Within Canada, alcohol use and alcohol related problems are experienced disproportionately by emerging adults (aged 18 to 29). Furthermore, emerging adulthood is characterized by events (e.g., beginning post-secondary studies) associated with high-stress levels. Individuals sensitized to stress via experiences of childhood adversity may be at a heightened risk of using alcohol as a coping strategy to alleviate experiences of acute stress during this transitional period. This strategy is, however, maladaptive because alcohol use can increase the risk for adverse outcomes such as poor interpersonal relationships and academic outcomes and does not address the cause of the distress. As such, the proposed study examined explanatory models that predicted alcohol use and related problems in emerging adults. It was hypothesized that perceived stress and disengagement coping (i.e., strategies aimed at diverting from the stressor and/or its associated emotions) would explain the relationship between childhood adversity and alcohol use and related problems. Students at Lakehead University (N = 150) were recruited to complete a series of self-report measures assessing childhood adversity, perceived stress, disengagement coping strategies, and alcohol variables (frequency, quantity, and problems). As expected, childhood adversity was positively and significantly associated with all study variables, except alcohol frequency and quantity. Perceived stress and disengagement coping strategies mediated the relationship between childhood adversity and alcohol related problems. Unexpectedly, perceived stress and disengagement coping strategies did not mediate the relationship between childhood adversity and alcohol frequency. Results suggest that university institutions might consider providing education around stress management through trauma-informed practices and coping strategies to mitigate the impact of early adversity on later alcohol related problems among emerging adults.

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Emerging adulthood (ages 18-29) is recognized as a stage associated with unique developmental needs and transitions. Moving from high school to university is one life transition that demands for multiple adjustments and leaves emerging adults at risk for maladjustment (e.g., experiencing psychological or academic distress). As such, it is important to examine explanatory models of factors that predict and prevent maladjustment in first-year university students. The current study tested a moderation model to explain maladjustment in first-year university students. It was proposed that socially prescribed perfectionism would be associated with greater maladjustment (operationalized in the current study as poor psychological well-being, depressive symptoms, and academic distress), and mattering (i.e., feeling important and significant to others) would be associated with lower maladjustment. Moreover, it was hypothesized that mattering would be a significant moderator of the relationship between socially prescribed perfectionism and maladjustment. First-year university students (N = 152) at Lakehead University completed a series of self-report measures assessing socially prescribed perfectionism, mattering, psychological well-being, symptoms of depression, and academic distress. As expected, hierarchical regression analyses showed that socially prescribed perfectionism was a predictor of greater maladjustment, while mattering was a predictor of lower maladjustment. Further, mattering significantly moderated the association between socially prescribed perfectionism and depressive symptoms such that, low levels of mattering strengthened the relationship and high levels of mattering diminished the relationship. However, mattering did not significantly moderate the link between socially prescribed perfectionism and psychological well-being or academic distress. The results suggest the need for university institutions to consider mattering as a target to enhance university student well-being and academic success.

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Self-reflection is the tendency to reflect on one’s thoughts, feelings, and behaviours. It has a strong foundation in psychology for conferring self-knowledge and self-awareness. Journaling is an example of an activity that requires much self-reflection, and as an intervention has positive effects on mood, wellbeing, and the ability to proactively ward off stress. Paradoxically, however, self-reflection may also be associated with mental health symptoms, possibly through its relationship with rumination. Gaps exist in the literature as to whether self-reflection predicts one’s choice to journal, as well as whether self-reflection affects the extent to which journaling confers benefit. In the current study, participants (N = 152) had access to a smartphone app with various features, including a journal. They were encouraged to use the app throughout a 28-day period, choosing which features to use and for how long, and completed self-report measures at baseline, midpoint, and post-app periods. I hypothesized baseline self-reflection would predict journal usage, and that self-reflection would affect the extent to which journaling was associated with improvement in affect, self-regulation, and psychological wellbeing. Unexpectedly, using count regression models, self-reflection did not predict journal usage, though both rumination and keeping a journal outside of the study predicted the choice to journal. Multilevel models also revealed that, as expected, time spent journaling was associated with lower negative affect and higher self-regulation and psychological wellbeing over time, though some of these effects were diminished when accounting for time spent using other app features. Further, as hypothesized, higher baseline self-reflection was associated with greater improvement in psychological wellbeing the more one journaled, even when controlling for rumination. Findings highlight the benefit of journaling to promote wellbeing when self-reflection is high, although those higher in rumination may be more likely to engage in the behaviour to begin with.

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Dialectical behaviour therapy (DBT) is a psychological treatment developed for individuals experiencing significant mental health issues along with high-risk behaviours (e.g., suicidal behaviours, self-harm, substance use, aggression, impulsivity). Despite substantial evidence supporting its use, many DBT programs have problems with sustainability, which leaves individuals with severe mental health issues without the treatment they need. The goals of the current study were to: a) identify factors that impact the functioning of DBT programs in Thunder Bay, Ontario; b) identify factors that are particularly relevant for youth DBT programs; c) make recommendations to foster the facilitators of success and address the barriers that hinder the functioning of DBT programs. Clinicians (N=31) trained in DBT completed a semistructured interview exploring their experiences providing DBT and thoughts on the factors that facilitate or hinder the functioning of the DBT programs. The interviews were transcribed verbatim and then organized into themes using inductive thematic analysis. Three major themes emerged as barriers to the functioning of DBT programs: systemic challenges, conflicts within the consultation teams, and clinician burnout. Factors influencing the success of DBT programs included: systemic support, clinician commitment and “buy in,” and team cohesion. Unique factors specific to providing DBT with youth (i.e., level of commitment, simplifying the language, and parental investment) were also identified. The findings provide novel information on barriers that impact the functioning of DBT programs from clinicians’ perspectives within a Canadian publically funded mental health system. These findings have clear clinical utility and can be used to generate solutions to clinicians’ perceived barriers and to foster perceived facilitators.

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Organizations offering mental health services are in need of innovative solutions to address a lack of accessibility and availability in service provision. Waitlists for counselling services are long, often forcing those experiencing mental health difficulties to rely on acute care services in the interim. One option, single-session counselling, allows consumers to access services when they need it, as often as they need it. This service model can be integrated into current services to contend with difficulties related to efficiency and accessibility. The current study evaluated a new single-session counselling program offered in an outpatient community mental health clinic in Northwestern Ontario. The majority of participants rated the service favourably, and experienced a decrease in mental health difficulties and associated impairment. Single-session counselling reduced difficulties associated with the presenting problem, and allowed access to services sooner. Continued implementation of this model of care is supported by the current findings. Dissemination of information describing the nature of single-session counselling, as well as outcomes of program evaluations such as the current study, may help to increase acceptance of its integration into ongoing mental health services.

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