Brief ACT for Undergraduates: A Mixed-Methods Pilot Investigation of Acceptance and Commitment Therapy Delivered over Zoom

IF 1.9 Q3 PSYCHOLOGY, APPLIED

JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY Pub Date : 2022-02-02 DOI:10.1080/87568225.2022.2029659

Morgan E. Browning, A. Morena, Evelyn R. Gould, Elizabeth E. Lloyd-Richardson

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引用次数: 6

Abstract

ABSTRACT University students face significant mental health challenges and often have difficulties seeking and obtaining mental health care. Acceptance and Commitment Therapy (ACT) seeks to increase psychological flexibility and valued living, and is well-suited for a transdiagnostic, skills-based approach that can support students with diverse needs. Embedding interventions in university courses may reach more students. A brief, four session ACT intervention plus follow-up, “Brief ACT for Undergraduates,” was delivered by a trained graduate student to 22 students participating in an undergraduate psychology seminar. Roughly half of the sample met clinical cutoffs on validated measures. Stress and anxiety decreased at follow-up. Students rated the intervention as helpful and accessible and reported moderate engagement with skills outside of class. These pilot results suggest embedding ACT within a university course is a beneficial way to support student mental health. Study limitations and future recommendations discussed, and the need for large-scale replication and RCTs emphasized.

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大学生简短的ACT:一项混合方法的试点调查，通过Zoom提供接受和承诺治疗

大学生面临着重大的心理健康挑战，往往难以寻求和获得心理健康护理。接受和承诺治疗(ACT)旨在增加心理灵活性和有价值的生活，非常适合跨诊断、基于技能的方法，可以支持有不同需求的学生。在大学课程中嵌入干预措施可能会影响到更多的学生。一名训练有素的研究生向参加本科心理学研讨会的22名学生进行了简短的四次ACT干预和随访，名为“本科生简短ACT”。大约一半的样本符合有效措施的临床截止日期。在随访中，压力和焦虑有所下降。学生们认为这种干预是有帮助的、容易获得的，并报告说，他们在课外对技能的参与程度适中。这些试点结果表明，将ACT纳入大学课程是支持学生心理健康的有益方式。讨论了研究的局限性和未来的建议，并强调了大规模复制和随机对照试验的必要性。

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来源期刊

JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY PSYCHOLOGY, APPLIED-

CiteScore

3.20

自引率

7.10%

发文量

期刊介绍： The Journal of College Student Psychotherapy® is dedicated to enhancing the lives of college and university students by featuring high-quality articles about practice, theory, and research in mental health and personal development. Contributions to the journal come from professionals in the field of mental health and counseling and from college staff, faculty, and students. The journal is written specifically for college and university administrative staff and faculty as well as counselors and mental health professionals. Regular quarterly issues of the journal feature articles of central interest to psychotherapists and counselors while also expressing broader implications for everyone who wishes to understand students.