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ONLINE SEMINAR: Sarah Vincent (Aix Marseille School of Economics) – «Male Sterilization and Violence: Evidence from Emergency in India»

February 28, 2024 – 14h – ONLINE

ONLINE SEMINAR: Caterina Muratori (San Diego State University) – «Is TRAP a Trap? The Impact of Abortion Access on Violence Against Women»

February 13, 2024 – 15h – ONLINE

SEMINAR: Xiduo Chen (University of Arizona) – «Punishment and Reoffending: A Probationary Selection Model with Judge Randomization»

February 20, 2024 – 14.30h – Sala de Recepcions

SEMINAR: Elena Bassoli (Paris School of Economics) – «Working longer or opting out? Women’s costly response to a recent pension reform»

February 19, 2024 – 14.30h – Sala de Recepcions

SEMINAR: Monica Beeder (NHH Norwegian School of Economics) – «Throwing gasoline on cocaine production: the effect of a supply shock on violence»

January 29, 2024 – 14.30h – Room 1038

2023/12: Resilience-thinking training for college students: Evidence from a randomized trial

We conducted a randomized evaluation of a universal primary prevention intervention whose main goal was to increase the resilience of students from a large broad-access Hispanic Serving Institution and commuter urban college. In a 90-minute workshop, students were: introduced to the resilient-thinking approach, which offers conceptual tools to cope with unexpected negative shocks; worked individually and in groups to identify challenges in their community; and brainstormed strategies to address them. We find that the intervention increased by 5 percent of a standard deviation the short-run resilience of the average student. Importantly, the intention-to-treat effects were larger for students with lower levels of baseline resilience. The intervention was most effective among students with weaker individual protective factors at baseline (the most vulnerable students, those with lower resilience, and with higher mental health problems), and for those with stronger community protective factors, suggesting that individual and community factors mediate differently within this intervention. The intervention effects on students’ resilience persisted over time. These effects were mostly driven by an improvement in students’ collaboration (i.e., maintenance and formation of support networks and personal relationships), and vision (i.e., sense of purpose and belief in an ability to define, clarify, and achieve goals). We find no effects on educational performance the semester of the intervention or the following one, nor on depression and anxiety the following semester.