Research

Ever since the development of the Student Compass program back in 2011, we have been continuously conducting rigorous research and numerous studies on the program and its different models of support. Students at the University of Jyväskylä can use the program as 1) self-help, 2) with individual or group coach support, or 3) with the help of our enhanced guidance psychologist. The models that have been extensively researched focus particularly on the low threshold of support provided by coaches and to a lesser extend on the self-help option.

The coach-supported version of the program has been of great interest to investigate because it is novel in the field of student counseling in Finland and worldwide. It is a form of support that was developed out of the growing need to offer easily accessible, local, and low-threshold mental well-being support to university students with a preventative focus. Traditional forms of counseling support have been challenged to provide effective support to the ever-growing amount of students needing mental health support due to many reasons, mostly involving limited resources and understaffed personnel. The need for alternative forms of support in addition to traditional ones has been imminent. Our research team over the course of 10 years has developed and tested different forms of blended support that involve the online wellbeing program offered with face-to-face or real-time coaching support at a distance with the use of telecommunications technology ( e.g. videocall) combined with online written coach feedback support via the Student Compass' secure platform. The coaching is offered by Master's level psychology students, who are trained by our psychology personnel in Acceptance and Commitment Therapy, Behavioral Functional Analysis, and their practical application to student counseling. Psychology students receive training and supervision that enables them to gain professional practical skills during their advanced studies, to develop practical knowledge and understanding of counseling methods while providing invaluable coaching support to university students. Offering this opportunity to psychology students is in itself unique and meaningful for building their professional identity even before graduation. So far, over 900 students have participated in our Finnish coach-supported programs and over 300 trained coaches have been providing the support. In addition, over 200 students have participated in our English, German, and Italian coach-supported programs.

The outcomes of our randomized controlled trials on the effectiveness of the program and its coaching support models have been very encouraging. The Finnish structured online program along with coaching support (2-3 face-to-face/remote videotelephony sessions and 3 times online written feedback) has been effective in enhancing the students’ emotional, social, psychological well-being, self-esteem, mindfulness skills, and overall satisfaction with life. Participation has also effectively reduced perceived stress, depression, and anxiety symptoms. We have also conducted pilot studies of our German and Italian versions with very promising results and we are continuing our investigation with the English version.  In addition to effectiveness research, we have investigated further mechanisms and components of the program that help explain what is beneficial and what is not. Below, you will find a list of the research that has been conducted so far. Furthermore, we have cooperated with other departments and universities for further dissemination of the program. Some examples include the collaboration with the Department of Medicine of the University of Helsinki and the counseling team of JAMK University of Applied Sciences. Next valuable cooperation is with the University of Tampere.  

Below you will find a list of the current research conducted on the program, collaborations, publications, awards as well as presentations about our program at international scientific conferences. 

Collaboration with Tampere University (2021-2022)

Tampere University has been piloting the Student Compass -program since May 2021. We will continue our cooperation with a new study that will take place in 2022. In the upcoming study, we will examine the program in self-help and group settings. More information  

Collaboration with the Department of Information Technology, JYU (2019)  

The preliminary results of the following research were presented at the 9th World Conference of Cognitive-Behavioral Therapies in July 2019. The research received an award by the conference's scientific committee (Best Poster Award)

Räsänen, P., Nyrhinen, R., Tolvanen, A., Lappalainen, R.(2019). What kind of online coach support is helpful in reducing psychological distress in a blended Acceptance and Commitment therapy intervention? Results from an RCT study for university students that employed Artificial Intelligence (A.I.) text analysis. World Conference of Cognitive Behavioral Therapies, Berlin 2019. Poster presentation.

Abstract: There is limited research examining the active components that may contribute to the effectiveness of Internet interventions. One substantial component in guided interventions is the feedback given to the clients. Little is known as to what kind of feedback would be effective and useful in treatment outcomes. The present study explored the role of providing online written feedback from coaches on clients’ outcomes. ACT trained psychology students offered support as coaches (N=48; 87,5% female, M=26 years) to university students (N = 123; 83,7% female, M=25 years), who were randomly assigned to two groups that both received three face-to-face sessions and an online 5-module ACT-based program. Group A (iACTA, N=62) received personalized, individually-tailored written feedback and group B (iACTB, N=61) received semi-structured written feedback with minimal personalization options. Participants’ texts from the program’s weekly homework assignments as well as coaches' feedback were analyzed with artificial intelligence (AI) tools. Participants in both groups had significant gains in psychological well-being, psychological flexibility and mindfulness skills. Perceived stress and symptoms of depression were significantly reduced. The length of the coach's feedback did not have an effect on treatment outcomes. In both groups, feedback that was rich, diverse, targeting the participant’s reflections was associated with a significant reduction of stress and depression. The difference was larger for the semi-structured group (iACTB) for stress outcomes. The implications and limitations of the findings, as well as recommendations for future research, are discussed.  

Cooperation with JAMK University of Applied Sciences, Jyväskylä, Finland (as part of EDUFUTURA, 2019-2021)  

The center of excellence EduFutura Jyväskylä has formed a unique partnership in learning, research, development, experimentation, and application related to the leading-edge fields in the area. Members of EduFutura include University of Jyväskylä and JAMK University of Applied Sciences. We have been cooperating with the personnel of JAMK to offer the Finnish version of our program to their students. We have conducted a pilot study earlier and 2019-2021, we will continue with more pilot studies. The aim is to establish a model in which professionals other than psychologists can benefit from using the Student Compass-program as a tool in their work.   

Collaboration with the Faculty of Medicine, University of Helsinki, Finland (2018 and 2021)

In 2018 we cooperated with the University of Helsinki's Faculty of Medicine in a joint research study to examine the benefits of mindfulness skills on students' wellbeing and stress management. A summary of the outcomes can be found below. 

Comparison of face-to-face and online mindfulness interventions among healthcare professional students in Finland: A randomized controlled trial Saara Repo, Marko Elovainio, Eeva Pyörälä, Marianne Holopainen, Panajiota Räsänen, Tiina Paunio

Background Previous studies have shown that both face-to-face and online mindfulness training reduces stress and enhances well-being in undergraduate students (Galante et al. 2018, Spijkerman et al. 2015). The evidence concerning the effectiveness of mindfulness interventions among medical students is mixed. The aim of this study was to test whether two types of mindfulness interventions, face-to-face training, and internet-based training could enhance the students’ well-being.

Summary of work A randomized controlled trial in undergraduate students was conducted at the University of Helsinki. We divided the voluntary students into three groups 1) control group (n=40), 2) face-to-face training group (n=40) and 3) internet-based training group (n=22). The potential well-being outcomes were measured three times, at the baseline, post-intervention and after a four months follow-up using the CORE-OM34 and its five domains (well-being, symptoms, functioning, risk, non-risk). The study protocol was registered in ClinicalTrials.gob. Summary of results We recruited 102 students (74 female, 26 male, and two other) from all the five study programmes of the faculty. In the baseline, 28 % of the participants experienced quite a lot or a lot of stress. Eight-week interventions were conducted in October and November in 2018. In the face-to-face group, 95 % and the internet-based group 81 % completed the course. Nearly all (97%) of the face-to-face group and the internet-based group (93%) would recommend the course for others. The longer-term effect will be examined by comparing the CORE-OM34 results after the intervention and in a follow up after four months (April 2019).

Discussion and Conclusions Participants were very committed to both interventions and experienced them useful. Our study-design contains not only immediate but also the follow-up outcomes of the intervention. Based on these results, the Faculty will decide whether the students will be offered mindfulness courses in the future and what type of training would be the most suitable.

Take-home Messages Stress levels among the students of healthcare professions are high. Our intervention study on the two types of mindfulness courses provides valuable information for those who are at the outset of developing stress management training for students.  

More info about the study (in Finnish): 

1) Repo, S., Renkonen, R., & Paunio, T. (2020). Tietoisuustaidot auttavat stressinhallinnassa. Duodecim, 136 (7), 725-726. https://www.terveysportti.fi/xmedia/duo/duo15485.pdf

2) https://blogs.helsinki.fi/tietoisuustaito/files/2018/08/Tutkimustiedote_tietoisuustaitoja_opiskelijoille_vs3_blogiin-tuleva.pdf

Publications to peer-reviewed journals 

Total 4 publications (updated 12.2021)

1) Räsänen, P., Muotka, J., and Lappalainen, R. (2020). Examining mediators of change in wellbeing, stress, and depression in a blended, Internet-based, ACT intervention for university students. Internet Interventions Vol 22, 2020, 100343, ISSN 2214-7829. https://doi.org/10.1016/j.invent.2020.100343

Abstract:  A coach-guided Acceptance and Commitment Therapy (ACT) intervention that uses a blended approach of two face-to-face and five online sessions (iACT; N = 33) has been found to be more effective than a waiting-list control condition (WLC; N = 35) at enhancing the wellbeing of university students while also reducing stress and depression. The present study explored possible mediators of change that may account for the outcomes of the study. Mediation analyses revealed that changes in the non-reactivity subscale of mindfulness mediated changes in wellbeing, depression, and stress in the iACT group. In addition, changes in the sense of coherence subscale of meaningfulness mediated changes in all outcomes. Psychological flexibility and cognitive defusion did not mediate changes in outcomes. The results suggest that the use of practices focusing on non-reactivity, meaning the ability to allow thoughts and feelings to come and go without getting carried away by them, is especially important for enhancing the wellbeing of university students. A focus on enhancing meaningfulness also plays a significant role in reducing psychological distress. These findings provide a first step toward understanding the potential mechanisms of change taking place in brief, Internet-supported, blended ACT programs. 

2) Räsänen, P., Lappalainen, P., Muotka, J., Tolvanen, A. & Lappalainen, R. (2016). An online guided ACT intervention for enhancing the psychological wellbeing of university students: A randomized controlled clinical trial. Behaviour Research and Therapy 78, 30–42.

Abstract: Stress, anxiety, and depression are relatively common problems among university students. An online psychological intervention aimed at enhancing the wellbeing of university students could be an effective and practical alternative for meeting the needs of a university population. University students (N = 68; 85% female; 19–32 years old) were randomly assigned to either a guided seven-week online Acceptance and Commitment Therapy (iACT) intervention or a waiting list control condition (WLC). A between-groups pre-post (iACT vs WLC) design with a 12-month follow-up for the iACT participants was conducted. The intervention participants were offered two face-to-face meetings, completed online exercises during a five-week period, and received personal weekly written feedback via the website from their randomly assigned, trained student coaches. Waitlist participants were offered the intervention program soon after the post measurements. Results in this small efficacy trial showed that the iACT participants had significantly higher gains in wellbeing (between-group, d = 0.46), life satisfaction (d = 0.65), and mindfulness skills (d = 0.49). In addition, iACT participants’ self-reported stress (d = 0.54) and symptoms of depression (d = 0.69) were significantly reduced compared to the participants in the control group. These benefits were maintained over a 12-month follow-up period (within iACT group, d = 0.65-0.69, for primary measures). The results suggest that an online-based, coach-guided ACT program with blended face-to-face and online sessions could be an effective and well-accepted alternative for enhancing the wellbeing of university students.

3) (FI) Lappalainen, R., Kade, K., Niemi, A., Räsänen, P. (2015). Hyväksymis- ja omistautumisterapiapohjainen verkkointerventio opiskelijoiden hyvinvoinnin tukemiseen: Opiskelijan Kompassi –ohjelman vaikuttavuus, syyt osallistua, toiveet ja kokemukset. Käyttäytymisanalyysi ja -terapia, 4, 11–28.

4) (FI) Lappalainen, R., Järvisalo, S., Räsänen, P. & Lappalainen, P. (2012.) Hyväksymis- ja omistautumisterapiaan pohjautuvan verkkointervention vaikuttavuus yliopisto-opiskelijoiden psykologiseen hyvinvointiin. Käyttäytymisanalyysi ja -terapia, 17(3–4), 20–32.

Master's theses

Total 10 Master's theses in Finnish & English (updated 8/2022)

1) (FI) Konttinen, O. & Koistinen, P. (2021). Onnellisuutta läsnäololla: tietoisuustaitojen yhteys koettuun onnellisuuteen Opiskelijan Kompassi -verkkointerventiossa. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto. https://jyx.jyu.fi/handle/123456789/78192?show=full

2) (EN) Lantto, K. (2021). An online guided ACT intervention for students: What are the student experiences, and do they differ depending on anxiety level? Master’s thesis. Psychology Department. University of Jyväskylä. https://jyx.jyu.fi/handle/123456789/77009?show=full

Abstract: Psychological problems are a serious and increasing health threat to university students. Online interventions present a promising low-cost, easy-access support option. This study explored the student experiences of Student Compass, an online guided ACT intervention developed in the University of Jyväskylä. The study also investigated whether the experiences differ depending on pre-intervention anxiety levels. The intervention was 7 weeks long and included online material and support from student coaches in the form of three meetings and online feedback. The participants (n = 148) filled in GAD-7 before the intervention and a questionnaire about their experiences after the intervention. The student experiences of the Student Compass were highly encouraging; almost all the students were satisfied with the intervention and would recommend it to their friends. Most students thought they had gained significant benefits from the program, such as learning new skills, gaining insight, and noticing improvements in their mental well-being. The most useful aspect of the intervention was thought to be the coaching support, and most students felt the amount of support was sufficient. The experiences did not differ depending on anxiety level, indicating that high anxiety is not a barrier for online interventions, at least when the amount of support is moderate. While more research is warranted, the mandate from students for making supported online interventions more widely available is strong. 

3) (FI) Ilkka, J. & Lehtonen, H. (2021). Opiskelijoiden arvotyöskentelyn yhteys hyvinvointiin ja psyykkisiin oireisiin hyväksymis- ja omistautumisterapiaan pohjautuvan verkkointervention aikana. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto. https://jyx.jyu.fi/handle/123456789/76972?show=full

4) (FI) Muhonen, M. & Pesonen, K. (2019). Hyväksymis- ja omistautumisterapia pohjaisen ryhmäintervention vaikuttavuus opiskelijoiden hyvinvointiin. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto. https://jyx.jyu.fi/handle/123456789/65010#

5) (FI) Heikkilä, A. & Ollgren, J. (2019). Embodied ACT: Hyväksymis- ja omistautumisterapiaan ja kehollisiin läsnäoloharjoituksiin perustuva ryhmäinterventio yliopisto-opiskelijoiden hyvinvoinnin tukemisessa. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto.

6) (FI) Mäenpää, M. & Peltola, K. (2018). Psykologisen joustamattomuuden, tietoisuustaitojen ja tehtyjen sanavalintojen yhteys opiskelijoiden kokemaan stressiin ja sen muutoksiin verkkovälitteisen hyvinvointiohjelman aikana. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto. https://jyx.jyu.fi/handle/123456789/58600

7) (FI) Herrala, A. & Luoma, H. (2017). Hyväksymis- ja omistautumisterapiaan pohjautuva verkkointerventio opiskelijoille: psykologisen joustavuuden kasvun merkitys ja vaikutukset hyvinvointiin sekä yhteydet opittuihin taitoihin ja muutoskokemuksiin. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto. https://jyx.jyu.fi/handle/123456789/54697

8) (FI) Ahlfors, E. & Sirkiä, L. (2016). Hyväksymis- ja omistautumisterapiaan perustuva tuettu verkkointerventio hyvinvoinnin edistämiseksi yliopisto-opiskelijoilla: Ohjelmaan käytetyn ajan yhteys hoitotulokseen. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto. https://jyx.jyu.fi/handle/123456789/51287

9) (FI) Tuovinen, E. (2016). Opiskelijan Kompassi: käytettävyyden ja käyttökokemuksen parantaminen. Pro gradu -tutkielma. Tietojärjestelmätiede. Jyväskylän yliopisto.

10) (FI) Järvisalo, S. (2015). Effectiveness of internet-delivered therapist supported acceptance and commitment therapy intervention in the treatment of depression, anxiety and stress on university students. Pro gradu -tutkielma. Psykologian laitos. Jyväskylän yliopisto.   

Bachelor's theses

Total 11 Bachelor's theses in Finnish (updated 8/2022)

1) (FI) Koistinen, J. (2020). Opiskelijan Kompassin vaikutus korkeakouluopiskelijoiden koettuun masennukseen. Opinnäytetyö (AMK). Sosiaali- ja terveysala, sosionomi. Jyväskylän ammattikorkeakoulu. https://www.theseus.fi/handle/10024/338261 / Translation: Students Compass’s effectiveness to university student’s subjective depression.

2) Jalava, S (2018). Hyvinvointivalmentajana Opiskelijan Kompassissa : Sosiaali- ja terveysalan opiskelijat digitaalisissa interventioissa. Sosiaali-, terveys- ja liikunta-ala, sairaanhoitaja (AMK), hoitotyön koulutusohjelma. Jyväskylän ammattikorkeakoulu. https://www.theseus.fi/handle/10024/158338

3) Di Baldo, M. & Karjalainen, L. (2016). Hyväksymis- ja omistautumisterapiapohjainen verkkointerventio opiskelijoiden hyvinvoinnin tukemiseen – Koettujen ongelmien yhteys psykologiseen joustavuuteen. Kandidaatin tutkielma. Psykologian laitos. Jyväskylän yliopisto.

4) Arasalo, V. & Peurala, E. (2016). Hyvinvointivalmentajan palautteen merkitys HOT-verkkointerventiossa: Satunnaistettu kontrolloitu tutkimus. Kandidaatin tutkielma. Psykologian laitos. Jyväskylän yliopisto.

5) Tarsia, S. (2016).  Hyväksymis- ja omistautumisterapia -pohjainen verkkointerventio opiskelijoiden hyvinvoinnin edistämisessä: Palautteen antaminen ja hyvinvoinnin kehittyminen. Kandidaatin tutkielma. Psykologian laitos. Jyväskylän yliopisto.

7) Finnholm, A. (2015). Lyhyen hyväksyntä- ja arvopohjaisen tuetun verkkointervention vaikuttavuus opiskelijoiden hyvinvointiin. Kandidaatintutkielma. Psykologian laitos. Jyväskylän yliopisto.

8) Kade, K. & Niemi, A. (2015). Hyväksymis- ja omistautumisterapiapohjainen verkkointerventio opiskelijoiden hyvinvoinnin tukemiseen: Opiskelijan Kompassi –ohjelman vaikuttavuus, syys osallistua, toiveet ja kokemukset. Kandidaatin tutkielma. Psykologian laitos. Jyväskylän yliopisto.

9) Mäkinen, R. & Puustinen, J. (2014). Opiskelijan Kompassi Hyväksymis- ja omistautumisterapiaan perustuva verkkointerventio opiskelijoille: Tapaustutkimus verkko-interventiosta eniten hyötyneistä koehenkilöistä. Kandidaatin tutkielma. Psykologian laitos. Jyväskylän yliopisto.

10) Lehtonen, R. (2013). Hyväksymis- ja omistautumisterapiaan perustuva verkkomuotoinen lyhytinterventio opiskelijoiden hyvinvoinnin parantamiseksi. Tukihenkilön merkitys verkkointerventiossa asiakkaan näkökulmasta. Kandidaatin tutkielma. Psykologian laitos. Jyväskylän yliopisto.

11) Kipponen, T & Koskinen, K. (2012). Hyväksymis- ja omistautumisterapiaan perustuva verkkomuotoinen lyhytinterventio opiskelijoiden hyvinvoinnin parantamiseksi – Hoitovasteeseen vaikuttavia tekijöitä tapaustutkimuksen keinoin. Kandidaatin tutkielma. Psykologian laitos. Jyväskylän yliopisto.

International and national conference presentations  

2020-2021  No conference participation due to Covid19

2019 

• Räsänen, P., Nyrhinen, R., Tolvanen, A., Lappalainen, R. ‘What kind of online coach support is helpful in reducing psychological distress in a blended Acceptance and Commitment therapy intervention? Results from an RCT study for university students that employed Artificial Intelligence (A.I.) text analysis’. Poster presentation. World Conference of Cognitive Behavioral Therapies, 17-20.7. 2019, Berlin, Germany. 
• Räsänen, P. ‘Counseling university students in innovative ways: The case of The Student Compass, an online-based wellbeing and life-skills program developed and offered to students at the University of Jyväskylä, Finland’ in Feature session: ‘Guidance and Counselling presents: Digitalisation and future trends in guidance and counselling: what’s next?’ Chair: S. Griffiths, King’s College London. 31st Annual European Association for International Education (EAIE) Conference and Exhibition, 24-27.9.2019, Helsinki, Finland.
• Räsänen, P., Nyrhinen, R., Tolvanen, A., Lappalainen, R. ‘Coaches’ written online feedback to reduce psychological distress in an ACT-based program for university students: Results from an RCT study that employed A.I. text analysis’. Symposium: Delivering acceptance and mindfulness online for university student mental health: New findings on efficacy and implementation strategies. Chair: M. Levin, Utah State University, Symposium Discussant: Jonathan Bricker, Fred Hutch Cancer Research Center & University of Washington. World ACBS Conference, 25.-30.6.2019, Dublin, Ireland. 
• Repo, S., Elovainio, M., Pyörälä, E., Holopainen, M., Räsänen, P., Paunio, T. Comparison of face-to-face and online mindfulness interventions among healthcare professional students in Finland: A randomized controlled trial. Short Communication. Association for Medical Education in Europe Conference, 24-28.8.2019, Vienna, Austria.   
• Hintsa, T., Monni, A. H., Pyörälä, E., Elovainio, M., Repo, S., & Paunio, T. Students in the Medical Faculty: Association between social support, social isolation, perceived stress, functional ability and quality of life. Short Communication: AMEE 2019, 24-28.8.2019, Vienna, Austria.
• Repo, S. Tietoisuustaitojen harjoittaminen vähentää opiskelijoiden stressiä: interventiotutkimus lääketieteellisessä tiedekunnassa.  Terveyspsykologian päivät.
• Repo, S., Iriarte-Lûttjohann, M., & Tuominen, T. (2019). What skills were cultivated during mindfulness intervention among health care university students? – Two approaches to developing well-being skills. Poster presentation. Terveyspsykologian päivät.
  

2018

• Räsänen, P. Tolvanen, A., Lappalainen, R. ‘What is the role of coaches’ written feedback in a blended, ACT-based intervention for enhancing university students’ well-being and reducing psychological distress? Preliminary results from a randomized study’ Symposium: Integrating ACT in University's Well-being Services and Teaching. ACBS Nordic Conference, Copenhagen, 15-17.11.2018, Copenhagen, Denmark.
• Mäenpää, M, Peltola, K., Nyrhinen, R, Räsänen, P. & Lappalainen, R. ’Perceived stress and its association to psychological inflexibility, mindfulness, and participants’ word choices analyzed by A.I. in an ACT-based online intervention for university students’ Symposium: Integrating ACT in University's Well-being Services and Teaching. ACBS Nordic Conference, Copenhagen, 15-17.11.2018, Copenhagen, Denmark.

2012-2017

• Räsänen, P. & Lappalainen, R. (2017). Mindfulness as a mediator of change in wellbeing and psychological symptoms? Results from a guided, online ACT-based program for university students. Symposium: Understanding processes of change responsible for successful outcomes in brief ACT interventions. ACBS World Conference, Seville, Spain 17-20.06.2017
• Räsänen, P. & Lappalainen, R. (2016). Mindfulness as a mediator of change in wellbeing and psychological symptoms? Results from a guided, online ACT-based program for university students. Symposium: Understanding processes of change responsible for successful outcomes in brief ACT interventions. ACBS World Conference, Seville, Spain 17- 20.06.2017
• Räsänen, P. & Lappalainen, R. (2016). Mindfulness skills as mediators of change in wellbeing and psychological symptoms? Results from a guided, online ACT-based program for university students. Symposium: ACTing with technology. ACBS Nordic Conference, Denmark, Copenhagen, 16.11-19.11.2017
• Räsänen, P. & Lappalainen, R. (2016). Non-reactivity as a mediator of change in wellbeing and psychological symptoms: Results from a guided online ACT-based program for university students. Symposium: Investigating the effects and processes of brief ACT interventions with different populations, ACBS World Conference, Seattle, U.S.A. June 16-19, 2016
• Räsänen, P. (2015) Internet-based guided self-help ACT intervention for enhancing the psychological well-being of university students: Results from a 1-year follow-up assessment. Symposium: Acceptance and values-based approaches for youth and young adults. ACBS Conference, Berlin, Germany, 15-18.07.2015.
• Räsänen, P. (2014). Online acceptance- and value-based brief interventions for wellbeing: Results and experiences. Internet-based guided self-help ACT intervention for enhancing the psychological well-being of university students: A randomized controlled clinical trial. ACBS Conference, Minnesota, U.S.A., 17-22.07.2014. Symposium.
• Räsänen, P., Lappalainen, R. (2013). The Student Compass – An ACT web-based psychological intervention for university students: pilot study results. Finnish Psychotherapy research – Conference, Jyväskylä, 14.–15.2.2013. Symposium.
• Lappalainen, P., Räsänen, P. & Lappalainen, R. (2012). An ACT-based Internet Intervention designed for University Students. The 42nd Annual Congress of European Associations for Behavioural & Cognitive Therapies, Geneva, 30.8.-1.9.2012. Symposium.
• Räsänen, P. & Lappalainen, P. & Lappalainen, R. The Acceptability and Effectiveness of an ACT-based Self-Help Online Intervention for University Students. Nordic ACBS Forum, Stockholm, Sweden, 6.-8.11.2012. Symposium.
• Räsänen, P. & Lappalainen, P. (2012). The Acceptability and Effectiveness of an ACT-based Self- Help Online Intervention for University Students. Association for Contextual Behavioural Science, Annual World Conference X, Washington D.C. USA, 22.-25.7.2012. Symposium.