PEER SUPPORTS, COACHING, AND GROUP INTERVENTIONS TO IMPROVE TREATMENT ENGAGEMENT AND ACADEMIC PERSISTENCE AND FUNCTIONING OF TRANSITIONAL-AGE YOUTH (TAY)

Abstract

Transitional-aged youth (TAY) with mental illness (MI) experience psychosocial delays that negatively affect functional adult outcomes. Given this impact, the mental health of TAY has become a public health priority in the United States and abroad. This program focuses on psychotherapeutic and peer supports to develop low-cost sustainable interventions for TAY struggling with MI. Participants will learn about: 1) novel peer support and coaching models to enhance academic persistence and executive functioning (EF) skills in college students; 2) a randomized explanatory trial for improved treatment engagement of TAY; and 3) feasibility and effectiveness of a group CBT model to reduce inattention and enhance EF in undergraduate and graduate students with ADHD. Instruction will include lecture, visual aids, and discussion. Presenters will review 2 pilot RCTs using peer academic supports for college students (Peer-Assisted Student Success [PASS]) and the Hype on Campus (HOC) coaching model, a randomized trial of TAY treatment engagement in an urban setting utilizing peers, and demonstrate the feasibility of a CBT group intervention for EF in higher education. Following review of these studies, discussion will be led by panelists to explore the implementation of peer and group interventions for TAY on and off college campuses. Participants will learn how to: 1) understand the importance of developing novel and sustainable approaches to improve functional outcomes for TAY with MI; 2) describe 4 different models of intervention that predict effectiveness in improving treatment engagement, academic persistence, and EF; and 3) review opportunities for the implementation of psychosocial and psychotherapeutic modalities for TAY with MI. TAY are a unique demographic that requires an expanded set of knowledge, skills, and attitudes on the part of providers to promote help-seeking behaviors, treatment adherence, and autonomy. This program prepares professionals working with TAY to utilize novel therapeutic tools to meet the increased need. The workforce must develop low-cost, sustainable, and evidence-informed tools that are transdiagnostic and inclusive of different cultures, identities, and genders, which may best be accomplished through peer support and group models to maximize functional outcomes for TAY.