The SUCCESS Peer Mentoring Program for College Students with Concussion: Preliminary Results of a Mobile Technology Delivered Intervention

Abstract

Concussions are caused by a hit or blow to the head that alters normal brain functioning. The Success in College after Concussion with Effective Student Supports (SUCCESS) program was developed to provide students with psychosocial support and resources—both key components of concussion management—to assist in recovery and return-to-learn following concussion. In this preliminary evaluation of intervention efficacy, SUCCESS was delivered through a mobile application connecting mentors (students who have recovered from concussion and successfully returned to school) with mentees who were currently recovering. Mentor–mentee pairs met virtually through the app, using chat and videoconferencing features to share support, resources, and program-specific educational materials. Results from 16 mentoring pairs showed that mentee symptoms (V = 119, p = 0.009) and academic problems decreased (V = 114.5, p = 0.002), while academic self-efficacy increased (V = 13.5, p = 0.009) following mentoring. As expected, mentor measures were stable, indicating that providing mentoring did not exacerbate previously resolved concussion complaints. Virtual peer mentoring provided through a mobile application may be a feasible intervention to support academic success and psychosocial processing during recovery for college students with concussion.

Applying the Common-Sense Self-Regulation Model to Understand Illness Representations of Mild Traumatic Brain Injury in College Students

“…In addition, there was a clear trend of college students discussing health with their friends and significant others first, followed by family (parents or siblings) before talking to a doctor. The pattern found here corresponds to other studies examining social contexts in college, where peers have a significant influence on overall decision-making and identity formation,65,66 which may extend to care for mTBI 29. In college populations, social contexts, such as having care-seeking discussions with friends or significant others, take on increasingly important roles in decision-making as compared with previous developmental stages where parents or family members were more important 67…”

“…The pattern found here corresponds to other studies examining social contexts in college, where peers have a significant influence on overall decision-making and identity formation, 65,66 which may extend to care for mTBI. 29 In college populations, social contexts, such as having care-seeking discussions with friends or significant others, take on increasingly important roles in decision-making as compared with previous developmental stages where parents or family members were more important. 67 Studies investigating the CSM and outcomes after mTBI recognized beliefs about identity, timeline, and consequence, as well as emotional representations, were associated with outcomes over time.…”

“…Specifically, illness perceptions contribute to health outcomes related to recovery from mTBI, such as return to work,21 psychological health,22 and activity restrictions 23. Most importantly, the evaluation of health perceptions aligns with the current neurobiopsychosocial understanding of mTBI, including consideration of personal, psychological, and social factors that contribute to recovery and long-term outcomes 24–29…”

“…23 Most importantly, the evaluation of health perceptions aligns with the current neurobiopsychosocial understanding of mTBI, including consideration of personal, psychological, and social factors that contribute to recovery and long-term outcomes. [24][25][26][27][28][29] The present study investigates how college students formed illness representations (CSM constructs) of mTBI in 7 different common mTBI vignettes. We focus on differences in illness representations and actions based on injury to oneself (Self) as compared with injury sustained by a friend (Other) when provided varying causes of the injury (ie, across common mTBI mechanisms).…”