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Michael Levin, John Seeley, Jacqueline Pistorello & Steven Hayes

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. Treatment Dropout. General Well Being/Functioning. Experiential Avoidance. Depression.

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Michael Levin, John Seeley, Jacqueline Pistorello & Steven Hayes

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

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

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

  4. 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?

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

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

  7. 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

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

  9. 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

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

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

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

  13. 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?

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