Examining Motivational Interviewing and Booster Sessions in Internet-Delivered Cognitive Behaviour Therapy for Post- Secondary Students: An Implementation Trial

Date

2022-01

Journal Title

Journal ISSN

Volume Title

Publisher

Faculty of Graduate Studies and Research, University of Regina

Abstract

Approximately one in three post-secondary students experience clinical levels of anxiety

or depression during their academic career, with many students not receiving treatment.

Internet-delivered cognitive behaviour therapy (ICBT) is an alternative to face-to-face

services that is effective in general adult populations, but has been associated with high

attrition rates and smaller effect sizes in student populations. In this implementation trial,

the efficacy and uptake of an ICBT course for anxiety and depression (i.e. the

UniWellbeing Course) was examined in Saskatchewan. Given the evidence from the

face-to-face literature, the role of motivational interviewing (MI) and booster lessons

was also examined. Using a two-factor design (factor 1: online MI); factor 2: booster

lesson), a total of 308 clients were randomized to one of four groups: standard care (n =

78), MI (n = 76), booster (n = 77), and MI + booster (n = 77). Overall, 89.9% (n = 277)

of clients started treatment. The aims of the study were to assess (1) the efficacy of the

UniWellbeing Course in reducing symptoms of anxiety and depression and increasing

perceived academic functioning; (2) the impact of a pre-treatment MI component on

attrition and engagement; (3) the impact of a booster lesson on depression, anxiety, and

perceived academic functioning at 3-month follow-up; and (4) the combined effect of MI

and booster. Overall, students reported significant, large decreases in symptoms of

depression (Cohen’s d: 1.25 – 1.67) and anxiety (Cohen’s d: 1.42 – 2.01) from pretreatment

to post-treatment, with 47.5% and 56.6% of clients experiencing reliable

recovery on measures of depression and anxiety, respectively. Small, but significant,

effects were seen for improvements in perceived academic functioning across the four

conditions (Cohen’s d: 0.20 – 0.48). Changes were maintained at 1-month and 3-month

ii

follow-up on all primary measures across conditions. Overall, 54.0% (n = 150) of clients

accessed all four lessons of the UniWellbeing Course. The addition of pre-treatment MI

did not confer improvements to treatment completion rates or engagement (e.g., mean

logins or messages sent to therapists). Small between-group effects were seen in favour

of MI for depression (Cohen’s d: 0.23), anxiety (Cohen’s d: 0.25), and mental healthrelated

disability (between-group Cohen’s d: 0.35) at post-treatment. In terms of the

booster lesson, only 30.9% (n = 43) of clients accessed the booster lesson, although

clients who accessed it were satisfied with the content and timing of the booster overall.

Between-group effects were not significant for the booster at 3-month follow-up. Subanalyses

comparing clients who utilized the booster to those who did not were

underpowered, but revealed a larger decrease in depressive symptoms (between-group

Cohen’s d: 0.31) at 3-month follow-up. No advantage was found for the combination of

MI and booster on treatment completion, engagement, or outcomes. Overall, there is

some evidence to suggest that including MI at pre-treatment results in greater symptom

reduction although these benefits do not persist to 1-month and 3-month follow-up. The

inclusion of a self-guided booster lesson may also help with continued symptom

management up to 3-month follow-up, but low uptake is a barrier to clients experiencing

these benefits. Uptake of the course was highest among White female participants and at

large universities, suggesting a need for alternative recruitment strategies to increase

uptake among other student populations. Findings from this trial contribute to the

literature on improving ICBT outcomes for post-secondary students.

Description

A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Clinical Psychology, University of Regina. ix, 251 p.

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