ACT-enhanced peer coaching for online ACT self-help: Feasibility and acceptability with college students.
Saved in:
| Title: | ACT-enhanced peer coaching for online ACT self-help: Feasibility and acceptability with college students. |
|---|---|
| Authors: | Klimczak, Korena S. (AUTHOR), Twohig, Michael P. (AUTHOR), Peacock, Gretchen G. (AUTHOR), Levin, Michael E. (AUTHOR) |
| Source: | Journal of American College Health. Dec2025, Vol. 73 Issue 10, p3920-3930. 11p. |
| Subjects: | Support groups, Patient compliance, Supervision of employees, Research funding, Secondary analysis, Mental health services, Qualitative research, Affinity groups, Pilot projects, Medical care, Kruskal-Wallis Test, Content analysis, Internet, Descriptive statistics, Mann Whitney U Test, Telephones, Acceptance & commitment therapy, Psychology of college students, Text messages, Quality assurance, Data analysis software, Regression analysis, Nonparametric statistics |
| Abstract: | Objective: This secondary analysis examined the feasibility and acceptability of a novel peer coaching model designed to improve adherence to an online self-help program based on Acceptance and Commitment Therapy (ACT), called ACT Guide. Participants: All participants (N = 152) and peer coaches were undergraduate students attending the same university. Methods: Participants were instructed to use ACT Guide for 10 wk and were randomly assigned to receive weekly peer coaching through either phone calls or text messaging. Results: We found our peer coaching model to be feasible for delivery via phone and text, however acceptability varied widely. Phone coaching performed significantly better than the text format. Conclusions: Our results support the feasibility of using peer coaching with a college student population, particularly when delivered through phone calls. However, peer coaching was only acceptable to a subset of students, potentially due to differences in level of need and individual preferences. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Objective: This secondary analysis examined the feasibility and acceptability of a novel peer coaching model designed to improve adherence to an online self-help program based on Acceptance and Commitment Therapy (ACT), called ACT Guide. Participants: All participants (N = 152) and peer coaches were undergraduate students attending the same university. Methods: Participants were instructed to use ACT Guide for 10 wk and were randomly assigned to receive weekly peer coaching through either phone calls or text messaging. Results: We found our peer coaching model to be feasible for delivery via phone and text, however acceptability varied widely. Phone coaching performed significantly better than the text format. Conclusions: Our results support the feasibility of using peer coaching with a college student population, particularly when delivered through phone calls. However, peer coaching was only acceptable to a subset of students, potentially due to differences in level of need and individual preferences. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07448481 |
| DOI: | 10.1080/07448481.2025.2458078 |
