2008 — 2009 |
Schleicher, Holly |
F31Activity Code Description: To provide predoctoral individuals with supervised research training in specified health and health-related areas leading toward the research degree (e.g., Ph.D.). |
Mood Management Intervention For Depressed College Student Smokers
[unreadable] DESCRIPTION (provided by applicant): Cigarette smoking is the leading preventable cause of death and disease in the United States. Although smoking rates are declining among adults in the U.S., 30-day smoking rates are holding steady at 30% among college students and pose a major health concern for this population. College student smokers report more depressive symptomatology than nonsmokers, and depressive symptoms correlate positively with smoking level. Depressed adult smokers evince a lower likelihood of smoking cessation and higher relapse rates than nondepressed smokers. Among adult smokers, there is some evidence to suggest that affect regulation interventions may be beneficial for smokers with elevated depressive symptoms. To date, the effectiveness of mood management interventions to address the smoking-depression relationship among college students remains unknown. This pilot investigation advances two important aims: 1) in a sample of college students with elevated depressive symptoms, we will test whether a group-based behavioral counseling for smoking cessation and mood management combined intervention (CBT) leads to higher abstinence rates than an attention-matched control group (CG), and 2) this study will provide an estimate of the feasibility of implementation of a combined behavioral counseling and mood management intervention on a college campus. Additional exploratory aims will examine changes in depressive symptoms, negative affect, negative affect regulation expectancies, and use of cognitive reappraisal strategies in both study arms from baseline to end of treatment and 3- and 6-month follow-up. We will also explore the relationship between baseline depressive symptoms and treatment adherence. We will recruit 50 college student smokers (i.e., out of the past 30 days, smoking cigarettes from 6 to 30 days) with clinically elevated depressive symptoms, as indicated by the Center for Epidemiological Studies-Depression Scale (CES-D) scores of [unreadable] 16. Participants will be randomized to 6 group-based sessions of: 1) the combined experimental intervention (CBT, N=25) or 2) an attention-matched control group (CG, N=25). This study will serve as an initial step towards developing and implementing effective interventions aimed at reducing cigarette smoking among college student smokers experiencing high levels of depressive symptoms and negative affect, addressing NIDA's stated plan to encourage the development of more effective behavioral treatments for drugs of abuse. The ultimate goal of this work is to develop effective interventions that will reduce future tobacco-related morbidity and mortality among depressed young [unreadable] adults. [unreadable] [unreadable] [unreadable]
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0.915 |
2021 — 2024 |
Sala, Anna Kinch, Ashby Schleicher, Holly Mumbauer-Pisano, Jayna |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Collaborative Research: Mental Health Opportunities For Professional Empowerment in Stem (Hopes)
The National Science Foundation Innovations in Graduate Education (IGE) award to Montana Technological University, Montana State University-Billings, and the University of Montana will develop and test a suite of innovative strategies to improve the mental health and resilience of graduate students in science, technology, engineering, and mathematics (STEM). To accomplish this goal, the project includes interventions for both graduate students and the faculty mentors with whom they work closely, and it seeks to help transform the cultures of the departments to become more supportive and inclusive. This project addresses a gap in proven approaches to help graduate students manage the significant mental and emotional stresses and pressures they face. Counseling available on campuses mostly is designed for undergraduates, and little is known about how to empower STEM graduate students to cope with the stresses of their challenging research projects; overcome stigma, self doubt, and social isolation; and promote help-seeking and a sense of belonging. The situation is even tougher for women and minority students, veterans, students with disabilities, and students from disadvantaged backgrounds. Improving the well-being of diverse graduate students will boost their prospects for successful STEM careers – thereby accelerating science and engineering progress and contributing to American economic growth and competitiveness.
The project goal is to design and pilot an innovative model for fostering graduate students’ life-long skills for mental health awareness and well-being, while transforming the way faculty engage with graduate students. The first step will be to conduct baseline surveys of students and faculty to obtain information needed to prioritize and design educational interventions. Project components will include: 1) activities to reduce stigma; 2) facilitated psychoeducational peer mentoring to assist students in developing effective coping strategies and enhanced resilience; 3) STEM faculty workshops aimed at implementing holistic mentoring, enhancing inclusiveness, and transforming departmental climates; and 4) activities engaging advisors and advisees together in collaborative problem solving. After refining the approach and demonstrating effectiveness on the three campuses, the team will assist three other universities in adapting the approaches to demonstrate scale up. Overall, the project will establish an innovative, effective, and replicable model for improving STEM graduate education by elevating positive mental health to an important outcome. Evaluation feedback will help improve the activities and measure progress toward achievement of the goal. Activity descriptions, facilitator guides, curricula, and scale-up guides will be published and disseminated.
This project is jointly funded by the IGE program and the Established Program to Stimulate Competitive Research (EPSCoR). The Innovations in Graduate Education (IGE) program is focused on research in graduate education. The goals of IGE are to pilot, test, and validate innovative approaches to graduate education and to generate the knowledge required to move these approaches into the broader community.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
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0.915 |