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

<b>Objective:</b> 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. <b>Participants:</b> All participants (<i>N</i> = 152) and peer coaches were undergraduate students attending the same university. <b>Methods:</b> 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. <b>Results:</b> We found our peer coaching model to be feasible for delivery <i>via</i> phone and text, however acceptability varied widely. Phone coaching performed significantly better than the text format. <b>Conclusions:</b> 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.