Computer-assisted psychological assessment and psychotherapy for collegians.

OBJECTIVE: This article reviews research on computerized and computer-assisted psychological assessment and psychotherapy for college and university students. METHOD: Published reviews of outcome research on the topic are reviewed, along with individual clinical trials and other relevant studies not covered by reviews, as well as reviews of closely-related research. RESULTS: Computer-assisted assessment and psychotherapy have proven effective with collegians across samples, nations, and presenting concerns. CONCLUSIONS: Currently-available digital technologies can address these mental health service delivery challenges: cost, limited human resources, failure of students to seek help, stigmatization of collegians seeking help, premature termination, inadequate process and outcome data to assess and improve treatment effectiveness, and lack of real-time data-based treatment selection.

Meeting the mental health needs of today's college student: Reinventing services through Stepped Care 2.0.

A new stepped care model developed in North America reimagines the original United Kingdom model for the modern university campus environment. It integrates a range of established and emerging online mental health programs systematically along dimensions of treatment intensity and associated student autonomy. Program intensity can be either stepped up or down depending on level of client need. Because monitoring is configured to give both provider and client feedback on progress, the model empowers clients to participate actively in care options, decisions, and delivery. Not only is stepped care designed to be more efficient than traditional counseling services, early observations suggest it improves outcomes and access, including the elimination of service waitlists. This paper describes the new model in detail and outlines implementation experiences at 3 North American universities. While the experiences implementing the model have been positive, there is a need for development of technology that would facilitate more thorough evaluation. (PsycINFO Database Record

College students' norm perception predicts reported use of protective behavioral strategies for alcohol consumption.

OBJECTIVE: This study examined whether college students' descriptive norm perceptions of protective behavioral drinking strategies explain variance in use of such strategies, controlling for covariates of students' gender, typical number of drinks, and negative drinking consequences. METHOD: Derivation (n = 7,960; 55.2% women) and replication (n = 8,534; 54.5% women) samples of undergraduate students completed the Campus Alcohol Survey in classroom settings. Students estimated how frequently other students used each of nine protective behavioral strategies (PBS) and how frequently they themselves used each strategy. RESULTS: All items assessing norm perception of PBS (NPPBS) had pattern matrix coefficients exceeding .50 on a single factor, and all contributed to the overall scale reliability (Cronbach's alpha = .81). Hierarchical regression analyses indicated NPPBS explained significant variance in PBS, controlling for covariates, and explained an additional 7% of variance (p < .001). A Gender x Scale (PBS, NPPBS) repeated-measures analysis of variance revealed students believed peers used PBS less frequently than they themselves did (eta(p) (2) = .091, p < .001). Such social distancing was greater in women (omega(effect) (2) = .151, p < .001) than in men (omega(effect) (2) = .001, p < .001). CONCLUSIONS: Consistent with the principle of false uniqueness, whereby individuals regard their own positive characteristics as rare, college students-especially women-underestimate how frequently other students use PBS. Such norm misperception may enhance students' feelings of competence and self-esteem. The positive relationship between NPPBS and PBS indicates students with high NPPBS are more likely to use the strategies themselves.

College student drinking, attitudes toward risks, and drinking consequences.

OBJECTIVE: This study examined whether college students' attitudes toward risks explain significant variance in drinking consequences beyond gender, alcohol use, and self-protective strategies. METHOD: A derivation sample (N=276; 52% women) and a replication sample (N=216; 52% women) of undergraduate students completed the Campus Alcohol Survey (CAS) and the Attitudes Toward Risks Scale (ATRS). RESULTS: Scores on the ATRS correlated positively with students' self-reported typical number of drinks and negative drinking consequences (p<.001). Hierarchical regression analyses indicated that ATRS scores explained significant variance in negative drinking consequences beyond college students' gender, typical number of drinks, and use of protective strategies (p<.001). Furthermore, a significant Drinks x ATRS interaction revealed that heavy-drinking students who scored high on the ATRS experienced the most harm from drinking (p<.01). Students with high-risk attitudes showed a stronger link between typical number of drinks and negative drinking consequences. CONCLUSIONS: Even when controlling for students' gender, alcohol use, and protective strategies, college students' attitudes toward risks explain significant variance in drinking consequences.

Predicting negative drinking consequences: examining descriptive norm perception.

OBJECTIVE: This study explored how much variance in college student negative drinking consequences is explained by descriptive norm perception, beyond that accounted for by student gender and self-reported alcohol use. METHOD: A derivation sample (N=7565; 54% women) and a replication sample (N=8924; 55.5% women) of undergraduate students completed the Campus Alcohol Survey in classroom settings. RESULTS: Hierarchical regression analyses revealed that student gender and average number of drinks when "partying" were significantly related to harmful consequences resulting from drinking. Men reported more consequences than did women, and drinking amounts were positively correlated with consequences. However, descriptive norm perception did not explain any additional variance beyond that attributed to gender and alcohol use. Furthermore, there was no significant three-way interaction among student gender, alcohol use, and descriptive norm perception. CONCLUSIONS: Norm perception contributed no significant variance in explaining harmful consequences beyond that explained by college student gender and alcohol use.

College student protective strategies and drinking consequences.

OBJECTIVE: This study explored the relationships between college student gender, alcohol use, protective strategies and harmful drinking consequences. METHOD: A derivation sample (N = 3,851; 54% women) and a replication sample (N = 4,151; 55% women) of undergraduate students completed the Campus Alcohol Survey (CAS) in classroom settings. RESULTS: Although women drank less than men and were less likely to experience harmful consequences, they were more likely to use protective strategies. Hierarchical regression analyses revealed that students who consumed at least six drinks when they partied--especially men-were less likely to experience more common consequences (e.g., poor academic performance, property damage, unconsciousness, riding in a vehicle with others who have been drinking) if they engaged in self-protective strategies. Such strategies also helped students who exceeded the median number of drinks to moderate the effect of drinking on less common consequences (e.g., vehicular accidents, class failure, conflicts with authorities). CONCLUSIONS: These findings add to the growing literature on contextual events that protect students from harm while drinking.