Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses

Abstract

College students have increasing mental health needs; however, there has not been a related increase in services available. Mental health apps offer an avenue to support access to student mental healthcare. This study incorporated an indirect service-learning project involving evaluating and recommending mental health apps to the college counseling center into an undergraduate clinical psychology course in order to (1) increase student self-efficacy and depth of learning, and (2) increase evidence-based mental health app usage on a college campus. The project was implemented during an online, synchronous 3-week course and 15 students participated in the study. Student self-report of self-efficacy was measured pre- and post-course and quantitative and qualitative reflections on the project were gathered post-course. Student self-efficacy increased from pre- to post-course. Additionally, students reported that the project met pedagogical objectives by engaging students, aligning with course content, and addressing APA learning goals. The project holds promise as a means to improve student self-efficacy and enhance clinical psychology learning, while simultaneously disseminating evidence-based digital mental tools on college campuses. App evaluation as indirect service-learning could be implemented in many applied psychology courses across multiple of course formats and lengths.