Comprehensive Assessment of Acceptance and Commitment Therapy Processes

Francis, Ashley; Dawson, David L.; Moghaddam, Nima

doi:10.1037/t57708-000

Cited by 6 publications

(3 citation statements)

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“…The effect of this course will be measured with multiple data, and informed consent will be collected in the beginning of the course. First, questionnaire data measuring psychological flexibility [57], stress [58], social, psychological, and emotional well-being [59], study-related burnout [60], and study skills [61] will be collected before, after, and 1 year after the course. These questionnaires are also the basis of students' own evaluations in the beginning and at the end of the course.…”

Section: Resultsmentioning

confidence: 99%

Development of a Web-Based Intervention Course to Promote Students’ Well-Being and Studying in Universities: Protocol for an Experimental Study Design

Asikainen¹,

Katajavuori²

2021

JMIR Res Protoc

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Background The decline in the well-being among university students well as increasing dropouts has become a serious issue in universities around the world. Thus, effective ways to support students’ well-being and their ability to study are highly needed. Objective The purpose of this study was to build an intervention course for university students, which promotes both students’ well-being as well as their learning and study skills, and to describe the experimental study design that explores the effects of this intervention course. Methods Research has shown that psychological flexibility has a great effect on the well-being as well as the study skills of students pursuing higher education. The basis of our intervention course was to promote psychological flexibility and students’ study skills with the help of peer support and reflection. Results This course was offered as a voluntary course to all the students at the University of Helsinki twice during the academic year 2020-2021. The first course was from October to December and the second course was from January to March. This course was advertised in fall 2020 through social media and by different student organizations and program leaders at different faculties of the University of Helsinki. As of October 2020, we enrolled 566 students comprising 310 students for the course in fall 2020 and 256 students for the course in spring 2021. Of the 256 students who enrolled in the second course, 170 students voluntarily participated in this study and they answered the questionnaires, including all the measures, simultaneously with the participants in the first group and thus served as the control group. The effect of this course will be measured with multiple data, including questionnaire data, reflective journals, and physiological data of well-being with a longitudinal experimental design. This research very strictly follows the ethical guidelines drawn up by the Finnish National Board on Research Integrity. We expect to publish the results of this study in fall 2021 at the latest. Conclusions We argue that a web-based, 8-week intervention course, which promotes both student well-being and their study skills, is a good way to support students pursuing higher education, and both aspects should be considered when supporting university students. International Registered Report Identifier (IRRID) DERR1-10.2196/23613

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Section: Resultsmentioning

confidence: 99%

Development of a Web-Based Intervention Course to Promote Students’ Well-Being and Studying in Universities: Protocol for an Experimental Study Design

Asikainen¹,

Katajavuori²

2021

JMIR Res Protoc

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“…The Comprehensive Assessment of Acceptance and Commitment Therapy Processes (CompACT) [96] will be utilized to evaluate the psychological flexibility of individuals. The Chinese version of CompACT consists of 18 items measured on a seven-point Likert scale.…”

Section: Psychological Flexibilitymentioning

confidence: 99%

Effectiveness of a videoconferencing group-based dyad acceptance and commitment therapy on the quality of life of chronic heart failure patients and their family caregivers: A study protocol for a randomized controlled trial

Zhang,

Ho,

Mak

2024

PLoS ONE

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Background Chronic heart failure (CHF) poses a significant burden on both patients and their family caregivers (FCs), as it is associated with psychological distress and impaired quality of life (QOL). Acceptance and Commitment Therapy (ACT) supports QOL by focusing on value living and facilitates acceptance of psychological difficulties by cultivating psychological flexibility. A protocol is presented that evaluates the effectiveness of a dyad ACT-based intervention delivered via smartphone on QOL and other related health outcomes compared with CHF education only. Methods This is a single-center, two-armed, single-blinded (rater), randomized controlled trial (RCT). One hundred and sixty dyads of CHF patients and their primary FCs will be recruited from the Cardiology Department of a hospital in China. The dyads will be stratified block randomized to either the intervention group experiencing the ACT-based intervention or the control group receiving CHF education only. Both groups will meet two hours per week for four consecutive weeks in videoconferencing sessions over smartphone. The primary outcomes are the QOL of patients and their FCs. Secondary outcomes include psychological flexibility, psychological symptoms, self-care behavior, and other related outcomes. All outcomes will be measured by blinded outcome assessors at baseline, immediately post-intervention, and at the three-month follow-up. Multilevel modeling will be conducted to assess the effects of the intervention. Discussion This study is the first to adopt an ACT-based intervention for CHF patient-caregiver dyads delivered in groups via smartphone. If effective and feasible, the intervention strategy and deliverable approach could be incorporated into clinical policies and guidelines to support families with CHF without geographic and time constraints. Trial registration ClinicalTrials.gov Identifier: NCT04917159. Registered on 08 June 2021.

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“…Primary outcome measures will assess the level of drug use risk (using the DAST-10 as outlined previously) and changes in targeted behaviors, such as decision making, behavioral awareness, and value progress using the Generalized Pliance Questionnaire [74], the Comprehensive assessment of Acceptance and Commitment Therapy processes questionnaire [75], and the Valuing Questionnaire [76]. Secondary outcome measures will assess user engagement using the analytics function built into the intervention (ie, number of clicks, time spent on each page, dropout point, etc).…”

Section: Level 5-data Integrationmentioning

confidence: 99%

A Digital Substance-Use Harm Reduction Intervention for Students in Higher Education (MyUSE): Protocol for Project Development (Preprint)

Dick¹,

Vasiliou²,

Davoren³

et al. 2020

Preprint

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BACKGROUND Digital interventions have been identified as a possible tool in the reduction of harm from illicit drug use among students attending higher education (i.e. college students). However intervention success in this area to date has been hampered by a lack of user involvement and behavior change theory in their design. The MiUSE project will combine a rigorous user-centered design methodology, with robust behavioral change theories to develop a digital harm-reduction intervention for illicit drug use among students in higher education. OBJECTIVE The objective of this project is to design and develop a digital intervention that targets drug use related harm in higher education students. METHODS The MiUSE project will take place over three phases. The first phase, was exploratory in nature; involving the conduct of three systematic reviews, the administration of a large survey, and the conduct of student workshops to gather a comprehensive evidence base to guide the project. The second phase is the development stage of the project, involving the use of the Behavior Change Wheel theoretical model to determine the behavioral change components of the intervention, and the use of the User Centered Design methodology to guide the development of the digital intervention. The third phase is the evaluation stage, whereby the intervention will undergo a five-stage evaluation process to comprehensively evaluate its impacts. RESULTS The exploratory phase 1 of the MiUSE project was completed in December 2018. Phase 2 is currently underway, and Phase 3 is due to begin in June 2020. CONCLUSIONS Higher education institutions are ideally placed to intervene and support students in the area of illicit drug use, but are constrained by limited resources. Current digital interventions in this area are sparse, and have several weaknesses. The MiUSE project draws on learnings from previous work, utilizing robust methodologies in an attempt to develop a digital intervention that is economically viable, effective in changing behavior, usable and acceptable to students, and able to sustain long-term implementation in higher education institutions.

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Comprehensive Assessment of Acceptance and Commitment Therapy Processes

Cited by 6 publications

References 0 publications

Development of a Web-Based Intervention Course to Promote Students’ Well-Being and Studying in Universities: Protocol for an Experimental Study Design

Development of a Web-Based Intervention Course to Promote Students’ Well-Being and Studying in Universities: Protocol for an Experimental Study Design

Effectiveness of a videoconferencing group-based dyad acceptance and commitment therapy on the quality of life of chronic heart failure patients and their family caregivers: A study protocol for a randomized controlled trial

A Digital Substance-Use Harm Reduction Intervention for Students in Higher Education (MyUSE): Protocol for Project Development (Preprint)

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