(PS6-C68) Evaluation of a Group Mindfulness-based Intervention to Address College Student Drinking and Mental Health

Objective: Concurrent high-risk alcohol use and depression and anxiety are prevalent across college campuses and have been shown to precipitate more negative consequences for college students than either risk factor alone. However, extant interventions tend to focus on only drinking or only depression and anxiety. To fill this gap, the present study assessed the initial acceptability and participant appraisal of a group mindfulness-based intervention (MBI) targeting both high-risk drinking and experiences of depression and anxiety among college students. The MBI was guided by the following goals: (a) stimulate self-reflection on personal drinking behaviors; (b) establish a basic understanding of mindfulness and foundation upon which to build mindfulness skills through practice; (c) encourage thinking about the connection between mindfulness, alcohol use, and overall well-being; and (d) foster a desire to continue these reflections and practices after intervention conclusion.

Method: Full-time undergraduates aged 18-25 who endorsed high-risk drinking, or at least one binge drinking episode (defined as 4+/5+ drinks for a female/male in a 2-hour period; NIAAA, 2015) in the past 2 weeks, and at least mild depression and/or anxiety symptoms, as indicated by scores on the depression, anxiety, and social anxiety subscales of the Counseling Center Assessment of Psychological Symptoms (CCAPS-34; Locke et al., 2012) and the Patient Health Questionnaire for Depression and Anxiety (PHQ-4; Kroenke et al., 2009), were invited to participate. Participants were scheduled in groups of 3-10 to complete a 2-hour MBI comprising guided mindfulness exercises, group discussions, and didactic content related to mindfulness, alcohol use, and depression and anxiety. Pre-intervention assessments probed individual difference factors, while post-intervention assessments quantitatively assessed acceptability and how well the MBI met its goals utilizing Likert-type scales (1-5, with lower scores indicating a higher level of acceptability and goal attainment, respectively), and qualitatively assessed barriers and facilitators to fulfillment of the MBI goals utilizing open-ended items that were coded for themes.

Results: The mean overall acceptability score of 1.52 (SD=0.45) indicated that participants (N=41) perceived the MBI to be very acceptable. Participants also endorsed that the goals of the MBI were met (M=1.72, SD=0.45). Strengths of the MBI that emerged from participants’ comments included provision of a safe and accepting environment, group exchange and connection, facilitator support, and intervention content and structure. Areas for MBI improvement that emerged from participants’ feedback comprised providing greater preparation and a session framework upfront, increased depth of content, and lengthier or additional experiential exercises.

Conclusion: Findings provide preliminary support for MBI acceptability and success in fulfilling its goals, while offering clear direction for future MBI refinement. If found to be efficacious in future investigations, the present MBI may serve to enhance the health of individuals navigating the unique developmental and environmental stressors inherent to the college context.