Indirect effect of mindfulness on psychological distress via sleep hygiene in division I college student athletes.

ObjectiveThe unique demands placed on Division I student athletes (SAs) puts them at risk of experiencing poor sleep and increased psychological distress. Researchers have found that mindfulness improves well-being, directly and indirectly via sleep behaviors; however, it is not known if these relationships hold up within a sample of SAs. Thus, this study examined the indirect effect of mindfulness on psychological distress through sleep hygiene in SAs. Participants and methods: A sample of 269 Division I SAs were surveyed on their psychological distress, sleep hygiene, and mindfulness in 2018-2019. Results: Mindfulness directly and indirectly influenced psychological distress via sleep hygiene (B = -0.03, SE = 0.01, 95% CI [-0.05, -0.01]) such that increased mindfulness was associated with improved sleep hygiene and reduced distress. Conclusions: The results show the impact of mindfulness on sleep hygiene and psychological distress. Training SAs in mindfulness might improve sleep behaviors and in turn well-being.

Understanding the Landscape of Behavioral Health Pre-service Training to Inform Evidence-Based Intervention Implementation.

Reports on the behavioral health workforce highlight the need to enhance evidence-based capacity; evidence-based interventions incorporated into pre-service graduate curricula (coursework and fieldwork) are needed to meet this goal. Improving educational practices across pre-service settings will require understanding of and careful attention to the contextual factors that exert pressure on curricula. The authors believe efforts to change educational practices can be enhanced by application of implementation science principles. This Open Forum delineates the key contextual factors that influence pre-service education, highlights gaps in the literature, and proposes an agenda for future research at the intersection of behavioral health workforce development and implementation science.

Parental Influence on Drinking Behaviors at the Transition to College: The Mediating Role of Perceived Friends' Approval of High-Risk Drinking.

OBJECTIVE: This study tested whether perceived parental approval of high-risk drinking is directly linked to alcohol-related outcomes or whether the link between perceived parental approval and these outcomes is mediated by perceived friends' approval of high-risk drinking. METHOD: In fall 2009, 1,797 incoming first-year college students (49.7% female) from 142 U.S. colleges and universities completed a web-based survey before participating in an online substance use prevention program. The analytic sample included only 18- to 20-year-old freshmen students who had consumed alcohol in the past year. Students answered questions about perceived parental approval and perceived friends' approval of high-risk drinking. They also answered questions about their alcohol use (heavy episodic drinking, risky drinking behaviors), use of self-protective strategies (to prevent drinking and driving and to moderate alcohol use), and negative alcohol-related consequences (health, academic and work, social consequences, and drinking and driving). RESULTS: Mediation analyses controlling for the clustering of students within schools indicated that perceived parental approval was directly associated with more easily observable outcomes (e.g., academic- and work-related consequences, drinking and driving). Perceived friends' approval significantly mediated the link between perceived parental approval and outcomes that are less easily observed (e.g., alcohol use, health consequences). CONCLUSIONS: During the transition to college, parents may influence students' behaviors both directly (through communication) as well as indirectly (by shaping their values and whom students select as friends). Alcohol use prevention programs for students about to start college should address both parental and friend influences on alcohol use.

Psychosocial Correlates of AUDIT-C Hazardous Drinking Risk Status: Implications for Screening and Brief Intervention in College Settings.

The current study identified psychosocial variables associated with AUDIT-C hazardous drinking risk status for male and female college students. Logistic regression analysis revealed that AUDIT-C risk status was associated with alcohol-related negative consequences, injunctive norms, and descriptive norms for both male and female participants. Sociability and self-perception outcome expectancies predicted risk status for females. Cognitive and behavioral impairment expectancies predicted risk status for men in the sample. Implications for screening and brief intervention programming efforts are discussed.