Havruta-structured dialogue as a social–emotional competence intervention: multi-stakeholder evidence on university students’ mental health

Abstract

Introduction – This study evaluated the preliminary efficacy of a Havruta-structured dialogue program in enhancing university students’ social–emotional competence (SEC) and mental health. Methods – Ninety-five students were randomly assigned to either a Havruta intervention group (n = 47) or an active control group (n = 48). Assessments were conducted at baseline (T0), post-intervention (T1), and follow-up (T2). Results – Compared with the control group, participants in the Havruta group showed significantly greater reductions in depressive symptoms, anxiety, and perceived stress, along with significantly greater improvements in psychological wellbeing and SEC, with benefits maintained through follow-up. Reliable change analysis further indicated a significantly higher proportion of clinically meaningful responders in the intervention group. Exploratory mediation analyses provided preliminary evidence consistent with SEC gains as one plausible intermediary associated with improved mental health outcomes. Exploratory trajectory analyses suggested heterogeneous response patterns, with baseline distress, loneliness, and dialogue-process quality emerging as candidate correlates of differential improvement. Triangulated data from multiple stakeholders further supported the intervention’s feasibility, engagement, and perceived process features within the present university context. Discussion – Overall, these findings suggest promising preliminary effects in a modestly sized university sample; however, larger fully powered randomized trials are needed to confirm the exploratory secondary findings, establish generalizability, and determine whether broader implementation is warranted.