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The purpose of this study was to determine the health-related impact service-learning interventions had upon university students. College students from The University of Toledo were trained to conduct five, one-hour, sessions of Transmissive Reminiscence Therapy (TRT) with non-institutionalized senior adults within their community. Another group of university students made five, one-hour, informal visits with non-institutionalized senior adults within their community. These groups were compared to a group of university students that did not carry out any form of service-learning. A sample of 89 university students completed the SF-36 health survey instrument at pretest and at posttest; 32 from the TRT group, 27 from the visitation group, and 30 from the control group. The analyses revealed significant positive change on 4 variables among students assigned to the therapy group, on 1 variable among students assigned to the visitation group, and on 2 variables among students assigned to the control group. Significant negative change was detected on 1 variable among students assigned to the visitation group, and on 1 variable among students assigned to the control group. The TRT form of service-learning proved to be the more effective of the two interventions aimed at impacting student health perceptions in a positive way.

The aims of this study were to determine the effectiveness of five sessions of one-on-one, transmissive reminiscence therapy (TRT) and to assess the effects of serving as a facilitator for TRT. Fifty-one undergraduate college students from the University of Toledo were trained to conduct five 45-minute sessions of TRT with institutionalized senior adults. A pretest/posttest control group design was employed in order to detect differential effects of the therapy. The impact of the therapy was measured using a survey instrument, the Short Form General Health Survey (SF-36). The impact of serving as a TRT facilitator was measured qualitatively via weekly journals and a final reflection paper. [ABSTRACT FROM PUBLISHER]

The article provides a brief review of the metatheory of resilience and resiliency, a description of a resiliency training program, and also a summary of results of a resiliency training program. Resilience in this paper is a self-righting force within everyone that drives him/her to pursue self actualization, altruism, wisdom, and harmony with a spiritual source of strength. The resiliency process is the experience of being disrupted by change, opportunities, adversity, stressors or challenges and, after some disorder, accessing personal gifts and strengths to grow stronger through the disruption. The resiliency training program is presented as a five-day progressive program that provides experiences for participants to enhance personal resilience and to pursue resilient relationships. Research previously conducted in a large government organization showed immediate and posttest improvements in resilience, locus of control, purpose in life, self-esteem, interpersonal relationships, and job satisfaction.