Academic literature on the topic 'Mental health|Educational psychology|Higher education'
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Journal articles on the topic "Mental health|Educational psychology|Higher education"
Stone, Gerald. "Mental Health Policy in Higher Education." Counseling Psychologist 36, no. 3 (January 14, 2008): 490–99. http://dx.doi.org/10.1177/0011000007311561.
Full textPaniagua, Freddy A., Richard M. Grimes, Michael O'Boyle, Karen D. Wagner, Victor L. Tan, and Angela S. Lew. "HIV/AIDS Education Survey for Mental Health Professionals." Psychological Reports 82, no. 3 (June 1998): 887–97. http://dx.doi.org/10.2466/pr0.1998.82.3.887.
Full textWulf-Andersen, Trine, and Lene Larsen. "Students, psychosocial problems and shame in neoliberal higher education." Journal of Psychosocial Studies 13, no. 3 (October 1, 2020): 303–17. http://dx.doi.org/10.1332/147867320x15986395598815.
Full textSingh, Anjali Devvrat. "Happiness: Is it Prevalent amongst Students of Higher Educational Institutions?" International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1482–92. http://dx.doi.org/10.37200/ijpr/v23i4/pr190473.
Full textRose, Richard, Marie Howley, Ann Fergusson, and Johnson Jament. "Mental health and special educational needs: exploring a complex relationship." British Journal of Special Education 36, no. 1 (March 2009): 3–8. http://dx.doi.org/10.1111/j.1467-8578.2008.00409.x.
Full textRasulovna, Kadirova Munira. "Modernization of Creative Competence of Students in Medical Higher Educational Institutions." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1721–33. http://dx.doi.org/10.37200/ijpr/v24i1/pr200272.
Full textSchubert, Carol A., Edward P. Mulvey, Samuel W. Hawes, and Maryann Davis. "Educational and Employment Patterns in Serious Adolescent Offenders With Mental Health Disorders: The Importance of Educational Attainment." Criminal Justice and Behavior 45, no. 11 (July 25, 2018): 1660–87. http://dx.doi.org/10.1177/0093854818784330.
Full textHoward‐Hamilton, Mary, Silvia Echevarria Rafuls, and Stephanie G. Puleo. "Societal transformation: Ecological issues affecting educational, mental health, and family systems." Peabody Journal of Education 70, no. 3 (March 1995): 141–59. http://dx.doi.org/10.1080/01619569509538840.
Full textCzajka, Roman, and Józefina Furmańczyk. "Physically disabled people in higher education buildings." BUILDER 284, no. 3 (February 24, 2021): 78–81. http://dx.doi.org/10.5604/01.3001.0014.7442.
Full textUsher, Wayne. "Living in quiet desperation: The mental health epidemic in Australia’s higher education." Health Education Journal 79, no. 2 (August 12, 2019): 138–51. http://dx.doi.org/10.1177/0017896919867438.
Full textDissertations / Theses on the topic "Mental health|Educational psychology|Higher education"
Bird, Matthew. "Factors Influencing and Predicting the Likelihood of Mental Health Help-Seeking of Collegiate Student-Athletes." Thesis, The Florida State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746933.
Full textCollegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on student-athlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven investigation assessing factors of help-seeking associated with the Health Belief Model and Reasoned Action Approach while sampling student-athletes who identified as currently experiencing a personal or emotional health concern. More specifically, the purpose of this study was to investigate which factors of help-seeking behavior predict the likelihood that a student-athlete will seek professional help, and to identify the differences in help-seeking factors between student-athletes with a lower likelihood of seeking help compared to those with a higher likelihood of seeking help. Participants were 269 NCAA student-athletes who completed an online survey assessing factors related to their help-seeking behavior. A multiple liner regression reveled that perceived benefits, perceived susceptibility, and perceived attitudes factors were significant predictors of the likelihood that a student-athlete would seek treatment. Results from a one-way MANOVA showed significant differences between the lower likelihood and the higher likelihood of seeking help group on the perceived seriousness, perceived susceptibility, perceived benefits, instrumental barriers, stigma-related barriers, and the perceived attitudes factors. Additional information gathered in this study suggests the most frequently reported factors which prevented student-athletes from seeking help include a belief the issues they are experiencing is not that serious, or a desire to seek help from a source other than a mental health professional. Findings from this study have implications for athletic departments, campus counseling centers, and future interventions designed to enhance mental health help-seeking.
Surmitis, Kendra A. "Choosing mental health: An investigation of the relationship between college student help seeking and self-authorship." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154176.
Full textAlbrecht, Opal. "Addressing graduate student mental health." Kansas State University, 2014. http://hdl.handle.net/2097/17381.
Full textDepartment of Special Education, Counseling and Student Affairs
Christy Craft
It is estimated that nearly twenty-five percent of graduate students experience symptoms of depression, anxiety, or seasonal affective disorder (Kernan, Bogart, & Wheat, 2011). Graduate students are defined as being unique, vulnerable, and at risk for experiencing a variety of challenges (Hyun, Quinn, Madon, & Lustig, 2006). Several of these challenges can result in high levels of stress (Oswalt & Riddock, 2007). Failing to cope with this stress can lead to increased stress levels, more severe mental health concerns or illness, and potentially dropping out (Hamaideh, 2011). Graduate students are not completing programs at the rate that they should, in fact attrition rates are estimated to be as high as fifty percent for some graduate programs (Kent, 2013). Understanding the effect mental health has on a student’s ability to persist through a graduate program is crucial to understanding the graduate student experience. It is suggested that higher education institutions begin to acknowledge the stress graduate students endure, the transitional struggles they encounter, and the barriers graduate students overcome to seek help. Based on the literature and personal experience, it is proposed that higher education institutions focus on preventative measures when combating the mental health challenges graduate students experience. This report provides a summary of the best strategies to consider when focusing on graduate student mental health. These strategies include the creation of an office devoted to providing graduate students with the support services they deserve.
Ambler, Virginia Miller. "Who flourishes in college? Using positive psychology and student involvement theory to explore mental health among traditionally aged undergraduates." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539618898.
Full textAliyeva, Sudaba. "Burnout in Relation to Depression, Engagement, and Personality in College Students." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792698.
Full textThe purpose of this research is to explore similarities and differences of student burnout and student depression through educational (engagement in studying) and personal (personality traits) perspective. Due to the claims in literature considering burnout a popular word for depression, the main research question was whether burnout can be considered an independent nosological entity. The study included 135 undergraduate students in a Midwestern university, who filled out self-report questionnaires to measure burnout, depression, engagement, and Big Five personality traits. Correlational analyses showed moderate correlation between burnout and depression, and a similar correlation pattern of burnout and depression with engagement and personality traits. However, several regressional analyses indicated major burnout-depression differences in predicting engagement and personality. Based on these findings, the moderate relationship between the two constructs assumes that burnout belongs to the category of depressive disorders. At the same time, however, it was concluded that the significant differences in the way burnout and depression relate to engagement and personality may suggest that burnout can be differentiated from depression.
Noreuil, Margaret B. "Education and Training on Social Networking Websites for Mental Health Providers." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811142.
Full textSocial networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown.
This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study.
Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.
Klima, Kerry Lee Belvill. "Hidden, Supported, and Stressful: A Phenomenological Study of Midlevel Student Affairs Professionals' Entry-Level Experiences with a Mental Health Condition." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522882922205522.
Full textPan, Alexandria. "The Mental Health and Well-Being of College Students in Cambodia." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288540.
Full textThe present study investigated the prevalence of depression, anxiety, stress and resiliency among college students in Cambodia. The study further identified the impact of socio-demographic factors including gender, place of upbringing, religious affiliation, and perceived financial status on the mental health and resilience of Cambodian college students. Significant predictors influencing depression, anxiety, and stress were identified. The present study was conducted among 529 Khmer students sampled from public and private institutions in Phnom Penh, Cambodia. Results found the sample to have mild to moderate levels of depression (M=6.85), moderate anxiety (M=6.61), and mild levels of stress (M=8.90). However, analysis of the severity of distribution explained that 44.6%, 54.2%, and 37.5% of students experienced symptoms above the moderate levels for depression, anxiety, and stress respectively. Results showed 89.8 % of students reported high levels of resiliency. Significant differences in level of depression, anxiety, and resilience were found based on students’ perceived financial status. Additionally, differences in resiliency were observed based on gender. While no socio-demographic or protective factors were predictive of stress, perceived financial status and resilience were found to be significant predictors of depression and anxiety among college students in Cambodia. Implications, limitations, and recommendations for future research are discussed.
Wigginton, Paige Donovan Adelaide. "Stopping Back in| Portraits of Students Returning from Leave for Mental Health Reasons at the University of Pennsylvania." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275460.
Full textEducational research has produced numerous theories attempting to predict enrollment patterns of college students. From Tinto (1975) to more recent student persistence scholars, too often studies focus on a narrow aspect of student retention or persistence like co-curricular engagement, pre-college achievement, and institutional fit. Interruption of enrollment is frequently depicted as a personal or institutional failure rather than a persistence tool utilized by a significant population of students.
Research that considers non-college life events is fairly limited and typically presents quantitatively or serves as a predictive tool for the types of students by demographic marker that will or will not persist. Mental health problems carry impact across demographic delineations and the population of students disclosing mental health concerns or diagnoses has grown significantly on college campuses. Research attributes the lack of enrollment in higher education due to mental health reasons at anywhere between 4.7% and 8.7% of traditional college-aged students who were once enrolled. A stopout is one tool available to students managing their health concerns while on the path to graduation.
Using Reason’s (2009) conceptual framework of student persistence, this dissertation explores the college experience for students who stopout due to mental health reasons and subsequently return to full time study. Framed by Schlossberg’s (1995) transition theory, this study views the multiple transitions a student working through mental health concerns encounters when enrollment in college is interrupted. Portraiture methodology is used to create meaningful portraits of each student as they return to college after a leave. Portraiture is purposeful in highlighting the voices and successes of this population of students.
The portraits bring to light a confluence of persistence challenges framed in Reason’s (2009) work. Organizational behavior and peer environment that students encountered prior to the leave and after returning presented significant barriers to participants’ successful transition. Sustained psychological treatment while away combined with an established plan of re-entry aided in students’ transition. More than any other resource, the participants found strength in the self as they transitioned back to campus. Implications for further research as well as institutional practice incorporating and supporting students’ returns are also discussed.
Selvaraj, Priscilla R. "Using Positive Psychological Capital to Predict Mental Health in College Students: Implications for Counseling and Higher Education." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1430740956.
Full textBooks on the topic "Mental health|Educational psychology|Higher education"
Anderson, Jill. Mental health in higher education: Report of activity. [York]: The Higher Education Academy, 2004.
Find full textMorag, Stuart, ed. Excluded from school: Systematic interventions for mental health and education professionals. Hove: Brunner-Routledge, 2005.
Find full textW, Newsome Deborah, and Gladding Samuel T, eds. Clinical mental health counseling in community and agency settings. 3rd ed. Upper Saddle River, N.J: Pearson Education, 2009.
Find full textK, Martens Brian, ed. School consultation: Conceptual and empirical bases of practice. 2nd ed. New York: Kluwer Academic/Plenum, 2002.
Find full textK, Martens Brian, ed. School consultation: Conceptual and empirical bases of practice. New York: Plenum Press, 1997.
Find full textCollins, Kathleen M. Toward a broader understanding of stress and coping: Mixed methods approaches. Charlotte, NC: Information Age Pub., 2010.
Find full textUruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989683.
Full textBeing a college counselor on today's campus: Roles, contributions, and special challenges. New York, NY: Routledge, 2011.
Find full textB, Moore Rachel, and Varjas Kristen M, eds. School-based mental health services: Creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association, 2004.
Find full textservice), SpringerLink (Online, ed. Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy. New York, NY: Springer Science+Business Media, LLC, 2011.
Find full textBook chapters on the topic "Mental health|Educational psychology|Higher education"
Jensen, Arthur R. "Individual Differences in Mental Ability." In Historical Foundations of Educational Psychology, 61–88. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_4.
Full textPaternite, Carl E., Robert W. Burke, and Jennifer Axelrod. "Mental Health-Education Integration Consortium (MHEDIC)." In Encyclopedia of Cross-Cultural School Psychology, 605–6. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_247.
Full textEwen, Mandy. "Educational Psychology and the “UAE Vision 2021”." In Mental Health and Psychological Practice in the United Arab Emirates, 181–88. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137558237_16.
Full textO’Connor, Martin, and Hugh O’Donovan. "Education, training, and continuing professional development of coaching psychologists." In Coaching Psychology for Mental Health, 166–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003048978-8.
Full textBailey, Amy, and Esra Uzsayilir. "Cultural and Language-Based Issues in Educational Psychology Assessment." In Mental Health and Psychological Practice in the United Arab Emirates, 189–98. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137558237_17.
Full textQuerstret, Dawn. "Collaborating with Students to Support Student Mental Health and Well-being." In Engaging Student Voices in Higher Education, 191–207. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_12.
Full textAnderson, Jill, and Janet Holmshaw. "Lifelong Learning, Mental Health and Higher Education: a UK Focus." In Empowerment, Lifelong Learning and Recovery in Mental Health, 154–72. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1007/978-0-230-39135-2_12.
Full textArday, Jason. "Mental Health Issues of Black and Minority Ethnic Staff in Higher Education." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_396-1.
Full textChaves, Covadonga. "Wellbeing and Flourishing." In The Palgrave Handbook of Positive Education, 273–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_11.
Full textTseris, Emma. "When ‘Participation’ Is Not Enough: Social Justice Practices in Mental Health and Psychiatric Hegemony." In Higher Education, Pedagogy and Social Justice, 121–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26484-0_8.
Full textConference papers on the topic "Mental health|Educational psychology|Higher education"
Wahyuni, Esa Nur, Rahmat Aziz, and Retno Mangestuti. "Family, Spirituality, and Mental Health in Higher Education." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008589703760385.
Full textLong, Ting. "On the Construction of Positive Psychology in Higher Vocational College Students’ Mental Health Education." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.119.
Full textRafi Harma, Tri, Eddy Marheni, and Eko Purnomo. "Educational games in physical education to increase self-confidenceChildren with Special Needs in Padang Special School Perwari." In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25271.
Full textJie, Liang. "The Mental Health Education of Higher Vocational Colleges from the Perspective of Positive Psychology." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.22.
Full textRothkopf, Cathrin, Theresa Stark, and Silke Schworm. "Attitude towards and Interest in Dog-Assisted Interventions of Students in Higher Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9402.
Full text"The Influence of Self-Media on the Mental Health of Vocational School Students and its Educational Countermeasures." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.002.
Full text"Research on the Mental Health Problems and the Construction of Educational Models of Higher Vocational College Students." In 2017 3rd International Conference on Economy, Management and Education Technology. Francis Academic Press, 2017. http://dx.doi.org/10.25236/icemet.2017.044.
Full text"The Application of PAD Class in Higher Vocational Mental Health Education--- Taking "Psychological Quality Training for College Students" as an Example." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000950.
Full text"Application of Active Psychology in Mental Health Education." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.046.
Full textMoura, Ana S., João Barreiros, and M. Natália D. S. Cordeiro. "Drugs, Achievements and Educational Systems: Predictive Models for Society and Education through Speculative Data." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11156.
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