Examining the Efficacy of a 1-Session Brief Behavioral Activation Intervention with University Students with Mild to Moderate Depressive Symptoms

Abstract

Examining the Efficacy of a 1-Session Brief Behavioral Activation Intervention with University Students with Mild to Moderate Depressive Symptoms D. Lee McCluskey Early intervention may increase the likelihood that students with depressive symptoms complete degree requirements and reduce the likelihood of negative outcomes associated with depression in adults. The goal of this study was to assess the efficacy of a 1-session version of Brief Behavioral Activation Treatment for Depression-Revised (BATD-R; Lejuez, Hopko, Acierno, Daughters, & Pagoto, 2011) with university students with mildto-moderate depressive symptoms. Participants (N = 39) were randomly assigned to either a clinical or a control group. Participants completed measures of depression, negativity bias, mindfulness, and experiential avoidance at pre-intervention, two-week follow-up, and one-month follow-up. Both ITT and study completer analyses were conducted. There was a significant main effect of session, such that depression scores decreased from Session 1 to Session 2 and increased from Session 2 to Session 3. Depression scores at Session 3 were significantly lower than scores at Session 1. No significant differences were identified for condition at any time, suggesting that factors other than the intervention were causing the changes in depression scores. Implications for theory and practice are discussed. iii Acknowledgments I would like to express my gratitude for Natalie Shook, Ph.D., my mentor and dissertation chair, without whom this study would not have been possible. I am deeply indebted to Dr. Shook for the work that she has done to foster my growth throughout my graduate school career, and across the design and execution of this study. I would also like to acknowledge Daniel W. McNeil, Ph.D., who has provided indispensable guidance to me throughout my academic journey. Dr. McNeil spent considerable time training and supervising study therapists, for the clinical component of this study and I am truly indebted to him as well. I would also like to thank Rebecca Gilley, B. S.; Cameron Ford,