Critical Analysis of the Study of an Online Peer Support Program for University Students' Mental Health

Critical Analysis of the Study of an Online Peer Support Program for University Students' Mental Health

The study titled "An Online Peer Support Program to improve mental health among university students: A randomized controlled trial" by Grégoire et al. (2022) addresses the mental health challenges faced by university students by testing the effectiveness of a peer-led online intervention. This study is a significant contribution to understanding how peer support programs can benefit mental health, especially in postsecondary settings. Below is a critical analysis of the study based on several key aspects, including the purpose, study population, length of the trial, data collection methods, outcome measures, results and conclusions, and ethical considerations.

Purpose of the Study

The purpose of the study was to assess the efficacy of an online peer support program based on Acceptance and Commitment Therapy (ACT) in improving the mental health and well-being of university students. The authors aimed to evaluate both primary outcomes, such as stress, anxiety, and depression, and secondary outcomes related to academic engagement and satisfaction. The program targeted enhancing psychological flexibility, which is crucial for reducing distress and promoting psychological well-being in students. The study provides valuable insights into how peer support programs can serve as adjuncts to traditional mental health interventions in universities.

Study Population

The study involved 107 undergraduate students from three Canadian universities: Université du Québec à Montréal (UQAM), Université de Montréal (UdeM), and Hautes Études Commerciales de Montréal (HEC). The participants were predominantly women (76.6%), and their ages ranged from 17 to 54 years. Notably, 44% of the participants had been diagnosed with a mental health disorder, with 56% currently being followed by a healthcare professional. This diverse sample reflects the student population's varied experiences with mental health challenges, making the results more generalizable to the broader university student body.

Length of the Trial

The intervention in this study lasted for a period of five weeks, during which participants in the intervention group received weekly peer-led online sessions based on ACT. The trial's duration is relatively short, which may limit the long-term understanding of the program's effects. However, the study also included follow-up assessments five weeks after the intervention, which allowed the researchers to measure the sustained impact of the program on the participant's mental health and academic engagement.

Data Collection Methods

Data collection methods included self-reported questionnaires measuring psychological well-being, stress, anxiety, depression, and academic satisfaction and engagement. These measures were administered at baseline (T1), immediately after the intervention (T2), and five weeks after the intervention (T3). The use of validated scales such as the General Anxiety Disorder Questionnaire (GAD-7) and the Patient Health Questionnaire-9 (PHQ-9) ensured reliable assessment of mental health symptoms. However, self-reported data may have introduced bias, as participants might have been influenced by social desirability or personal expectations when reporting their outcomes.

Outcome Measures

The study focused on primary outcomes such as reductions in stress, anxiety, and depression, as well as increases in psychological flexibility and well-being. Secondary outcomes included academic satisfaction and engagement, which were expected to improve due to the mental health benefits of the intervention. The results showed that participants in the intervention group experienced significant improvements in psychological flexibility, well-being, stress, anxiety, and depression compared to the control group. However, no significant differences were observed in academic satisfaction and engagement, indicating that the program's impact was more focused on emotional and psychological outcomes than on academic performance.

Results and Conclusions

The findings of the study support the hypothesis that peer support, particularly when delivered through a structured online program based on ACT, can lead to significant improvements in mental health. Participants in the intervention group reported better psychological flexibility and lower levels of stress, anxiety, and depression. These results suggest that peer-led interventions can be an effective adjunct to traditional mental health serv