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Wellbeing Wednesdays: a pilot trial of acceptance and commitment therapy embedded in a freshman seminar
- Morgan E. Browning, Elizabeth E. Lloyd-Richardson, Akshay V. Trisal, Victoria G. Kelleher, Mary H. Kayyal, Anna E. Schierberl Scherr
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- Journal:
- The Cognitive Behaviour Therapist / Volume 16 / 2023
- Published online by Cambridge University Press:
- 06 October 2023, e27
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- Article
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University students face vast mental health challenges, and both attitudinal and structural barriers to seeking care. Embedding interventions in college courses is one solution. Acceptance and commitment therapy (ACT) is an ideal candidate intervention given its emphasis on values, context, and skill building from a transdiagnostic perspective. This study embedded a brief ACT intervention in a required freshman seminar that was delivered by trained but unlicensed graduate students. In two class sessions of the freshman seminar taught by the same instructor, one session was randomly assigned to receive the course as usual, and one session received the ACT intervention. ACT content was delivered to all students in the intervention course on five consecutive weekly class periods. Students in both classes who chose to participate in the study completed assessments before and after the intervention and at follow-up. There were no significant changes with tests that were run, including non-parametric tests given the small sample sizes. Descriptively, the intervention group had slight improvements in wellbeing and mindfulness and decreases in distress, and the control group had worsened wellbeing, mindfulness and distress. A moderate portion of intervention group students enjoyed the intervention and indicated use of ACT skills, particularly mindfulness. Results suggest that this classroom-based intervention was feasible and acceptable, but further study should occur given small sample sizes. Future work should continue course-based ACT interventions, and should also explore potential applications of student training to deliver interventions given the shortage of mental health providers on college campuses.
Key learning aims(1) Can acceptance and commitment therapy content and skills be integrated into an existing freshman seminar curriculum?
(2) Can acceptance and commitment therapy improve wellbeing and decrease distress amongst college students?
(3) How will students engage with and practise acceptance and commitment therapy skills outside of the context of session delivery?
Contributors
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- By Joanne R. Adler, David A. Alexander, Laurence Alison, Catherine C. Ayoub, Peter Banister, Anthony R. Beech, Amanda Biggs, Julian Boon, Adrian Bowers, Neil Brewer, Eric Broekaert, Paula Brough, Jennifer M. Brown, Kevin Browne, Elizabeth A. Campbell, David Canter, Michael Carlin, Shihning Chou, Martin A. Conway, Claire Cooke, David Cooke, Ilse Derluyn, Robert J. Edelmann, Vincent Egan, Tom Ellis, Marie Eyre, David P. Farrington, Seena Fazel, Daniel B. Fishman, Victoria Follette, Katarina Fritzon, Elizabeth Gilchrist, Nathan D. Gillard, Renée Gobeil, Agnieszka Golec de Zavala, Jane Goodman-Delahunty, Lynsey Gozna, Don Grubin, Gisli H. Gudjonsson, Helinä Häkkänen-Nyholm, Guy Hall, Nathan Hall, Roisin Hall, Sean Hammond, Leigh Harkins, Grant T. Harris, Camilla Herbert, Robert D. Hoge, Todd E. Hogue, Clive R. Hollin, Lorraine Hope, Miranda A. H. Horvath, Kevin Howells, Carol A. Ireland, Jane L. Ireland, Mark Kebbell, Michael King, Bruce D. Kirkcaldy, Heidi La Bash, Cara Laney, William R. Lindsay, Elizabeth F. Loftus, L. E. Marshall, W. L. Marshall, James McGuire, Neil McKeganey, T. M. McMillan, Mary McMurran, Joav Merrick, Becky Milne, Joanne M. Nadkarni, Claire Nee, M. D. O’Brien, William O’Donohue, Darragh O’Neill, Jane Palmer, Adria Pearson, Derek Perkins, Devon L. L. Polaschek, Louise E. Porter, Charlotte C. Powell, Graham E. Powell, Martine Powell, Christine Puckering, Ethel Quayle, Vernon L. Quinsey, Marnie E. Rice, Randall Richardson-Vejlgaard, Richard Rogers, Louis B Schlesinger, Carolyn Semmler, G. A. Serran, Ralph C. Serin, John L. Taylor, Max Taylor, Brian Thomas-Peter, Paul A. Tiffin, Graham Towl, Rosie Travers, Arlene Vetere, Graham Wagstaff, Helen Wakeling, Fiona Warren, Brandon C. Welsh, David Wexler, Margaret Wilson, Dan Yarmey, Susan Young
- Edited by Jennifer M. Brown, London School of Economics and Political Science, Elizabeth A. Campbell, University of Glasgow
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- Book:
- The Cambridge Handbook of Forensic Psychology
- Published online:
- 06 July 2010
- Print publication:
- 29 April 2010, pp xix-xxiii
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Keeping information alive: resource centres for district level health workers in Tanzania
- Sarah Hammond, Victoria Richardson
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- Journal:
- African Research and Documentation / Volume 93 / 2003
- Published online by Cambridge University Press:
- 25 April 2022, pp. 19-21
- Print publication:
- 2003
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Healthlink Worldwide is an international NGO (www.healthlink.org.uk), working with partners in Africa, Asia, the Middle East and Latin America to improve the use and impact of health information and health communications in poor and vulnerable communities. Over the last twenty-five years, Healthlink Worldwide has developed expertise in resource centre development, which is now co-ordinated through Source (www.asksource.info). A collaborative venture of Healthlink Worldwide, the Centre for International Child Health and Handicap International, Source is an international information support centre designed to strengthen the management, use and impact of information on health and disability.
The Source model brings together good practice in information management, capacity development in partnership with organisations in developing countries, and a unique collection of resources and integrated methods for communication around health. Source identifies, reviews, and signposts materials produced by, or appropriate to, developing country users, particularly ‘good practice’ in the field, and reflects the priorities of developing country information needs in its services and systems.