Prevention of College Student Mental Health Problems Through a Web- Based ACT Program: A Planned Study Michael Levin, John Seeley, Jacqueline Pistorello.

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Presentation transcript:

Prevention of College Student Mental Health Problems Through a Web- Based ACT Program: A Planned Study Michael Levin, John Seeley, Jacqueline Pistorello & Steven Hayes

EA as a Core Process Experiential Avoidance Depression Anxiety Chronic Pain Eating Disorders Substance Abuse Psychosis Borderline PD Treatment Dropout Burnout & Stress General Well Being/Functioning Work Performance Parenting Behaviors Stigma/ Prejudice Health Care Utilization Weight Loss/ Maintenance Chronic Medical Problems Recent Reviews: Biglan, Hayes & Pistorello, 2008; Chawla & Ostafin, 2007; Hayes et al., 2006

Mediational Analyses ACT vs. Comparisons Experiential Avoidance Depression Anxiety Mental Health Self Harm Chronic Pain Chronic Illness Weight Smoking Stigma Hayes et al., 2006; Levin, Hayes & Vilardaga, 2009

ACT as a Prevention Approach Can we use ACT to reduce experiential avoidance with non-clinical populations to prevent the development and exacerbation of mental health problems? How would we disseminate/implement this program at a large scale?

Benefits of e-Health Ease of dissemination/implementation Customizing content to user needs Increasing engagement Convenience, access, & privacy – May reduce stigma

ACT is Suited for Online Format Findings from self-help books Flexibility in implementing ACT Experiential focus Use of metaphors

ACT on College and Life SBIR funded project Develop and test an online ACT intervention for incoming college students Phase I - proof of concept – Develop 2-3 sessions – Test usability and feasibility in a RCT with 70 students

Website Overview Interactive, multimedia website Multiple sessions – 8, 20 minute sessions – Tunneled sequence – Self-guided

Overview of Sessions Choosing your valued direction (Values) Dealing with your passengers (Acceptance) Not buying into what passengers say (Defusion) Noticing your passengers for what they are (Mindfulness) Noticing who is driving (Self-as-context) Driving with your passengers (Psychological flexibility) Committed action: anxiety, depression, eating disorders, substance use, stress, relationships

Interactive Content Quizzes; Pull down tabs; Writing exercises Printable materials Experiential exercises & Gaming options Forums: Video blog; Ask an expert; User polls User feedback /text messages User customization Homework Optional content Workbook: Assessments; Journaling; Bookmark content

Tailoring and Targeting Target by – Gender – Problem area – Level of distress – Motivation Additional tailoring based on user responses

Current Stage of Project Conducted focus groups with 13 college students Initial commercialization research Beginning website design – Considering a more independent module design

Potential Issues/Questions How do we conduct “low intensity” ACT? – How to get buy in from students? – Does this only work with those who are distressed? How do we best target and tailor content in ACT? Do we need personal contact? How would we implement this at a large scale with Universities?