Digital Mental Health Interventions for University Students with Mental Health Difficulties

Alba Madrid-Cagigal, Carmen Kealy, Courtney Potts, Maurice Mulvenna, Molly Byrne, Margaret Barry, Gary Donohoe

Research output: Contribution to conferenceAbstractpeer-review

Abstract

Background.

While third-level institutes have long provided counselling, a sharp rise in demand has led to the mental health needs of many students being underserved, including those with enduring difficulties. Digital mental health interventions represent one response to this unmet need on account of having no-to-low human resources, and therefore being low cost and scalable. Understanding the features that promote engagement with mental health interventions (e.g. the among of human guidance versus automation requires), is important to optimise the benefits of digital interventions.

Aims.

The aim of this study is to conduct a systematic review and meta-analysis of the literature examining effectiveness of digital mental health interventions for university students with ongoing mental health difficulties.

Methods.

The following databases were searched: PubMed, EBSCOhost (CINHAHL/PsycINFO/PsycArticles) and Web of Science. Two-armed randomized-control trials were included in the meta-analysis. A random-effects meta-analysis was conducted and standardized mean differences were calculated. Effect sizes were further compared for fully automated interventions compared to guided interventions (involving some level of 1:1 support). This study was registered with PROSPERO, CRD42024504265.

Results.

34 eligible studies were included in this narrative review, of which 21 randomized-controlled trials were included in the meta-analysis. Random-effects meta-analysis indicated an overall medium effect size in favour of digital interventions for both depression (k=16; n=2316; Cohen’s d = 0.55, 95% CI 0.37-0.72; P<.001), and anxiety (k=15; n= 1848; Cohen’s d = 0. 46, 95% CI 0.31-0.61; P<.001). Of note, for anxiety outcomes, fully automated interventions appeared more effective (d= .55) than guided interventions (d= .35).

Conclusions.

Digital mental health interventions are associated with beneficial effects for college students when measured in terms of anxiety and depression symptom severity. For anxiety, fully automated interventions may be more effective than guided interventions at leading to reduced symptom severity.
Original languageEnglish
Publication statusPublished online - 5 Dec 2024
EventCRN and CHilD-RC Annual Conference 2024 - University College Dublin, Dublin, Ireland
Duration: 5 Dec 20245 Dec 2024
https://www.childrensresearchnetwork.com/events/crn-ucd-child-rc-annual-conference-2024

Conference

ConferenceCRN and CHilD-RC Annual Conference 2024
Country/TerritoryIreland
CityDublin
Period5/12/245/12/24
Internet address

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