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