This presentation will showcase a novel approach to digital mental health through the participatory development and evaluation of single-session interventions (SSIs) for early intervention in eating disorders (EDs) among university students. Using the NourishED Mind app, originally developed for a general youth population, we are refining and adapting nine SSIs specifically for university students. This research integrates student feedback at every stage to ensure the interventions are user-centered, engaging, and clinically effective.

SSIs are structured, targeted programs designed to create meaningful change in a single sitting, delivered via clinics, providers, or digital platforms. While research on SSIs for EDs is still emerging, early findings show promising outcomes, making this a cutting-edge approach to ED prevention. The intervention content combines psychoeducation, interactive exercises, and evidence-based therapeutic strategies that are transdiagnostic, addressing disordered eating alongside anxiety and depression.

The research unfolds across four phases. Phase 1 involves identifying the top nine psychological processes for intervention, guided by student input and existing theoretical frameworks. In Phase 2, we conduct focus groups to refine the intervention content and ensure it aligns with student preferences. Phase 3 focuses on adapting the content to enhance cultural relevance, accessibility, and user appropriateness. This is followed by a final expert review to ensure theoretical and empirical integrity. In Phase 4, we test the refined SSIs with university students, gathering feedback on engagement, usability, and perceived effectiveness. 

Despite the growing demand for digital mental health tools, challenges such as attrition and limited engagement continue to hinder their effectiveness. Research shows that personalization, guided support, and interactive features can significantly improve engagement and outcomes. By leveraging participatory development, this project directly addresses these barriers, ensuring that the SSIs are both clinically robust and user-friendly.

A key framework shaping intervention design is the B.E.S.T. model, which supports engagement and learning. The model includes: B, brain science to normalize key concepts; E, empowering students to take on a helper or expert role; S, saying-is-believing exercises to reinforce learning; and T, testimonials and evidence from valued others. These structured, student-informed interventions offer a low-cost, scalable solution for early ED prevention, designed to integrate seamlessly into students’ daily lives while reducing barriers such as stigma, cost, and access. This presentation will provide a detailed overview of the development process, highlight insights from student feedback and expert review, and outline next steps, including two upcoming randomized controlled trials to evaluate the long-term effectiveness and scalability of these interventions.