Resilience-Building Educational Intervention

The evaluation program will be based upon the the evaluations from the first three phases and a consideration of the characteristics of the target population. Theories of behavior change such as the SCT we are using to support our educational program, show the focus of the intervention program and propose useful strategies to achieve the goals of change [54 ]. For example, the concept of self-esteem, and ways to increase it, will be taught to improve self-efficacy. Similarly, the intervention group will be trained with thinking traps and recognizing their thoughts to improve self-regulation skills, in order to control their emotions, as well as speed skills to monitor their emotions. Although there is some diversity in terms of education duration and topics [55 ] the available evidence suggests that empowering employees in the field of resilience skills is one of the important components of health promotion programs [56 (link)]. The effectiveness of an educational program is also dependent upon the application of educational theories, which can support the ability of the material to change the behavior of the target population [57 (link)]. Theories that explain adult learning suggest that collaboration and active involvement in the educational sessions are required, as well as positive reinforcement by timely feedback [58 (link)]. In view of this, some techniques, such as small-group discussions, role-plays, and questions and answers will be used to support good face-to-face teaching-learning practices. The educational sessions will also include video clips, podcasts, pamphlets and other purposeful handouts to support assimilation of the materials both during the sessions and as homework. This can help increase the learning of more contents during the education process [59 , 60 (link)].
Drawing on intervention studies that have published their experiences, it seems that an educational program consisting of 8–10 sessions, should be effective in developing basic resilience skills. Similarly, other interventions with educational training in weekly sessions of 60–90 min have been found to have sustainable positive outcomes [53 (link)]. Thus, the contents of the intervention program will proceed with 10 sessions, each approximately 60–90 min, with the contents shown in Table 2.Table 2

Contents of the educational intervention program sessions

Sessions	Contents
1	Introduction. familiarization with the research objectives, groups, and participants
2	Resilience, familiarity with emotions
3	Cognitive traps
4	Cognitive traps
5	Problem-solving skills
6	Speed skills to control emotions
7	Effective communication skills
8	Effective communication skills
9	Self-esteem and self-efficacy skills
10	Self-esteem and self-efficacy skills