ACT-enhanced peer coaching for online ACT self-help: Feasibility and acceptability with college students.

Abstract<bold>Objective:</bold> This secondary analysis examined the feasibility and acceptability of a novel peer coaching model designed to improve adherence to an online self-help program based on Acceptance and Commitment Therapy (ACT), called ACT Guide. <bold>Participants:</bold> All participants (<italic>N</italic> = 152) and peer coaches were undergraduate students attending the same university. <bold>Methods:</bold> Participants were instructed to use ACT Guide for 10 wk and were randomly assigned to receive weekly peer coaching through either phone calls or text messaging. <bold>Results:</bold> We found our peer coaching model to be feasible for delivery <italic>via</italic> phone and text, however acceptability varied widely. Phone coaching performed significantly better than the text format. <bold>Conclusions:</bold> Our results support the feasibility of using peer coaching with a college student population, particularly when delivered through phone calls. However, peer coaching was only acceptable to a subset of students, potentially due to differences in level of need and individual preferences. [ABSTRACT FROM AUTHOR]