young, 1993). Traits such as inventiveness, flexibility, adaptation, and resourcefulness are common in both resilient and creative individuals (Cohn, 2011), with community involvement and family support bolstering both qualities (Luthar, Cicchetti, & Becker, 2000). Essentially, creativity can serve as a mechanism of resilience, enabling individuals to navigate the stress and anxiety associated with the challenges of adolescence and early adulthood (Tugade & Fredrickson, 2004).

Studies have shown that resilience programs encourage the creation of defensive measures and preventative elements on both personal and social levels, aiding in the positive and adaptive management of socio-emotional problems. Developing youth resilience through activities that engage them in both formal and informal learning situations has been shown to be relevant (Masten, 2001; Ungar, 2011). The field of resilience is gaining popularity amidst researchers and investors, there is considerable interest in its capacity to diminish mental disorders and promote well-being. Numerous studies have demonstrated that resilience predictors, including realistic optimism, goal setting, and life purpose and meaning, are associated with the prevention and treatment of mental illness (Babić et al., 2020; PeConga et al., 2020). Despite the emphasis on resilience research, there are significant gaps, particularly in intervention studies (Chmitorz et al., 2018; Luthar et al., 2000). Implementing brief resilience interventions among college-based cohorts appears to be an effective method for developing protective factors that enhance resilience (Kadian, Sharma, Singh, & Singh, 2022). Resilience-based programs have been implemented using various theoretical methods, with cognitive-behavioural therapy being the most commonly used approach (Burton, Pakenham, & Brown, 2010; Herbert & Manjula, 2022; Songprakun & McCann, 2012). Other intervention strategies include mindfulness-based programs (Dawson et al., 2020; Steinhardt & Dolbier, 2008), resilience and coping techniques (First, Houston, Mieseler, & Richardson, 2018), acceptance and commitment therapy (Grégoire, Lachance, & Bouffard, 2018), internal family systems therapy, rational-emotive therapy (Conley, Travers, & Bryant, 2015), and skills training programs (Steinhardt & Dolbier, 2008). One such intervention, “Experiencing positive emotions and achieving high levels of performance,” was established and implemented in India, focusing on promoting well-being and productivity through activities like applying strengths, pursuing goals, and managing emotions. This intervention successfully enhanced self-efficacy, well-being, and alleviated distress (Mehrotra, 2013). Resilience interventions have resulted in notable enhancements in various aspects including resilience, self-efficacy, positive emotions, self-esteem, effective coping strategies, quality of life, cognitive adaptability, attitudes, explanatory styles, social connectedness, social support, life satisfaction, reduced decreased perceived stress, depression and anxiety, self-compassion, improved mindfulness, overall well-being and flourishing, reduced negative emotions (Long, France, Dawson, Bretherick, & Mallan, 2020). Despite research indicating a high frequency of mental health disorders and rising levels of distress among college students, most resilience initiatives have been designed with children in mind. Personal relationships are among the most common issues faced by college students, although they have received less attention in existing mental health programs (Herbert & Manjula, 2017). The majority of study programmes have prioritised the improvement of social aspects, namely by emphasising the enhancement of family and school ties. There is a limited number of research studies that have examined how personal characteristics and digital health interventions can improve the resilience and coping abilities of young individuals (Greenberg, Domitrovich, & Bumbarger, 2001). Further investigation is required to ascertain the efficacy of based on evidence resilience initiatives have been shown to effectively improve the mental well-being of young individuals, both in the short and long term (Rutter, 2012). Resilience therapy interventions often incorporate the cultivation of positive emotions, such as happiness. According to Fredrickson’s Broaden-and-Build Theory (2001), experiencing positive emotions can broaden one’s range of thoughts and actions, leading to more original ideas and solutions to problems. Recipients of resilience treatment often exhibit enhanced emotional regulation and reduced stress levels, both of which are crucial skills in the creative process (Fletcher & Sarkar, 2013). Using creativity to reframe stressors can offer a different perspective on adversity. Creative individuals frequently reinterpret stressors in more adaptable and positive ways. Incorporating artistic components into resilience therapies has shown promise. Specifically, art therapy has been used as an adjunctive approach to traditional resilience treatment. A study by MacIntyre and Moran (2015) demonstrated that participants’ creative problem-solving abilities and overall well-being were enhanced through art-based therapies used in resilience therapy.

Despite the crucial role resilience plays in creativity literature, significant gaps remain in understanding the specific impact of resilience therapy interventions on creativity, particularly at the graduate level (Xu et al., 2021). Resilience helps individuals manage negative emotions, provide positive meaning to complex experiences, and adjust to changing external stressors throughout life (López-Aymes et al., 2020). Creativity fosters resilience (Metzl & Morrell, 2008; Thomson, 2020), and resilient and creative people frequently possess traits like originality, flexibility, resourcefulness, and adaptability (Metzl & Morrell, 2008). However, existing findings have yet to indicate the effect of resilience therapy as an intervention on creativity at the graduate level. The connection between creativity and resilience is increasingly recognised, but research investigating how resilience therapy interventions impact creativity, especially among university students, remains scarce. This study aims to address this gap by examining the impact of resilience therapy on creativity within the undergraduate education setting. To achieve this goal, the present study will explore how resilience treatment influences the creativity of undergraduate students, potentially enhancing their ability for original thought and problem-solving. Through an eight-week Resilient Therapy (RT) program, the effects of the intervention on students’ creativity and resilience will be investigated using a non-randomised controlled trial (n-RCT) approach. Detailed descriptions of the study’s procedures, resources, participants, protocols, and RT intervention will be provided in the methodology section. Furthermore, the findings of this study will elucidate the effects of the intervention on both resilience and creativity. The conclusion will emphasise the significance of the data obtained and offer recommendations for future research directions in the realms of resilience and creativity.

2 Methodology

3 Results

Figure of How Sample Collection Taken Place

3.7 After RT on Creativity with Control Group

The creativity scores of the two groups are compared using the independent samples t-test that is offered, which looks at both the situations with and without equal variances assumed. A substantial variance difference is shown by Levene’s Test for Equality of Variances (F = 13.063, p = 0.001), indicating unequal variability between groups. The t-test for equality of means, assuming equal variances, finds a significant mean difference (t = 3.953, p = 0.000) with a mean difference of 25.59. The t-test is still significant (t = 3.890, p = 0.001) with comparable mean difference and confidence interval values when equal variances are not assumed.

The experimental group exhibited a high mean creativity score post-intervention, indicating a potential impact of resilience therapy. The independent samples t-test in Table 7 confirmed a significant difference in post-test creativity scores, supporting the notion that resilience therapy influenced creativity (Figure 1).

Figure 1

Creativity before and after RT.

4 Discussion

The presented research aimed to investigate the effect of resilience therapy on creativity scores, utilising pre-test and post-test measures in both control and experimental groups. Table 2 illustrates baseline characteristics, with the control group exhibiting a mean resilience score of 98.43, while the experimental group had a mean creativity score of 151.50. Table 3 details the independent samples t-test results for resilience and creativity scores, indicating a significant difference in means between groups. The control group demonstrated significantly lower resilience scores compared to the experimental group, suggesting a positive impact of resilience therapy on this construct. Moving to Table 4, the pre-test analysis before the intervention showed no significant difference in creativity scores between the control and experimental groups. However, Table 5, assessing the impact of resilience therapy on creativity pre-test scores, reveals a significant difference. This finding suggests that the intervention influenced creativity scores, as evidenced by the significant mean difference and confidence intervals. Tables 6 and 7 present post-test creativity scores for the control and experimental groups, respectively. The experimental group exhibited a high mean creativity score post-intervention, indicating a potential impact of resilience therapy. The independent samples t-test in Table 7 confirmed a significant difference in post-test creativity scores, supporting the notion that resilience therapy influenced creativity.

Overall, the study’s findings suggest that resilience therapy had a positive impact on both resilience and creativity scores. The significant improvements in resilience and the subsequent influence on creativity align with existing literature on the interplay between psychological creative thinking and resilience (López-Aymes et al., 2020; Thomson, 2020). Additionally, resilience therapy has been shown to improve areas such as reduced negative emotions, increased resilience, and better problem-solving skills, with strong retention rates among college students (Kadian et al., 2022). Due to its status as a developing discipline and a subjective phenomenon, it is necessary to integrate various components, including establishing a unified concept, in order to facilitate further empirical investigations in the future. While the study provides valuable insights, further research with larger samples and diverse populations is recommended to enhance generalisability. Moreover, the majority of intervention projects originate in Western countries. The usefulness of culturally appropriate therapies is becoming more and more clear. Adding cultural elements to the initiative increases its acceptability and practicality while also improving the opinions of stakeholders. Therefore, a college student intervention strategy needs to be suited to their culture (Faregh, Norcross, & Ghassemzadeh, 2019; Zubieta, Agüero, Brunner, & Castro, 2020).

5 Conclusion

In conclusion, the study demonstrates a positive impact of resilience therapy on both resilience and creativity scores among undergraduate students. The aim of this n-RCT was to investigate how undergraduate students’ creativity was affected by RT. Following the 8-week intervention, resilience and creativity scores significantly increased compared to the control group, indicating the beneficial effects of RT. The findings underscore the importance of conducting future studies with larger sample sizes, follow-up evaluations, and exploration of the effects of RT in clinical settings. This study sheds light on the potential advantages of resilience interventions in fostering creative thinking among university students and provides valuable insights into the dynamic relationship between resilience and creativity.