ArticlePilot and feasibility studies2025
Feasibility of an ultra-brief group cognitive behavioral skills workshops for organization, time management, and planning strategies in university students: study protocol.
Article in Pilot and feasibility studies, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Intervention for adolescent tobacco initiation prevention (IATIP) to promote health and well-being: a protocol for a pilot cluster randomised controlled trial in Dhaka, Bangladesh.Pilot and feasibility studies · 2025Article
- Effect of Interleaved Learning Strategy on Nursing Students' Time Management and Self-Efficacy.SAGE open nursingArticle
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Authors and funding
3 authors.
Funding
Abstract
backgroundUniversity students with ADHD and executive functioning challenges are at a higher risk of experiencing academic and functional challenges. Group cognitive-behavioral therapy (CBT) targeting organization, time management, and planning skills have shown promise in improving attention and academic functioning. However, attendance and logistic barriers may limit participation in traditional programs. This feasibility study aims to adapt and evaluate the feasibility of delivering ultra-brief, group CBT skills workshops (both in-person and online) to university students.
methodsA non-randomized pilot design with a convergent mixed-method approach will be used. From January 2024 to April 2025, 40-60 French-speaking students from Canadian postsecondary institutions that are experiencing attentional or executive challenges (with or without a formal ADHD diagnosis) will be recruited. The intervention consists of three weekly 90-min workshops, with strategies focusing on organization, time management, planning and prioritizing tasks, and managing procrastination. Data will be collected at pre- and post-workshop interventions including recruitment and retention rates, as well as standardized questionnaires assessing treatment perception, acceptability, and satisfaction (primary outcomes), along with ADHD symptoms, executive functioning, and functional impairment (secondary outcomes). Individual interviews (baseline evaluation) and focus groups (post-workshop evaluation) will further explore participants' functioning as well as expectations and experiences related to the intervention. Quantitative data will be analyzed using descriptive and inferential statistics, whereas qualitative data will undergo qualitative descriptive analysis using rapid assessment procedure (RAP) sheets. DISCUSSION: This study will assess the "feasibility of ultra-brief CBT skills workshops for university students with ADHD and executive functioning difficulties. If effective, it could inform scalable strategies to support academic success and daily functioning. Findings will also inform the feasibility and acceptability of this intervention for future large-scale studies.
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