Pilot Evaluation of Peer-support Coaching to Increase Adherence to Online Self-help for College Mental Health
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 236
- 试验地点
- 1
- 主要终点
- ACT Guide Module Completion
研究概览
简要总结
This study aims to test if coaching can improve program adherence to an online mental health program in college students if delivered by undergraduate peers. Participants will be randomly assigned to either receive phone coaching, text message coaching, or no coaching. It is hypothesized that participants who receive phone coaching will exhibit greater adherence to the provided online mental health program than participants who receive text message coaching or no coaching.
详细描述
The purpose of this study is to test the feasibility and effectiveness of an innovative peer support coaching model for college students. The primary aim of the coaching model is to increase participants' adherence to ACT Guide, an online mental health program. To test the effects of peer-support coaching on ACT Guide adherence rates and outcomes, the investigators will conduct a randomized controlled trial with three conditions (peer-support phone coaching, peer-support text message coaching, and a no support control group) using a sample of 300 Utah State University undergraduate students. Individuals who indicate interest in participating will complete an automated online workflow through Qualtrics which will include informed consent, baseline assessment, ACT Guide registration, and randomization into one of the three conditions. Participants will then gain access to a research version of ACT Guide, either with no additional support, with concurrent peer-support coaching, or with concurrent peer-support text messaging based on their randomly assigned condition. Coaching will take place over 10 weeks, with the post assessment being administered 10 weeks after baseline assessment. The investigators hypothesize that participants will adhere to coaching (80% completing ≥ 6 coaching calls; 80% responding to texts > 6 weeks), be satisfied with coaching (M = 5 "agree" on a 6-point self-reported coaching satisfaction scale), and that coaching fidelity will be maintained (80% of audited coaching calls/texts meeting criteria for fidelity). The investigators also hypothesize that participants who receive peer-support phone coaching will complete more ACT Guide modules and will report greater improvements in mental health relative to both the text messaging and no support conditions, and that the text messaging condition will perform greater in this regard than the no support condition.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •USU undergraduate student
- •Fluent in English
排除标准
- •Must have not used ACT Guide in the past
研究组 & 干预措施
Phone Coaching Condition
Participants will receive weekly, 10-15 minute phone coaching from a trained peer-support coach throughout the 10 weeks that they use ACT Guide, an online program for general mental health. Coaches will adhere to an ACT-based protocol that includes reinforcing adherence, identifying and problem solving non-adherence, strengthening and generalizing ACT skills, and using ACT skills to increase commitment to ongoing program adherence.
干预措施: Phone Coaching (Behavioral)
Phone Coaching Condition
Participants will receive weekly, 10-15 minute phone coaching from a trained peer-support coach throughout the 10 weeks that they use ACT Guide, an online program for general mental health. Coaches will adhere to an ACT-based protocol that includes reinforcing adherence, identifying and problem solving non-adherence, strengthening and generalizing ACT skills, and using ACT skills to increase commitment to ongoing program adherence.
干预措施: ACT Guide (Behavioral)
Text Message Coaching Condition
Participants assigned to the text messaging condition will receive weekly text messages from their peer-support coach throughout the 10 weeks that they use ACT Guide, an online program for general mental health. These text messages will reflect content delivered in the phone coaching group, but through a briefer protocol that accounts for the abbreviated, asynchronous nature of texting. Text messages will similarly focus on reinforcing adherence, problem solving non-adherence, strengthening ACT skills, and using ACT to increase program adherence. However, these areas will be covered in short messages and with limited exchanges between participants and coaches due to the asynchronous nature of texting.
干预措施: Text Message Coaching (Behavioral)
Text Message Coaching Condition
Participants assigned to the text messaging condition will receive weekly text messages from their peer-support coach throughout the 10 weeks that they use ACT Guide, an online program for general mental health. These text messages will reflect content delivered in the phone coaching group, but through a briefer protocol that accounts for the abbreviated, asynchronous nature of texting. Text messages will similarly focus on reinforcing adherence, problem solving non-adherence, strengthening ACT skills, and using ACT to increase program adherence. However, these areas will be covered in short messages and with limited exchanges between participants and coaches due to the asynchronous nature of texting.
干预措施: ACT Guide (Behavioral)
No Coaching Condition
Participants will be asked to use ACT Guide, an online program for general mental health, over the course of 10 weeks while receiving no coaching.
干预措施: ACT Guide (Behavioral)
结局指标
主要结局
ACT Guide Module Completion
时间窗: Post-treatment (10 weeks after baseline)
Number of modules completed within ACT Guide, out of a total of 12 modules. This is automatically recorded within the ACT Guide program, and is not self-reported.
Depression, Anxiety, and Stress Scale (DASS-21; Osman et al., 2012)
时间窗: Post-treatment (10 weeks after baseline)
A self-report measure for depression, anxiety, and stress . Items are rated on a 4-point Likert scale from 0 (did not apply to me at all) to 3 (applied to me most of the time), with a higher score indicating a worse outcome. Minimum total of 0 and maximum total of 63.
次要结局
- Novel user experience item 3(Post-treatment (10 weeks after baseline))
- Novel user experience item 4(Post-treatment (10 weeks after baseline))
- Comprehensive assessment of Acceptance and Commitment Therapy processes (CompACT; Francis, Dawson, & Golijani-Moghaddam, 2016)(Post-treatment (10 weeks after baseline))
- The Acceptance and Action Questionnaire (AAQ-II; Bond et al., 2011)(Post-treatment (10 weeks after baseline))
- Novel user experience item 2(Post-treatment (10 weeks after baseline))
- Short Form of the Revised Vanderbilt Therapeutic Alliance Scale adapted for coaching (VTAS-R; Shelef & Diamond, 2008)(After completion of first contact with coach and post-treatment (10 weeks after baseline))
- Mental Health Continuum Short Form (MHC-SF; Keyes, 2005)(Post-treatment (10 weeks after baseline))
- Novel user experience item 7(Post-treatment (10 weeks after baseline))
- Novel user experience item 8(Post-treatment (10 weeks after baseline))
- Novel coaching experience item 2(Post-treatment (10 weeks after baseline))
- Novel user experience item 5(Post-treatment (10 weeks after baseline))
- Novel user experience item 6(Post-treatment (10 weeks after baseline))
- Novel coaching experience item 3(Post-treatment (10 weeks after baseline))
- Novel coaching acceptability item 1(Post-treatment (10 weeks after baseline))
- Novel coaching satisfaction item 1(Post-treatment (10 weeks after baseline))
- Phone coaching adherence(Post-treatment (10 weeks after baseline))
- Text coaching adherence(Post-treatment (10 weeks after baseline))
- Client Satisfaction Questionnaire adapted to Internet-based interventions (CSQ-I; Boß et al., 2016)(Post-treatment (10 weeks after baseline))
- Novel user experience item 1(Post-treatment (10 weeks after baseline))
- Novel coaching experience item 1(Post-treatment (10 weeks after baseline))
- Novel coaching acceptability item 2(Post-treatment (10 weeks after baseline))
- Novel coaching acceptability item 3(Post-treatment (10 weeks after baseline))
- Novel coaching acceptability item 4(Post-treatment (10 weeks after baseline))
- Novel coaching satisfaction item 3(Post-treatment (10 weeks after baseline))
- Novel coaching satisfaction item 4(Post-treatment (10 weeks after baseline))
- Novel coaching satisfaction item 2(Post-treatment (10 weeks after baseline))
研究者
Michael Levin
Associate Professor
Utah State University