Self-Statement Modification Techniques for Distressed College Students with Low Self-Esteem and Depressive Symptoms

Thirty students (73% female, M = 21 years) reporting significant distress, low self-esteem, and depressive symptoms were randomly assigned to three sessions of either: (a) restructuring of negative self-thoughts (via training and daily practice using the Thought Record) or (b) enhancement of positive self-statements (via fluency training and daily flashcard rehearsal). Both methods were associated with clinically significant improvement that persisted at follow-up. Using existing studies as benchmarks, this improvement met or exceeded that of related treatment conditions and clearly exceeded that of control conditions. Results suggest both disputation of negative and enhancement of positive self-thoughts can be beneficial.