Abstract
Self-guided asynchronous online interventions may provide college students access to evidence-based care, while mitigating barriers like limited hours of service. Thus, we examined the preliminary effectiveness of a 45-minute self-guided, asynchronous online, Dialectical Behavior Therapy (DBT)-informed stress and anxiety management workshop. Participants: College undergraduates (N = 131) were randomized to either workshop (n = 65) or waitlist control (n = 66) conditions. Participants in the workshop condition completed baseline measures of depression, stress, and anxiety, before completing the workshop. Participants in the waitlist control condition only completed the baseline measures. All participants were reassessed at one-week follow-up. Controlling for baseline measures, students in the workshop condition experienced significantly less stress and greater self-efficacy to regulate stress and anxiety at follow-up, compared to waitlist controls. A 45- minute self-guided, asynchronous online, DBT Skills-informed stress and anxiety management workshop may reduce stress and self-efficacy to regulate stress and anxiety.
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