Exploring the Use of Multi-Session, Group-Based Self-Compassion Interventions for University Students: A Systematic Review

Abstract

This systematic review explores the extent to which the design, implementation and delivery of multisession, group-based self-compassion interventions targeting university-level students reflects the emerging self-compassion literature and findings to better tailor self-compassion interventions to student experiences. This paper, undertaken to establish literature on self-compassion interventions, conducted a systematic search of four electronic databases, yielding 357 potentially relevant journal articles after duplicates were removed. Following screening of titles and abstracts, 49 studies were identified for review. Of these, eight were selected as meeting the inclusion/exclusion criteria following full-text screening. Data were extracted and synthesised narratively. Promising support is found for the use of multi-session, group-based self-compassion interventions leading to enhanced self-reported trait selfcompassion in university-level students across all eight studies. Heterogeneity, however, in intervention design, implementation, and delivery obscured how future multi-session, group-based self-compassion interventions could be tailored to student experiences and individual differences. Whilst there is evidence to suggest that multi-session, group-based self-compassion interventions have benefited university-level students by helping them adapt to university life through increases in self-compassion, future research could explore the roles of other-focused compassion and group dynamics in multi-session, group-based self-compassion interventions.