College/University Student Mental Health SIG

College/University Student Mental Health SIG

College/University Student Mental Health Special Interest Group

Affiliated 2014

Click Here to Join the College/University Student Mental Health SIG!

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Contact Information

Megan Mayo, Vermont, USA

SIG Mission/Objectives

Our mission is to establish a community of professionals who share an interest in a) ACT/RFT/CBS and b) college/university student and/or college/university campus mental health for the purpose of mutual consultation on clinical, research, and educational matters.

We are working to achieve the following objectives:
a) Create a supportive, respectful, and fun international community of professionals to foster discussions and collaborations.
b) Increase our effectiveness in the delivery of ACT/mindfulness to college/university students.
c) Improve our methodology in researching college/university students/college campuses.
d) Remain abreast of new developments in the area of ACT/RFT/mindfulness with college/university students.
e) Have a deeper understanding of how ACT/RFT/CBS can contribute to preventing mental health problems and increasing resilience in college students or bettering their lives.
f) Have a deeper understanding of how ACT/RFT/CBS can be applied specifically to the developmental and cultural perspectives of college/university students in the current campus climate.

Both the mission and the objectives are reviewed on an annual basis, in order to keep the document alive and applicable to the changing context of mental health issues in higher education.

Description of SIG membership 

The SIG is composed of clinicians, researchers, and educators who:
a) work at a College/University Counseling Center or Health Center and/or
b) work with college students in other Student Affairs offices and/or
c) conduct research on the mental health of college students and/or
c) primarily work with college students in their private practice and/or
d) consult regularly with college campuses on mental health issues

General Interest Area to be Specifically Addressed by SIG

College/University students' mental health and/or mental health issues impacting higher education campuses across the world

SIG Activities

- Listserv
- Annual Meeting at the ACBS conference
- Maintaining a list of SIG Resources on the ACBS website.
- Organize presentations on this topic at the ACBS annual conference

Jacqueline Pis…

College/University Student Mental Health SIG Resources

College/University Student Mental Health SIG Resources

You must be logged into your ACBS account to access the College/University Student Mental Health SIG Resources.

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Research Resources for University Student Mental Health SIG

Research Resources for University Student Mental Health SIG

This section includes resources that might be helpful for conducting CBS-based research in colleges and universities (e.g., assessment measures, relevant articles/chapters, posters).

Assessment Measures

JCBS Articles

  • Arauz, J., Danitz, S. B., Orsillo, S. M., & Coyne, L. W. (2017). A preliminary exploration of education values, distress, and acceptance among self-identified white and non-white incoming college freshmen at a private university. Journal of Contextual Behavioral Science, 6(3), 288-292.
  • Chase, J. A., Houmanfar, R., Hayes, S. C., Ward, T. A., Vilardaga, J. P. & Follette V. (2013). Values are not just goals: Online ACT-based values training adds to goal setting in improving undergraduate college student performance. Journal of Contextual Behavioral Science, 2, 79-84.
  • Dixon, M. R., Wilson, A. N., & Habib, R. (2016). Neurological evidence of acceptance and commitment therapy effectiveness in college-age gamblers. Journal of Contextual Behavioral Science, 5 (2), 80-88.
  • Eisenbeck, N., Carreno, D. F., Uclés-Juárez, R. (2019) From psychological distress to academic procrastination: Exploring the role of psychological inflexibility. Journal of Contextual Behavioral Science, 13, 103-108.
  • Firestone, J.,Cardaciotto, L., Levin, M. E., Goldbacher, E., Vernig, P., & Eubanks Gambreld, L. (2019) A web-based self-guided program to promote valued-living in college students: A pilot study. Journal of Contextual Behavioral Science, 12, 29-38.
  • Florez, I. A., Schulenberg, S.E., Lair, E.C., Wilson, K.G., and Johnson, K.A. (2019) Understanding meaning and racial prejudice: Examining self-transcendence and psychological inflexibility in a sample of White college students. Journal of Contextual Behavioral Science, 12, 1-6.
  • Flynn, M. K., Hernandez, J. O., Hebert, E.R., James, K.K., & Kusick, M. K. (2018) Cognitive fusion among Hispanic college students: Further validation of the Cognitive Fusion Questionnaire. Journal of Contextual Behavioral Science, 7, 29-34.
  • Gagnon, J., Dionne, F., Balbinotti, M., & Monestès, J. (2017). Dimensionality and validity of the Committed Action Questionnaire (CAQ-8) in a chronic pain and university student population. Journal of Contextual Behavioral Science, 6(3), 252-260.
  • Glick, D.M., Millstein, D.J., Orsillo, S.M. (2014) A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3(2), 81-88.
  • Kroska, E. B., Calarge, C., O’Hara, M. W., Deumic, E., & Dindo, L. (2017). Burnout and depression in medical students: Relations with avoidance and disengagement. Journal of Contextual Behavioral Science, 6(4), 404-408.
  • Levin, M. E., Krafft, J., Pistorello, J., & Seeley, J. R. (2019) Assessing psychological inflexibility in university students: Development and validation of the acceptance and action questionnaire for university students (AAQ-US). Journal of Contextual Behavioral Science, 12, 199-206.
  • Manavipour, D., & Saeedian, Y. (2016). The role of self-compassion and control belief about learning in university students' self-efficacy. Journal of Contextual Behavioral Science, 5, 121.
  • Manbeck, M. E., Kanter, J. W.,Kuczynski, A. M., Fine, L., Corey, M. D., & Maitland, D. W. M. (2018) Improving relations among conservatives and liberals on a college campus: A preliminary trial of a contextual-behavioral intervention. Journal of Contextual Behavioral Science, 10, 120-125.
  • Masuda, A., Hill, M. L., Tully, E. C., & Garcia, S. E. (2015). The role of disordered eating cognition and body image flexibility in disordered eating behavior in college men. Journal of Contextual Behavioral Science, 4(1), 12-20.
  • Moyer, D. N., Murrell, A. R., Connally, M. L., & Steinberg, D. S. (2017). Showing up for class: Training graduate students in acceptance and commitment therapy. Journal of Contextual Behavioral Science, 6(1), 114-118.
  • Sandoz, E. K., Kellum, K. K., & Wilson, K. G. (2017). Feasibility and preliminary effectiveness of acceptance and commitment training for academic success of at-risk college students from low income families. Journal of Contextual Behavioral Science, 6(1), 71-79.
  • Tavakoli, N., Broyles, A., Reid, E. K., Sandoval, J. R., & Correa-Fernández, V. (2019) Psychological inflexibility as it relates to stress, worry, generalized anxiety, and somatization in an ethnically diverse sample of college students. Journal of Contextual Behavioral Science, 11, 1-5.
  • Webb, J. B. (2015). Body image flexibility contributes to explaining the link between body dissatisfaction and body appreciation in White college-bound females. Journal of Contextual Behavioral Science, 4, 176-183.

Randomized Controlled Trials

  • Morin, L., Grégoire, S. & Lachance, L. (2021) Processes of change within acceptance and commitment therapy for university students: Preliminary evidence from a randomized controlled trial. Journal of American College Health, 69(6), 592-601. DOI: 10.1080/07448481.2019.1705828
  • Eustis, E. H., Hayes-Skelton, S. A., Orsillo, S. M., & Roemer, L. (2018). Surviving and thriving during stress: A randomized clinical trial comparing a brief web-based therapist assisted acceptance-based behavioral intervention versus waitlist control for college students. Behavior Therapy, 49, 889-903.
  • Grégoire, S., Lachance, L., Bouffard, T., & Dionne, F. (2018). The use of acceptance and commitment therapy to promote mental health and school engagement in university students: A multi-site randomized controlled trial. Behavior Therapy, 3, 360-372.
  • Levin, M. E., Haeger, J., Pierce, B. G. & Twohig, M. P. (2017). Web-based acceptance and commitment therapy for mental health problems in college students: A randomized controlled trial. Behavior Modification, 41, 141-162.
  • Räsänen, P., Lappalainen, P., Muotka, J., & Lappalainen, R. (2016). An online guided ACT intervention for enhancing the psychological wellbeing of university students: A randomized controlled clinical trial. Behaviour Research and Therapy, 78, 30-42.
  • Dixon, M. R., Wilson, A. N., & Habib, R. (2016). Neurological evidence of acceptance and commitment therapy effectiveness in college-age gamblers. Journal of Contextual Behavioral Science, 5, 80-88.
  • Hong, M. N., & Son, C. N. (2015). Effects of acceptance and commitment therapy on somatic symptoms, somato-sensory amplification, self-absorption, and experiential avoidance of university students with somatic symptoms. The Korean Journal of Stress Research, 23, 127-135.
  • Glick, D.M. & Orsillo, S.M. (2015). An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination. Jounral of Experimental Psychology: General, 144, 400-409.
  • Danitz, S.B. & Orsillo, S.M. (2014). The mindful way through the semester: An investigation of the effectiveness of an acceptance-based behavioral therapy program on psychological wellness in first-year students. Behavior Modification, 38, 549-566.
  • Kwon, S. I., & Chung, H. H. (2014). Effects of the acceptance and commitment therapy program on psychological adjustment of university students with a high level of social anxiety. Cognitive Behavior Therapy in Korea, 14(2), 145-164.
  • Katterman, S. N., Goldstein, S. P., Butryn, M. L., Forman, E. M., & Lowe, M. R. (2014). Efficacy of an acceptance-based behavioral intervention for weight gain prevention in young adult women. Journal of Contextual Behavioral Science, 3, 45-50.
  • Levin, M.E., Pistorello, J., Hayes, S.C. & Seeley, J. (2014). Feasibility of a prototype web-based Acceptance and Commitment Therapy prevention program for college students. Journal of American College Health, 62, 20-30.
  • Yadavaia, J.E., Hayes, S.C. & Vilardaga, R. (2014). Using acceptance and commitment therapy to increase self-compassion: A randomized controlled trial. Journal of Contextual Behavioral Science, 3, 248-257.
  • Chase, J.A., Houmanfar, R., Hayes, S.C., Ward, T.A., Vilardaga, J.P. & Follette, V. (2013). Values are not just goals: Online ACT-based values training adds to goal setting in improving undergraduate college student performance. Journal of Contextual Behavioral Science, 2, 79-84.
  • Brown, L. A., Forman, E. M., Herbert, J. D., Hoffman, K. L., Yuen, E. K. and Goetter, E. M. (2011). A randomized controlled trial of acceptance-based behavior therapy and cognitive therapy for test anxiety: A pilot study. Behavior Modification, 35, 31-53.
  • Butryn, M. L., Forman, E., Hoffman, K., Shaw, J., & Juarascio, A. (2011). A pilot study of Acceptance and Commitment Therapy for promotion of physical activity. Journal of Physical Activity and Health, 8, 516-522.
  • Muto, T., Hayes, S. C., & Jeffcoat, T. (2011). The effectiveness of Acceptance and Commitment Therapy bibliotherapy for enhancing the psychological health of Japanese college students living abroad. Behavior Therapy, 42, 323–335.
  • Hinton, M. J. & Gaynor, S. T. (2010). Cognitive defusion for psychological distress, dysphoria, and low self-esteem: A randomized technique evaluation trial of vocalizing strategies. International Journal of Behavioral Consultation and Therapy, 6, 164-185.
  • Masuda, A., Hayes, S. C., Fletcher, L. B., Seignourel, P. J., Bunting, K., Herbst, S. A., Twohig, M. P., & Lillis, J. (2007). The impact of Acceptance and Commitment Therapy versus education on stigma toward people with psychological disorders. Behaviour Research and Therapy, 45(11), 2764-2772.
  • Zettle, R. D. (2003). Acceptance and commitment therapy vs. systematic desensitization in treatment of mathematics anxiety. The Psychological Record, 53(2), 197-215.

Publications

  • Lewin, R. K., Acuff, S. F., Berlin, K. S., Berman, J. S., & Murrell, A. R. (2021 in press). Group-based acceptance and commitment therapy to enhance graduate student psychological flexibility: Treatment development and preliminary implementation evaluation. Journal of American college health. https://doi.org/10.1080/07448481.2021.1881522
  • Haeger, J.A., Davis, C.H. & Levin, M.E. (2020) Utilizing ACT daily as a self-guided app for clients waiting for services at a college counseling center: A pilot study. Journal of American College Health. DOI: 10.1080/07448481.2020.1763366
  • Drake, C. E., Masuda, A., Dalsky, D., Stevens, K. T., Kramer, S., Primeaux, S. J., Muto, T., & Mitamura, T. (2019). Examining U.S. and Japanese college students’ differences in psychological distress: The mediating roles of valued action and experiential avoidance. International Journal for the Advancement of Counseling, 41 (1), 25-40. https://link.springer.com/article/10.1007/s10447-018-9342-2
  • Gagnon, J., Dionne, F., Raymond, G. & Simon Grégoire, S. (2019). Pilot study of a Web-based acceptance and commitment therapy intervention for university students to reduce academic procrastination. Journal of American College Health, 67(4), 374-382. DOI: 10.1080/07448481.2018.1484361
  • Juberg, M., Spencer, S. D., Martin, T. J., Vibell, J., Da Costa Ferro, A., Kam, B., & Masuda, A. (2019). A mindfulness-based intervention for college students, faculty, and staff: A preliminary Investigation. Clinical Case Studies, 18 (3), 185-199. https://journals.sagepub.com/doi/abs/10.1177/1534650119836166
  • Kam, B. Mendoza, H., & Masuda, A. (2018). Mental health help-seeking experience and attitudes in Latina/o American, Asian American, Black American, and White American college students. International Journal for the Advancement of Counseling. https://link.springer.com/article/10.1007/s10447-018-9365-8
  • Levin, M.E., Pistorello, J., Seeley, J.R., & Hayes, S.C. (2014). Feasibility of a Prototype Web-Based Acceptance and Commitment Therapy Prevention Program for College Students. Journal of American College Health, 62(1), 20-30. DOI: 10.1080/07448481.2013.843533
  • Levin, M.E., Lillis, J., Seeley, J., Hayes, S.C, Pistorello, J. & Biglan, A. (2012). Exploring the Relationship Between Experiential Avoidance, Alcohol Use Disorders, and Alcohol-Related Problems Among First-Year College Students. Journal of American College Health, 60(6), 443-448. DOI: 10.1080/07448481.2012.673522

Posters

Michael Levin

Clinical Resources for University Student Mental Health SIG

Clinical Resources for University Student Mental Health SIG

This section includes treatment protocols, curriculum, handouts and other clinical resources for college/university students that SIG members are willing to share on the ACBS website.

You can add resources to this page by adding a "child page" using the option at the bottom (it will add a link on this page to go to another page you create). You can also send any files you would like added to Michael Levin (Levinm2@gmail.com) who can upload them to this page.

Michael Levin

ACT for Depression and Anxiety Group - Cornell University Counseling and Psychological Services

ACT for Depression and Anxiety Group - Cornell University Counseling and Psychological Services

These materials accompany the ACT for Depression and Anxiety Group developed by Matt Boone at Cornell University's Counseling and Psychological Services. It is a 10 session college counseling center group which combines didactic elements, mindfulness exercises, experiential exercises, group discussion/process, and homework (called LIFE Exercises).


This protocol materials can be found at: https://contextualscience.org/act_for_depression_and_anxiety_group_cornell_unive

Michael Levin

ACT on Life Group Protocol, The University of Iowa

ACT on Life Group Protocol, The University of Iowa

These documents provided include session-by-session outlines, handouts, and between-session homework assignments to conduct a 10-week skills group based on Acceptance and Commtiment therapy.  This group has been conducted at the University of Iowa since 2012 and has seen several iterations by Drs. Stinson, Brunick, Kinser, and Ethingon.

The first document is the ACT on Life group protocol that Amie Langer Zarling, Ph.D., developed as her dissertation at the University of Iowa. She has given permission for me (Dr. Lanaya Ethington) to share this document, as it was the basis of our development of ACT on Life groups at the University Counseling Service at the University of Iowa.

Starting in 2012, we began facilitating ACT on Life groups that were loosely based on Dr. Langer Zarling's protocol, and we developed a 10-session group with a modified protocol. I have uploaded the description of each group session, as well as handouts and homework. Please note that some of the activities in each session description may refer to internal resources or other ACT materials that are not uploaded here.

If you have any questions, please feel free to contact me (Dr. Lanaya Ethington) at lanaya-ethington@uiowa.edu. I hope this is useful for you!
 

Ethington

Book: Mindfulness and Acceptance for Counseling College Students: Theory and Practical Applications for Intervention, Prevention, and Outreach

Book: Mindfulness and Acceptance for Counseling College Students: Theory and Practical Applications for Intervention, Prevention, and Outreach

Pistorello, P. (2013) Mindfulness and Acceptance for Counseling College Students: Theory and Practical Applications for Intervention, Prevention, and Outreach. Context Press.

This book is part of the The Context Press Mindfulness and Acceptance Practica Series.

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JANZSSA articles: students needs and peer MH mentoring

JANZSSA articles: students needs and peer MH mentoring

Hi

Two articles one of which is about SSN

philomena renner

Math Anxiety Protocol

Math Anxiety Protocol

You can download the ACT for math anxiety protocol developed by Zettle (2003) here: https://contextualscience.org/ACT_For_Math_Anxiety_Protocol

This is the protocol that was tested with college students relative to systematic desensitization for math anxiety.

Zettle, R. D. (2003). Acceptance and commitment therapy (ACT) vs. systematic desensitization in the treatment of mathematics anxiety. The Psychological Record, 53, 197–215.

Michael Levin

Video: Mindfulness for College Students

Video: Mindfulness for College Students

Author-pyschologist Dr. Jacqueline Pistorello describes how practicing mindfulness can help college students deal with emotional distresses encounterd in college and expereince relational and academic satisfaction.

https://contextualscience.org/mindfulness_for_college_students

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