Tesis sobre el tema "Mental health education"

Social 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.

Mental health screeners need to demonstrate measurement equivalence across the populations of their intended use in order to improve the fairness in the identification of students in need of social, emotional, and behavioral supports. This study examined measurement invariance on three mental screeners across five racial and ethnic groups. The Elementary Social Behavior Assessment measures academic enablers associated with the latent construct of teachability (ESBA). The Student Risk Screening Scale assesses externalizing problems (SRSS) and the Student Internalizing Behavior Screener measures internalizing problems (SIBS). Multigroup confirmatory factor analyses tested for measurement invariance from the sample of African American (18%), Asian American/Pacific Islander (13%), Latino Hispanic (25%), European American (31%), and multiracial (11%) groups of students in elementary schools. Only the ESBA required respecification to establish an adequate baseline model. The ESBA, SRSS, and SIBS demonstrated metric invariance with ordinal ratings of never, occasionally, sometimes, and frequently in addition to scalar invariance with the thresholds between the ordinal ratings. Thus, the total scores from the ESBA, SRSS, and SIBS generalize across racial and ethnic groups and the student’s race or ethnicity is less likely to mask their true level of need for social, emotional, and behavioral supports. The results indicate that the ESBA, SRSS, and SIBS may help teachers to identify racially and ethnically students who need intervention, to customize the interventions, and to evaluate students’ response to intervention. Schools using these mental health screeners may reduce disproportionality in discipline and special education.

College student mental health is a significant issue for educational leaders, as mental health needs are increasing in prevalence and severity (ACHA, 2013; Gallagher, 2013). Eisenberg, Downs, Golberstein, and Zivin (2009) note that mental health issues cause adverse occupational, academic and social outcomes, impacting student success, retention, and persistence (Belch, 2011; Cleary, Walter, & Jackson, 2011). Anxiety and depression, which are more prevalent in women (ADAA, 2007; APA, 2013), are the most common mental health issues affecting college students (ACHA, 2013; Gallagher, 2013).

Coyne and Downey (1991) correlated social support with improved mental health outcomes. Baron (2010) indicated that involvement in student organizations may promote development and connection, thereby enhancing learning and retention (Chambliss & Takacs, 2014). Female students may engage in campus life by joining sororities, which are prominent and influential on many campuses (Lien, 2002). The purpose of this research was to investigate sorority member mental health, specifically anxiety and depression. The relationships between anxiety, depression, and student characteristics were examined.

This correlational, ex-post facto study explored the presence and severity of anxiety and depression of women (N =72) who self-identified as living in sorority housing. Permission was obtained to review data from the 2013-2014 Healthy Minds Study (Eisenberg & Lipson, 2014), including demographic information and results from the PHQ-9 (Kroenke, Spitzer, & Williams, 2001) and the GAD-7 (Spitzer, Kroenke, Williams, & Löwe 2006). Data analyses produced frequencies, correlations, and t-tests.

Findings revealed the following: 20% of respondents reported anxiety, with 8% percent reporting severe anxiety; 15% of respondents reported depression, with 5% reporting major depression. Financial difficulty was correlated with depression (r =.27, r²=.07, p=.008) and a significant relationship existed between the presence of anxiety and depression (r²=.36, r2=.13, p=.004). No statistically significant difference existed in reported symptoms of anxiety and depression of women residing in sorority housing compared to those residing elsewhere. Information about mental health may assist sororities in providing support and resources to members. Educational leaders, mental health practitioners, faculty, and student affairs staff can also benefit from this information as they work to help address student mental health needs, student retention, persistence, and success.

The purpose of this project is to identify a potential funding source and write a grant to provide art classes and art exhibits in Orange County, California to decrease mental health issues among older adults and to reduce mental health stigma. A comprehensive literature review found that art related activities are an effective way to reduce mental health issues among older adults. The search conducted identified a potential funding source to support the need for culturally competent art based mental health services. Mental health stigma results in numerous challenges for those with mental illness, their families, and the community. Art activities are low-cost, help decrease levels of stress, build self-esteem, and promote community involvement. If funded, this program could help older adults engage in the art related activities to improve their mental and physical health.

Inclusion of students with diverse identities and addressing all forms of discrimination are critical for institutes of higher education. While progress has been made to create welcoming environments for many social groups, one has been largely ignored. Fat* students are at risk for facing weight-based discrimination with possibly detrimental effects to their physical health, mental health, and academic success. Given that there are no legal protections against weight-based discrimination, and a general acceptability of weight bias, fat students are possibly marginalized and left to cope on their own.

The purpose of this quantitative study was to explore gender and racial differences in experiencing weight-based discrimination, and examine the relationships between weight-based discrimination, self-esteem, internalized weight bias, physical health, mental health, and academic achievement. An online survey was completed by 502 students from a large public university in Southern California. The findings revealed that female college students reported experiencing significantly more weight-based discrimination than male college students. Weight-based discrimination significantly predicted lower levels of physical health and mental health. Furthermore, internalized weight bias and self-esteem were found to be significant mediators of the effect of weight-based discrimination on physical health and mental health. The results of this study provide a better understanding of the physical and psychosocial effects of weight-based discrimination of college students. Recommendations are made for the development of size inclusive policies and practices, inclusion of fat pedagogy, and a weight-neutral approach to college health so that students of all sizes may persist and successfully complete their higher educational journeys. *The term “fat” is used in a neutral, non-judgmental sense.

Investigation of the variations in aspirant juvenile probation officers' recommendations for a juvenile offender who may suffer from a mental health disorder was the purpose of this study. Two hypotheses were developed to test this purpose: a) there was a significant difference between the recommendations of mental health evaluations and b) there was a significant difference in the recommendations for a mental health evaluation prior to and after the mental health overview administered among two groups. A survey was administered to 13 undergraduate students with an aspiration to be juvenile probation officers. The survey consisted of a pretest and posttest questionnaire following a case vignette where a juvenile offender meeting the criteria for conduct disorder was described to measure if the mental health overview would increase the participant's likelihood of recommending a mental health evaluation. A Chi Square and McNemar Test were completed. The statistical analyses and implications are discussed.

The relationship between social justice advocacy training, counselor competence in social justice advocacy and likelihood to advocate of counselor educators and counselor trainees who are in the practicum and internship phase of their training in Council for the Accreditation of Counseling and Related Educational Programs (CACREP)-accredited master's-level counselor education programs has not been researched. Developing an empirical understanding of these relationships is needed to inform counselor education practices related to preparation for social justice advocacy. The purpose of this study was to take a preliminary step toward filling the gap in current literature concerning counselor education and its role in preparing counselors to be social justice advocates. A convenience sample of 112 counselor educators and counselor trainees who are in the practicum and internship phase of their training in CACREP-accredited master's-level counselor education programs was utilized. The specific research design was a correlational survey research design utilizing multivariate linear regression analysis and correlational analysis using SPSS that examined the relationship between the variables of social justice advocacy training, ratings of competence in social justice advocacy, and the likelihood to advocate. It also examined the relationship in ratings of competence in social justice advocacy and the likelihood to advocate between counselor educators and counselor trainees. The findings indicate that there is a significant relationship between social justice advocacy training and ratings of social justice advocacy competence. It also appears that advocacy training leads to an increased likelihood to advocate particularly at community and societal levels. The findings further indicate that counselor trainees who report greater advocacy competence are more likely to engage in advocacy activities at the three levels of advocacy as defined by the ACA Advocacy Competencies (ACA, 2003). These findings taken together support the inclusion of social justice advocacy training in counselor education programs.

Humans as far back as ancient history have been leveraging the physiological and psychological benefits of drumming to enhance health, access higher states of consciousness, and cultivate shared optimal experiences. It is understandable that the applied practice of drumming is now starting to permeate into mental fitness training research as a healthy alternative toward cross training the brain. Extensive surveys conducted in the United States show that 60% of individuals who are in middle age and older complain about their memory. This translates to approximately 80 million Baby Boomers reaching the age of memory decline. Furthermore, according to the UCLA research, the main factors necessary for a healthy brain lifestyle and to combat memory decline are physical activity, social engagement, mental challenges, and unfamiliar stimuli. Neurodrumming has incorporated these findings into a therapeutic intervention that targets brain health, emotional health, stress management, and social engagement, all of which help to prevent cognitive decline, and promotes mental performance. This study offers a meta-theoretical exploration to determine the comprehensiveness of Neurodrumming as a therapeutic mental fitness intervention for healthy aging, by applying Integral Theory as an epistemological framework.

This action research study explored the complex nature of homeless adults and their perceptions of barriers to mental health services. Barriers to mental health services and a lack of resources for homeless adults are social justice issues explored in the study. The participants were homeless adults with a history of substance abuse, diagnosis of Hepatitis C (HCV) infection, and mental illness. A qualitative approach allowed for data analysis which described the experiences of homeless adults living with HCV infection. Due to the stigma assigned by HCV based on the prevalence of HCV being contracted by substance abuse, a defined high-risk behavior, the homeless adults were not offered mental health services. As a result, the homeless adults did not get treatment.

Educational 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.

This exploratory mixed method convergent parallel study examined Connecticut Educational leadership preparation programs for the existence of mental health content to learn the extent to which pre-service school leaders are prepared for addressing student mental health. Interviews were conducted with school mental health experts and Connecticut school principals to learn what leadership competencies they believe are needed for pre-service school leaders to address the mental health conditions of students. Responses yielded 11 suggested leadership competency content categories which served as the basis of two researcher-developed surveys completed by Connecticut program course professors and pre-service school leader students rating the extent to which mental health content was included in course work and field experience. Program course syllabi were examined for mental health content. Findings from the three data sources suggest there is a dearth of mental health content in curricula, and insufficient attention to clinical internship experiences. Connecticut Educational leadership preparation programs could do better in preparing pre-service school leaders for addressing the mental health needs of students.

Collegiate 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.

The 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.