Development and Evaluation of the Sleep Treatment and Education Program for Students (STEPS)

Brown, Frank L. H.; Buboltz, Walter C.; Soper, Barlow

doi:10.3200/jach.54.4.231-237

Cited by 170 publications

(148 citation statements)

References 39 publications

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“…Although many students in both groups indicated on questionnaire that they had made changes in their behavior, our study did not obtain objective data (e.g., actigraphy) that this actually occurred. Nevertheless, our study is consistent with the observations by Brown et al, 20 who found in a small randomized controlled study of college psychology students that a short sleep hygiene program consisting of a brief oral presentation and handouts could improve sleep hygiene practices and sleep quality. Importantly, our findings extend their results by demonstrating similar results using Internet technology in a larger cohort.…”

supporting

confidence: 82%

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Quan

Anderson

Hodge

2013

Journal of Clinical Sleep Medicine

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pertaining to healthy sleep. 7 Unfortunately, the amount of time devoted to information about sleep in these courses may be as little as one hour of lecture.In the past 10 years, use of the Internet among all segments of the population has been increasing rapidly. Educational uses have been growing and online college courses and degree programs are offered by many prestigious institutions. Educational Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors.Results: Two hundred fi fty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a signifi cant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time. S C I E N T I F I C I N V E S T I G A T I O N SP oor sleep habits are common among college students, and the prevalence of sleep problems is high.1-3 In a recent survey of students at a large public university, 33% of respondents had a sleep latency of more than 30 min, and a similar percentage reported being tired during the day.2 Approximately half of those surveyed reported using a sleep aid (white noise, fan, music, medication). Not surprisingly, energy drink consumption among college students also is high, with 51% using more than one drink per month. Two-thirds of those using energy drinks did so to mitigate the effects of insuffi cient sleep. Although there is some recognition among educators of the benefi ts of promoting better sleep habits among col...

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confidence: 82%

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Quan

Anderson

Hodge

2013

Journal of Clinical Sleep Medicine

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“…Brown and colleagues found improved sleep quality (PSQI scores) with a single group 30-minute sleep-health education program in a general population college sample. 34 It may be that the group of students studied by Brown and colleagues 34 had sleep distress at baseline (mean PSQI = 7.3 among intervention group participants and 6.6 among controls) comparable to our sample of students with sleep problems (mean PSQI = 7.7 for Refresh participants and 7.5 for Breathe participants) and different from our group of participants without significant baseline sleep problems (mean PSQI = 3.3 for Refresh participants and 3.5 for Breathe participants). It seems reasonable to expect that students with disturbed sleep at baseline may benefit most from a program designed to help them improve their sleep.…”

Section: Discussionmentioning

confidence: 99%

An E-mail Delivered CBT for Sleep-Health Program for College Students: Effects on Sleep Quality and Depression Symptoms

Trockel

Manber

Chang

et al. 2011

Journal of Clinical Sleep Medicine

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Study Objectives:We examined the effects of a cognitive behavioral self-help program (Refresh) to improve sleep, on sleep quality and symptoms of depression among first-year college students. Methods: Students in one residence hall (n = 48) participated in Refresh and students in another residence hall (n = 53) participated in a program of equal length (Breathe) designed to improve mood and increase resilience to stress. Both programs were delivered by e-mail in 8 weekly PDF files. Of these, 19 Refresh program participants and 15 Breathe program participants reported poor sleep quality at baseline (scores ≥ 5 on the Pittsburgh Sleep Quality Index [PSQI]). Participants completed the PSQI and the Center for Epidemiological StudiesDepression Scale (CES-D) at baseline and post-intervention. Results: Among students with poor sleep (PSQI > 5) at baseline, participation in Refresh was associated with greater improvements in sleep quality and greater reduction in depressive symptoms than participation in Breathe. Among students with high sleep quality at baseline there was no difference in baseline to post-intervention changes in sleep (PSQI) or depressive symptom severity (CES-D). Conclusions: A cognitive behavioral sleep improvement program delivered by e-mail may be a cost effective way for students with poor sleep quality to improve their sleep and reduce depressive symptoms. An important remaining question is whether improving sleep will also reduce risk for future depression. Keywords: Insomnia, depression, prevention Citation: Trockel M; Manber R; Chang V; Thurston A; Tailor CB. An e-mail delivered CBT for sleep-health program for college students: effects on sleep quality and depression symptoms. S C I E N T I F I C I N V E S T I G A T I O N SC ollege students often have erratic sleep schedules, poor sleep hygiene, and correspondingly poor sleep quality. 1One report suggests that as many as 89% of college students report poor quality sleep. 2 Inadequate or poor quality sleep may put students at increased risk for developing unipolar depressive disorders. [3][4][5][6] In 1989, Ford and Kamerow published data suggesting that poor sleep is a risk factor for subsequent clinical depression and that further research is needed to determine if early recognition and treatment of sleep disturbance can prevent subsequent psychiatric problems. 4 Since then, several authors have published empirical evidence indicating disturbed sleep, measured by self-report or with polysomnography 6 is a risk factor for subsequent depression. 3,[5][6][7][8][9][10][11][12] Poor sleep is a predictor of subsequent depression during adolescence, 5 and continues to constitute a risk in young 3,7 and older adults. 11,12 There is a dose response relationship between sleep disturbance in adolescence and subsequent symptoms of depression, with severe sleep disturbance incurring greater risk than moderate disturbance. 13 It is therefore important to develop and test the feasibility of potentially cost-effective interventions to improve sleep among a...

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“…Students should understand the effects of caffeine, alcohol, napping, varied sleep schedules, and exercise on sleep problems . Evidence demonstrates that in a population without sleep disturbances, this strategy increases knowledge of sleep hygiene which results in better sleep practices and consequently better sleep quality (Brown, Buboltz, & Soper, 2006;Brown, Buboltz, & Soper, 2002).…”

Section: Discussionmentioning

confidence: 99%

Who Needs More Sleep? Comparing Undergraduate and Graduate Students' Sleep Habits in a National U.S. Sample

Oswalt

Wyatt

2014

IJHE

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Sleep disorders and deficits are a national U.S. health concern, and college students report more sleep difficulties than the general population. Most published studies examine college students as a homogenous population or focus on professional (e.g. medical) students. This study compares sleep patterns of undergraduate and graduate students from a national U.S. sample using the American College Health Association-National College Health Assessment (ACHA-NCHA) II survey. Graduate students on average reported better sleep behaviors; however, graduate students' sleep habits were still poor and these students could also benefit from intervention.

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Development and Evaluation of the Sleep Treatment and Education Program for Students (STEPS)

Cited by 170 publications

References 39 publications

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

An E-mail Delivered CBT for Sleep-Health Program for College Students: Effects on Sleep Quality and Depression Symptoms

Who Needs More Sleep? Comparing Undergraduate and Graduate Students' Sleep Habits in a National U.S. Sample

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