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Virtual Prism Adaptation Therapy: Protocol for Validation in Healthy Adults

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Trauma-informed acceptance and commitment therapy with peer coaching for college students: A pilot randomized

Alex A Ajayi¹, Jacob Schachter¹, Noah Goblirsch²

¹Department of Psychology, University of Minnesota, Twin Cities.

Journal of Counseling Psychology

|October 24, 2024

Summary

College students experienced reduced psychological distress and improved life satisfaction with the "Present and Open for Values" intervention, a trauma-focused acceptance and commitment therapy approach. This hybrid program combined online modules and peer coaching for enhanced mental health support.

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Area of Science:

Psychology
Clinical Psychology
Mental Health Interventions

Background:

College students face significant mental health challenges.
Trauma-focused acceptance and commitment therapy (ACT) offers a potential framework for intervention.
Hybrid interventions combining digital tools and human support may enhance engagement and efficacy.

Purpose of the Study:

To evaluate the acceptability, feasibility, and preliminary efficacy of a novel mental health promotion intervention for college students.
To compare a trauma-focused ACT-based intervention ("Present and Open for Values") with an active control group.

Main Methods:

A pilot randomized controlled trial with 78 college students.
Intervention group received "Present and Open for Values" (web-based modules + peer coaching).
Control group received "Crash Course" training. Outcomes assessed at baseline, postintervention, and 3-month follow-up using psychological distress and life satisfaction measures.

Main Results:

Both intervention and control conditions were found to be acceptable and feasible.
The "Present and Open for Values" group showed significantly greater reductions in psychological distress compared to the control group.
Participants in the intervention group also reported significantly greater improvements in life satisfaction.

Conclusions:

The "Present and Open for Values" intervention, incorporating peer coaching, demonstrates promise for improving college student mental health.
This hybrid approach is a feasible and effective strategy for reducing psychological distress and enhancing life satisfaction.
The intervention has potential for broader implementation in college mental health services.