approachability and use of social supports for coping

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)

By four-month follow-up, intervention students were rated as significantly more approachable by control group peers (B=.07, SE=.02, p<=.01) and reported significantly greater use of social supports to

Effect: improvement; B = .07 (SE = .02)