1. Using ACT as a Tool to Holistically Prepare College Students Anna P. Whitehall Dr. Denise Yost Dr. Laura G. Hill Presented by: Anna Whitehall & Dr. Denise Yost

2. Why Important?  Conley and colleagues (2014) Students experience significant decreases in psychological wellbeing over first year

3. Why Important?  Conley and colleagues (2014) Students experience significant decreases in psychological wellbeing over first year  American College Health Association (2014) College students are increasingly susceptible to mental health issues  Chan and colleagues (2014) Interpersonal skills, personal life quality enhancement and personal integrity are highly desirable skills

4. Benefits of Psychological Flexibility for College students  Lower levels of depression and anxiety (Hayes, Luoma, Bond, Masuda & Lillis, 2006)  Increased productivity, assignment completion and class attendance (Crosby & Twohig, 2009)  Social-emotional skills associated with academic performance and persistence to degree (Conley, Durlak, & Kirsch, 2015; Eisenberg, Golberstein, & Hunt, 2009; Keyes, 2006; Low, 2011)  Life skills strongest predictors of retention and GPA above and beyond traditional predictors (Robbins et al., 2004)

5. HD205: Developing Effective Communication and Life Skills An undergraduate communication and life skills course that focuses on developing students’ abilities to foster successful personal and professional relationships using psychological flexibility and values- based decision-making.

6. HD205: Developing Effective Communication and Life Skills  Offered since Spring 2004 5,632 students  Serves around 600 students/semester  Experiential Model Highly interactive and application based  Group based projects Over 200 community service projects (2004-2014)  “Flipped” course delivery format 2013-2014

7. HD205: Developing Effective Communication and Life Skills Student Learning Outcomes:  Build self-awareness through mindfulness  Establish and cultivate a personal, values- based platform

8. HD205: Developing Effective Communication and Life Skills Student Learning Outcomes:  Practice values-based committed action across contexts  Demonstrate increased resilience through ongoing commitment to mindfulness, values and committed action

9. Significance of Current Study Empirically evaluate ACT-based intervention’s effects on psychological flexibility with a non-clinical, university population

10. Specific Aims  As part of a larger study, we examine personal development in an undergraduate academic course Leadership Positive Mental Health Psychological Flexibility

11. Research Questions  Can psychological flexibility be effectively fostered in the context of an undergraduate academic course?  Would major changes in course delivery format affect student outcomes?

12. Sample  Spring 2012 – Fall 2014 2,459 total enrollment 1,623 sample 95% traditional college age range 63% white/Caucasian/European American 60% female 2.26 mean Cumulative GPA

13. Procedures  Self-administered pretest and posttest surveys Pretest: Week 1 of semester Posttest: Week 15 of semester No incentive 15 minutes to complete  Acceptance and Action Questionnaire (AAQ-II)  Interrupted time series design

14. Findings  Psychological flexibility can be improved Mixed support – small, significant increase or negligible increase  Course delivery format affects student outcomes 1 semester with significant decrease corresponds to course delivery format changes

15. Results

16. Significant Results  Fall 2012 – Added mindfulness practice to discussion sessions  Spring 2013 – Added ACT to lecture and The Happiness Trap as required book  Fall 2013 - Four course delivery factors significant changed Class size Co-teaching Content online Discussion sections  Results suggest balance of content delivery, experiential learning and class size are important

17. Results - Leadership

18. Results – Positive Mental Health

19. Discussion  Results promising given: College students are increasingly susceptible to mental health issues Support what employers and universities believe we should be teaching students

20. Discussion  Future Directions Integrating life skills into curriculum Examine active ingredients of course delivery and content Expansion of course Retention

21. Questions

22. ACT in college settings  College counseling centers  Podcasts  Web based trainings  Student support networks  Workshops or trainings  Classrooms

23. Previous Research in classroom settings  First Year Seminar Highly acceptable among college freshmen Highly useful for students  Infuse in psychology classes Racial Differences – increased positive intentions to engage in pro-diversity activities Abnormal – meaningful and impact life outside of class

24. Procedures  Course delivery S2012, F2012, and S2013: individual instructor, 112 students, four discussion sections (28 students each) F2013: team taught, 200-230 students, no discussions, flipped model S2014: team taught, 120-130 students, no discussions, flipped model F2014: individual instructor, 100-230 students, no discussions

25. HD205 vs. Control group – Mental Health

26. HD205 vs. Control group – Emotional Well-Being

27. HD205 vs. Control group – Psychological Well-Being