Emerging Adulthood and Mobile Technology: Implementing Positive Interventions to Promote Wellbeing in the College Years

Introduction: Research indicates that increased levels of stress, depression, and anxiety among college students can contribute to serious negative outcomes, including problems with mental health, social relationships, and academic achievement. Wellbeing can be enhanced when students perceive that they have the capacity to take action to meet their goals and to accept events that are unchangeable. Drawing on the PERMA model and broaden-and-build theory, we explore the potential use of mobile technology to deliver preventive positive psychology and mindfulness interventions in reducing stress and enhancing students’ ability to take control of their wellbeing through three lenses: (1) Efficacy - does it produce outcomes? (2) Viability - is there a channel to deliver it? (3) Desirability-can we engage users? Considering these three lenses in tandem during pilot work, we propose a new model for collapsing the time between discovery and scale up.

Methods: Three separate pilot studies were conducted in tandem to explore the potential for mobile technologies to impact student health. Study #1: Using Ecological Momentary Assessment (EMA), students completed surveys assessing their subjective wellbeing at multiple time points throughout the day, with a sample of students participating in daily positive psychology and contemplative interventions. Study #2: Using daily texts, students were prompted to practice gratitude and kindness activities. Data were collected using daily surveys and pre and post questionnaires with substance use as the outcomes. Study #3: Utilizing human centered design methods we are assessing the desirability and viability of using project-based courses as a channel for implementing a mobile app designed to enhance wellbeing. Qualitative (student interviews) and quantitative (pre and post surveys and daily assessments) data will be collected.

Results: Preliminary results from Study #1 indicate that positive psychology and contemplative interventions were effective in enhancing students’ experiences of positive emotions. Data collection and analyses will be completed in January for Study #2. For Study #3, the mobile app will be implemented in four project-based courses January – April 2018. Data will be analyzed in April 2018. This poster will present findings from each study as well as implications for the new combined model.

Conclusions: The expected findings have significant implications for prevention efforts to address the mental health crisis on college and university campuses. By extending what we know about the experiences of positive emotions to create an upward spiral of psychological resources, we expect that positive interventions made accessible to students through mobile technology will reduce stress and promote wellbeing.