Brief Act for Undergraduates: A Mixed-Methods Pilot Investigation of Acceptance and Commitment Therapy Delivered over Zoom

Autor/inn/en	Browning, Morgan E.; Morena, Alexandra; Gould, Evelyn R.; Lloyd-Richardson, Elizabeth E.
Titel	Brief Act for Undergraduates: A Mixed-Methods Pilot Investigation of Acceptance and Commitment Therapy Delivered over Zoom
Quelle	In: Journal of College Student Psychotherapy, 37 (2023) 3, S.279-299 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Browning, Morgan E.) ORCID (Morena, Alexandra) ORCID (Gould, Evelyn R.) ORCID (Lloyd-Richardson, Elizabeth E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-8225
DOI	10.1080/87568225.2022.2029659
Schlagwörter	College Students; Mental Health; Counseling Techniques; Videoconferencing; Stress Management; Anxiety; Student Attitudes; Intervention; Access to Health Care; Program Effectiveness; Seminars; Adjustment (to Environment); Metacognition; Well Being; Depression (Psychology) + Suchen Sie Ihr Suchwort? Collegestudent; Psychohygiene; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Stressmanagement; Stressbewältigung; Angst; Schülerverhalten; Seminar; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Well-being; Wellness; Wohlbefinden
Abstract	University students face significant mental health challenges and often have difficulties seeking and obtaining mental health care. Acceptance and Commitment Therapy (ACT) seeks to increase psychological flexibility and valued living, and is well-suited for a transdiagnostic, skills-based approach that can support students with diverse needs. Embedding interventions in university courses may reach more students. A brief, four session ACT intervention plus follow-up, "Brief ACT for Undergraduates," was delivered by a trained graduate student to 22 students participating in an undergraduate psychology seminar. Roughly half of the sample met clinical cutoffs on validated measures. Stress and anxiety decreased at follow-up. Students rated the intervention as helpful and accessible and reported moderate engagement with skills outside of class. These pilot results suggest embedding ACT within a university course is a beneficial way to support student mental health. Study limitations and future recommendations discussed, and the need for large-scale replication and RCTs emphasized. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01