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

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

doi:10.1080/87568225.2022.2029659

Cited by 7 publications

(13 citation statements)

References 50 publications

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“…Boone, M. S., & Myler, C. (2012). Browning, M. E., Morena, A., Gould, E. R., & Lloyd-Richardson, E. E. (2022). Ciarrochi, J., Atkins, P., Hayes, L., Sahdra, B., & Parker, P .…”

Section: Methodsmentioning

confidence: 99%

“…ACT has been successfully delivered to university students embedded in workshops, seminars and online, and resulted in improved mental health, psychological flexibility, and attitudes towards school and mental health treatment (Barrasso-Catanzaro, 2015; Browning et al ., 2022; Danitz and Orsillo, 2014; Danitz et al ., 2016; Eustis et al ., 2017; Mullen et al ., 2021; Pistorello et al ., 2016; Viskovich and Pakenham, 2020). These studies varied in format including course-based interventions (Browning et al ., 2022; Danitz et al ., 2016; Mullen et al ., 2021; Pistorello et al ., 2016) and workshop formats (Danitz and Orsillo, 2014; Eustis et al ., 2017; Viskovich and Pakenham, 2020). They also vary in lengths of time, and support to engage in skills out of class, which is an important future direction that Pistorello et al .…”

Section: Introductionmentioning

confidence: 99%

“…(2009), we defined acceptability as whether or not the intervention was deemed satisfactory, appropriate, fair, and reasonable and helpful to the students. Based on past research, we expected more than half of students to report the intervention to be helpful, to desire to learn more, and to recommend it to others (Browning et al ., 2022; Eustis et al ., 2017; Mullen et al ., 2021; Pistorello et al ., 2013; Pistorello et al ., 2016). In terms of specific skill components, we hypothesized a priori that students would find mindfulness to be helpful and that they would enjoy it based on the results of Browning et al .…”

Section: Introductionmentioning

confidence: 99%

“…In terms of specific skill components, we hypothesized a priori that students would find mindfulness to be helpful and that they would enjoy it based on the results of Browning et al . (2022).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Wellbeing Wednesdays: a pilot trial of acceptance and commitment therapy embedded in a freshman seminar

Browning,

Lloyd-Richardson,

Trisal

et al. 2023

tCBT

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University students face vast mental health challenges, and both attitudinal and structural barriers to seeking care. Embedding interventions in college courses is one solution. Acceptance and commitment therapy (ACT) is an ideal candidate intervention given its emphasis on values, context, and skill building from a transdiagnostic perspective. This study embedded a brief ACT intervention in a required freshman seminar that was delivered by trained but unlicensed graduate students. In two class sessions of the freshman seminar taught by the same instructor, one session was randomly assigned to receive the course as usual, and one session received the ACT intervention. ACT content was delivered to all students in the intervention course on five consecutive weekly class periods. Students in both classes who chose to participate in the study completed assessments before and after the intervention and at follow-up. There were no significant changes with tests that were run, including non-parametric tests given the small sample sizes. Descriptively, the intervention group had slight improvements in wellbeing and mindfulness and decreases in distress, and the control group had worsened wellbeing, mindfulness and distress. A moderate portion of intervention group students enjoyed the intervention and indicated use of ACT skills, particularly mindfulness. Results suggest that this classroom-based intervention was feasible and acceptable, but further study should occur given small sample sizes. Future work should continue course-based ACT interventions, and should also explore potential applications of student training to deliver interventions given the shortage of mental health providers on college campuses. Key learning aims (1) Can acceptance and commitment therapy content and skills be integrated into an existing freshman seminar curriculum? (2) Can acceptance and commitment therapy improve wellbeing and decrease distress amongst college students? (3) How will students engage with and practise acceptance and commitment therapy skills outside of the context of session delivery?

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“…Boone, M. S., & Myler, C. (2012). Browning, M. E., Morena, A., Gould, E. R., & Lloyd-Richardson, E. E. (2022). Ciarrochi, J., Atkins, P., Hayes, L., Sahdra, B., & Parker, P .…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Wellbeing Wednesdays: a pilot trial of acceptance and commitment therapy embedded in a freshman seminar

Browning,

Lloyd-Richardson,

Trisal

et al. 2023

tCBT

View full text Add to dashboard Cite

show abstract

“…Pre-and posttests showed that stress and anxiety decreased at follow-up. Students reported the intervention as helpful and accessible and reported moderate engagement with skills outside of class (Browning et al 2022).…”

mentioning

confidence: 99%

Developing resilience online: Evaluation of synchronous and asynchronous resilience interventions for Filipino college students

Hechanova

Jocson

Alianan

et al. 2023

Research in Learning Technology

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This study evaluated two forms of a resilience intervention amongst college students during the COVID-19 pandemic. Utilising a randomised controlled trial design, it examined the impact of a synchronous and asynchronous resilience interventions versus a control group that did a journaling intervention. Outcomes measured included coping behaviour, non-reactivity, wellbeing, stress, depression and anxiety. Participants consisted of Filipino college students randomly assigned to three groups: synchronous online resilience group (n = 135), asynchronous resilience group (n = 121) and control group (n = 127). Results revealed that students who went through the online synchronous resilience reported a significant reduction in depression at post-intervention compared to those who went through an asynchronous intervention. Post-intervention scores for nonreactivity were also higher in the synchronous group compared to both asynchronous and journaling groups. Effect sizes were small to moderate. This study suggests that online resilience interventions are viable means to address the mental health needs of students, especially in countries with limited mental health resources.

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A Scoping Review of Acceptance and Commitment Therapy in Higher Education

Caimano,

Malkin,

Monroy

et al. 2024

Psychol Rec

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

Cited by 7 publications

References 50 publications

Wellbeing Wednesdays: a pilot trial of acceptance and commitment therapy embedded in a freshman seminar

Wellbeing Wednesdays: a pilot trial of acceptance and commitment therapy embedded in a freshman seminar

Developing resilience online: Evaluation of synchronous and asynchronous resilience interventions for Filipino college students

A Scoping Review of Acceptance and Commitment Therapy in Higher Education

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