Thematische Bibliographien / Student mental health service

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Student mental health service“

Autor: Grafiati
Veröffentlicht am 30. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Student mental health service"

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Gulliver, Amelia, Kylie Bennett, Anthony Bennett, Louise M. Farrer, Julia Reynolds und Kathleen M. Griffiths. „Privacy Issues in the Development of a Virtual Mental Health Clinic for University Students: A Qualitative Study“. JMIR Mental Health 2, Nr. 1 (31.03.2015): e9. http://dx.doi.org/10.2196/mental.4294.

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Background There is a growing need to develop online services for university students with the capacity to complement existing services and efficiently address student mental health problems. Previous research examining the development and acceptability of online interventions has revealed that issues such as privacy critically impact user willingness to engage with these services. Objective To explore university student perspectives on privacy issues related to using an online mental health service within the context of the development of an online, university-based virtual mental health clinic. Methods There were two stages of data collection. The first stage consisted of four 1.5-hour focus groups conducted with university students (n=19; 10 female, 9 male, mean age = 21.6 years) to determine their ideas about the virtual clinic including privacy issues. The second stage comprised three 1-hour prototype testing sessions conducted with university students (n=6; 3 male, 3 female, mean age = 21.2 years) using participatory design methods to develop and refine a service model for the virtual clinic and determine student views on privacy within this context. Results The students raised a number of issues related to privacy in relation to the development of the university virtual clinic. Major topics included the types of personal information they would be willing to provide (minimal information and optional mental health data), concern about potential access to their personal data by the university, the perceived stigma associated with registering for the service, and privacy and anonymity concerns related to online forums contained within the virtual clinic. Conclusions Students would be more comfortable providing personal information and engaging with the virtual clinic if they trust the privacy and security of the service. Implications of this study include building the clinic in a flexible way to accommodate user preferences.
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Cleveland, Sandi D., Adam J. Branscum, Viktor E. Bovbjerg und Sheryl Thorburn. „Mental Health Symptoms Among Student Service Members/Veterans and Civilian College Students“. Journal of American College Health 63, Nr. 7 (14.11.2014): 459–72. http://dx.doi.org/10.1080/07448481.2014.983925.

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Farrell, Suhanthini, Nav Kapur, David While, Louis Appleby und Kirsten Windfuhr. „Suicide in a National Student Mental Health Patient Population, 1997–2012“. Crisis 38, Nr. 2 (März 2017): 82–88. http://dx.doi.org/10.1027/0227-5910/a000412.

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Abstract. Background: Entering higher education is a time of transition that coincides with the typical age of onset of serious mental illness. Awareness of the distinguishing characteristics of students with mental illness who die by suicide may inform clinical management. Aim: We aimed to compare the characteristics of mental health patients who died by suicide as students with other young people who died by suicide. Method: UK data were analyzed for individuals aged 18–35 years in contact with mental health services who died by suicide from 1997 to 2012. Univariate analyses examined the sociodemographic, behavioral, and clinical features of those who died as students. Backward stepwise regression analysis identified factors independently associated with student deaths. Results: In all, 214 university students died by suicide within 12 months of mental health service contact. Factors associated with student deaths were: being younger, female, from an ethnic minority group, and a primary diagnosis of affective disorder. Medication nonadherence was less likely to be associated with student deaths. Conclusion: Deaths by suicide are split almost equally between male and female students, unlike the predominance of male suicide in the general population. There are clear differences in the characteristics of the student and nonstudent groups, although causation could not be established.
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Giovannetti, Sara L., Jessica R. G. Robertson, Heather L. Colquhoun und Cindy K. Malachowski. „Mental Health Services for Canadian University Student-Athletes: An Exploratory Survey“. Journal of Clinical Sport Psychology 13, Nr. 3 (01.09.2019): 469–85. http://dx.doi.org/10.1123/jcsp.2018-0048.

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University student-athletes are equally vulnerable to mental health challenges compared to their non-athlete peers, but they access mental health services with less frequency. This study sought to explore the mental health issues experienced by Canadian student-athletes in order to address the question: how can Canadian universities better meet the mental health needs of student-athletes? An electronic survey was distributed to student-athletes at a large Canadian university. Data from 113 respondents were analyzed using descriptive statistics and content analysis. Stress and pressure were reported as the most prevalent contributors to mental health issues, and 47% of respondents indicated that there was a time in which they wanted to seek services for their mental health, but chose not to. Respondents identified mental health education for coaches and designating a healthcare professional within the athletic department as beneficial resources. Findings from this study can inform local and national mental health service planning for student-athletes.
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Way, William C., Ashley M. Coker-Cranney und Jack C. Watson. „“So Many Mental Health Issues Go Unsaid”: Implications for Best Practice Guidelines From Student-Athletes’ Perspectives About Service Availability“. Journal of Clinical Sport Psychology 14, Nr. 3 (01.09.2020): 305–24. http://dx.doi.org/10.1123/jcsp.2019-0051.

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Using the framework of multidisciplinary best practice recommendations promoted by the National Collegiate Athletic Association, this study used a mixed-methods approach to investigate Division I student-athletes’ perceived access to and satisfaction with mental health service availability. Participants were asked about their satisfaction with direct (e.g., counseling, psychiatry, assessment) and indirect (e.g., mental health outreach, educational workshops) service availability, both on campus and within athletics. Results from a researcher-generated survey indicated that participants were moderately satisfied with service availability in each of the four contexts. Hierarchical multiple regressions revealed that student-athletes’ satisfaction was predicted by different factors for each service type-location combination. Qualitative data contained requests for more athlete-centered mental health services as well as more preventative outreach in general. These data provide a foundation for understanding factors that influence student-athletes’ satisfaction with mental health service availability and offer practical implications for current best practice recommendations.
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Hutchison, Trudy, Carolyn Lees, Robyn Lotto, Alison White und Ron Harris. „Clinical decision making and the challenges of responding to mental health needs“. Journal of Paramedic Practice 11, Nr. 10 (02.10.2019): 434–39. http://dx.doi.org/10.12968/jpar.2019.11.10.434.

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The paramedic service responds to emergency calls for a variety of reasons, many relating to mental health concerns. This qualitative study aims to explore the views and experiences of student paramedics in relation to clinical decision making for mental health calls. Focus groups were used to investigate the participants' perspectives. Thematic analysis was used to organise data and identify key issues. Findings suggested some disparity between what paramedic students were prepared for and the reality of public need. Clinical decision making in relation to those with mental health problems was significantly influenced by the current provision of mental health services and the lack of mental health-specific education for student paramedics. Current changes to the paramedic programme make this an opportune time for a review of curriculum content.
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Bertocci, Doris, Eric Hirsch, William Sommer und Ann Williams. „Student Mental Health Needs: Survey Results and Implications for Service“. Journal of American College Health 41, Nr. 1 (01.07.1992): 3–10. http://dx.doi.org/10.1080/07448481.1992.9936300.

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Arnstein, Robert L. „A Student Mental Health Service as a Place to Work:“. Journal of College Student Psychotherapy 5, Nr. 1 (15.01.1991): 19–34. http://dx.doi.org/10.1300/j035v05n01_03.

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Ackerman, Ashley M., Richard A. Wantz, Michael W. Firmin, Dawn C. Poindexter und Amita L. Pujara. „Mental Health Service Providers: College Student Perceptions of Helper Effectiveness“. Professional Counselor 4, Nr. 1 (April 2014): 49–57. http://dx.doi.org/10.15241/ama.4.1.49.

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Bohnenkamp, Jill Haak, Sharon A. Hoover, Elizabeth Halsted Connors, Lawrence Wissow, Nichole Bobo und Donna Mazyck. „The Mental Health Training Intervention for School Nurses and Other Health Providers in Schools“. Journal of School Nursing 35, Nr. 6 (22.07.2018): 422–33. http://dx.doi.org/10.1177/1059840518785437.

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School nurses encounter many students presenting with mental health needs. However, school nurses report that they need additional training and resources to be able to support student mental health. This study involved a multilevel, stakeholder-driven process to refine the Mental Health Training Intervention for Health Providers in Schools (MH-TIPS), an in-service training and implementation support system for school health providers, including school nurses, to increase their competence in addressing student mental health concerns. Findings highlighted the importance of mental health content including assessment, common factors of positive therapeutic mental health interactions, common elements of evidence-based mental health practice, and resource and referral mapping. Additionally, multifaceted ongoing professional development processes were indicated. Study findings indicate that, with recommended modifications, the MH-TIPS holds promise as a feasible, useful intervention to support school nurse practice and ultimately impact student mental health and educational outcomes.
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Dissertationen zum Thema "Student mental health service"

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Tee, Stephen R. „A co-operative inquiry : participation of mental health service users in the clinical practice decisions of mental health student nurses“. Thesis, University of Southampton, 2005. https://eprints.soton.ac.uk/57948/.

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This is a study about participation of mental health service users in the clinical practice decisions of mental health student nurses undertaking their nurse training. The research was undertaken with students, recruited from a higher education institution, in collaboration with mental health service users, recruited from mental health service user organisations, and was conducted over a period of eighteen months. Mental health service users have long been calling for greater involvement in the clinical decisions which affect their lives. Involvement in this context means decisions made collaboratively with service users where there is determined effort, on the part of the nurse, to share decisional power. Concern has also been expressed that current theory used to inform practice is derived predominantly from professional academics rather then those who use services. In order to address these issues, a co-operative inquiry design was adopted which engaged all participants as co-researchers, as well as co-subjects, and involved repeated cycles of action and reflection, using recorded group meetings as the means to collect the data. The aims of the study were to identify strategies for increasing user participation in decisions, to develop a model of good practice and to explore the value of co-operative inquiry as a vehicle for bringing about increased participation. The outcomes of the inquiry have been to identify, from a service user perspective, professional values, behaviours and actions and cultural aspects within organisations which inhibit or enable the sharing of power and participation in decisions. In addition the inquiry has developed the ‘time for change’ model which it is proposed could be used to evaluate aspects of participation within the clinical practice and education environment. The inquiry concludes by demonstrating the potential benefits and challenges of conducting meaningful participatory research. It also reflects on the value of the co-operative inquiry process as a vehicle for developing the students’ practice and moral development, which, it is argued, has wider utility in higher education and the practice learning environment. Finally the inquiry emphasises the need for an organisational culture in which the practice of participation can evolve and be nurtured, in order to overcome the systematic exclusion, or what has been termed ‘institutional userism’, which was a common experience for the inquiry participants.
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Mogharbel, Jamileh. „Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905.

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Meredith, Sandra K. „Accessing Disabled Student Services| Students' perspectives“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527731.

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The purpose of the study was to explore the perceptions of university students with disabilities and the factors that contribute to or deter them from accessing Disabled Student Services. The sample was based on availability and convenience and consisted of 36 students. A self-administered survey was used.

The results indicated that students tended to seek services to access accommodations and to learn more about services that can help them succeed. They tended to delay seeking services in order to have a fresh start in college and due to their fear of stigma. Individuals with mental health disabilities were less likely than other students to report self-determination and support and more likely to experience stigma.

Social workers can play a vital role in assisting students with disabilities in identifying their specific barriers and in assisting them to access programs and services in a postsecondary education setting.

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Speers, Wendy Jane. „Student nurses' feedback from mental health service users in practice : a participatory action research study“. Thesis, Open University, 2012. http://oro.open.ac.uk/49079/.

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This study involved student nurses, lecturers, mentors and service users in working together to design, evaluate and refine a system enabling student mental health nurses to seek feedback from service users. The feedback concerned students' interpersonal skills and occurred in practice, at the point of service delivery. Although the drive to engage service users in service delivery, research and education has mainstream acceptance, much remains to be learned about how to achieve meaningful involvement. Mental health professionals are striving to adopt the recovery model and harness service user expertise through the development of more reciprocal relationships. This research aims to contribute to this wider thrust, by exploring the experiences of those concerned when students attempt to learn from rather than about service users. Conducted over two years, a participatory action research approach was adopted. Data came from interviews held with those implementing the system for feedback, and from the deliberations of the participants guiding the process. Thematic analysis produced evidence of relevance to nurse educationalists, mental health nurses and researchers. Although contextual, findings indicated that service users volunteering to give feedback had a positive experience. Students' experience lay on a continuum. Those with a stronger sense of self were more willing and able to ask for feedback than less confident students. Cultural adjustment to the role change required presented a challenge and tested self-awareness. Over time, all students achieved deep learning and, for some, learning appeared transformative. Recommendations relate to the system for seeking feedback and the conduct of participatory action research. Overall, the study concluded that both allowed the development of more equitable relationsh ips, in which mental health nurses respected the expertise of service users. This potentially benefits student development, recoveryorientated practice, service users and Higher Education Institutions searching for meaningful ways to involve service users in learning and formative assessment.
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Negash, Tori E. „Emerging adult college students: An analysis of student behavioral health, academic outcomes, and predictors of behavioral health service receipt“. The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523911981848844.

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Rush, Brenda. „Mental health service user involvement in the education of student nurses : a catalyst for transformative learning“. Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436815.

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Maas, Jenna. „Is the severity of mental health needs and the degree of mental health services received predictive of student retention at UW-Stout“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008maasj.pdf.

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Dalton, Linda Louise. „Developing a protocol for campus health service professional nurses to manage students with mental distress“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1303.

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Professional nurses working at a campus health service have to cope with challenges such as staff shortages and budgetary constraints associated with working in a complex environment providing primary health care. The aim of primary health care includes promoting health, preventing disease and the early detection and treatment of illness. Mental health services form an integral part of the integrated primary health care package as implemented in the campus health service. Students attend the Campus Health Service for help related to their health. Health care is provided by professional nurses and counsellors through a comprehensive primary health care service which serves students as well as staff. Some students may state that they experience feelings of being stressed or depressed. Other students may complain of physical symptoms such as headache or upper backache. Upon further investigation emotional problems may be identified as the cause of the psychosomatic symptoms. The professional nurses working in the campus health service verbalised that it is sometimes difficult to identify a mental illness or mental distress as there is no effective assessment tool that they can use. Management of conditions is also problematic as there are no protocols indicating the therapeutic interventions that can be taken. The research question in this study was therefore: What information should be included in a protocol to assess and manage a student experiencing mental distress that can be used by professional nurses working in a Campus Health Service? The aim of this study is to develop a mental health care protocol for campus health service professional nurses to assess and manage university students who are experiencing mental distress. The research design of this study was qualitative, explorative, descriptive, explanatory and contextual. In this study the Delphi research technique was used to create an instrument to standardise mental health care in a campus health service. The Delphi technique is a series of sequential questionnaires or “rounds” interspersed with controlled feedback that seeks to gain the most reliable consensus of opinion of a group of experts. A questionnaire was developed based on an extensive literature review. The research population of this study consisted of two groups: professional nurses with knowledge of student health care needs and expert psychiatric nurses. The study was conducted at the Campus Health Service at a university in the Eastern Cape. The data collection and analysis was done utilising the Delphi technique. Trustworthiness was ensured by using the Lincoln and Guba Model utilising the criteria of credibility, applicability, dependability and conformability. In this study the ethical principles of beneficence, non-maleficence, justice and self determination were applied to ensure that participants are treated with respect and consideration and ensured high ethical standards. Informed consent was obtained from the participants in this study. The findings of this research were utilised to assist the researcher in developing a protocol for mental health care of students in campus health service settings.
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Dixon, Decia N. „Perceptions of school based mental health services by directors and supervisors of student services“. [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002079.

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Wang, Tianyi. „International students’ stress : Innovation for health-care service“. Thesis, Linnéuniversitetet, Institutionen för design (DE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76296.

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With the trend of increasing international academic exchange, the number of international students in Sweden continues to expand over years. The stress faced by international students has attracted more and more attention from university organizations and the society. This project takes the current mental health-care service for international students at Linnaeus University as the research object. Based on the participatory design and service design theory, challenges faced by the international student health-care service system and improvement opportunities were investigated through a stakeholder map, semi-structured interviews, observations, questionnaires and co-creation workshops among other methods. By introducing participatory design into the development process, an improved mental health-care service system with integrated online and offline information is presented as an example for universities’ organizations for improving the mental health-care service for international students.
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Bücher zum Thema "Student mental health service"

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Helping the bereaved college student. New York: Springer Pub. Co., 2011.

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Osterweil, Zahava. Hanḥayat ḳevutsot meḥankhim be-nośʼe beriʼut ha-nefesh. Yerushalayim: Bet-ha-sefer le-ḥinukh shel ha-Universiṭah ha-ʻIvrit ṿe-shel Miśrad ha-ḥinukh ṿeha-tarbut ʻal-yede Hotsaʼat sefarim ʻa. sh. Y.L. Magnes, ha-Universiṭah ha-ʻIvrit, 1989.

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Ontario. Ontario Advisory Council on Disability Issues. Children's Issues: Mental health issues for children. Toronto: Ontario Advisory Council on Disability Issues, 1995.

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Holmes, Cooper B. The head-injured college student. Springfield, Ill., U.S.A: Thomas, 1988.

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Counseling and psychological services for college student-athletes. Morgantown, WV: Fitness Information Technology, 2009.

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Jon, Carlson, und Dinkmeyer Don C, Hrsg. Consultation: School mental health professionals as consultants. Muncie, Ind: Accelerated Development Inc., 1994.

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Maggiolini, Alfio. Counseling a scuola. Milano: F. Angeli, 1997.

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D, Grosz Richard, und Roark Albert E, Hrsg. Social psychological foundations for school services. New York, N.Y: Human Sciences Press, 1986.

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Jon, Carlson, Hrsg. Consultation: Creating school-based interventions. 2. Aufl. Philadelphia, PA: Brunner-Routledge, 2001.

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Jon, Carlson, Hrsg. Consultation: Creating school-based interventions. 3. Aufl. New York: Routledge, 2005.

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Buchteile zum Thema "Student mental health service"

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Nyaronga, Dan. „Student service members/veterans’ mental health on campus“. In The Routledge International Handbook of Military Psychology and Mental Health, 513–21. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429281266-34.

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Hughes, Gareth, und Tamsin Bowers-Brown. „Student Services, Personal Tutors, and Student Mental Health: A Case Study“. In Student Support Services, 1–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_23-1.

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Hughes, Gareth, und Tamsin Bowers-Brown. „Student Services, Personal Tutors, and Student Mental Health: A Case Study“. In Student Support Services, 1–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_23-2.

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Abbott, Annie R. „Putting Students to Work: Spanish Community Service Learning as a Countervailing Force“. In Creating Infrastructures for Latino Mental Health, 139–55. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9452-3_7.

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Konidaris, Mayio, und Melissa Petrakis. „Developing Self-Reflexivity in Students Regarding Awareness of Racial Inequalities in Mental Health Service Provision“. In The Palgrave Handbook of Global Social Work Education, 923–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39966-5_57.

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Eisenberg, Daniel, Sarah Ketchen Lipson, Peter Ceglarek, Adam Kern und Megan Vivian Phillips. „College Student Mental Health“. In Promoting Behavioral Health and Reducing Risk Among College Students, 75–86. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-5.

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Meeks, Lisa M., und Joseph F. Murray. „Mental Health and Medical Education“. In Medical Student Well-Being, 17–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16558-1_2.

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Côté, James E. „The Student Mental Health Crisis“. In Youth Development in Identity Societies, 132–71. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-6.

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Davidson, Gavin, Jim Campbell, Ciarán Shannon und Ciaran Mulholland. „Service User-Led Perspectives“. In Models of Mental Health, 57–68. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-36591-0_4.

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Gettings, Robert M. „Service Delivery Trends: A State-Federal Policy Perspective“. In Mental Retardation and Mental Health, 385–93. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_34.

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Konferenzberichte zum Thema "Student mental health service"

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„Research on Emotional Management of College Students from the Perspective of Mental Health“. In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.116.

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„Research on the Application of Group Guidance in Teaching Mental Health for Secondary Vocational Students“. In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.089.

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Heo, Joon, Hyoungjoon Lim, Sung Bum Yun, Sungha Ju, Sangyoon Park und Rebekah Lee. „Descriptive and Predictive Modeling of Student Achievement, Satisfaction, and Mental Health for Data-Driven Smart Connected Campus Life Service“. In LAK19: The 9th International Learning Analytics & Knowledge Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3303772.3303792.

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Samuels-Dennis, Joan, Liudi Xia, Sandra Secord und Rivie Seaberg. „Health Advocacy Project Evaluating the Benefits of Service Learning to Nursing Students and Low Income Individuals Involved in a Community-Based Mental Health Promotion Project“. In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.71.

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Bejenari, Ludmila. „Interaction Psychopedagogical assistance service - family: up-to-date strategies of collaboration in the Pandemic period“. In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p281-284.

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The interaction of family and school is a process of joint activities to agree on the objectives, forms, and methods of family and school education. The value base of such an interaction is the creation of conditions for the achievement of the child, his personal growth, the formation of motivation for learning, maintaining physical and mental health, and social adaptation. Also, the cooperation between family and school aims to harmonize the relationship between teachers, students, and parents, timely identification of family problems, and effective social, pedagogical, and psychological support of the family, increasing parental responsibility for raising and developing children.
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Campbell, Marilyn. „What is the Place of Innovative ICT Uses in School Counseling?“ In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2823.

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With our ever-changing society there seems to be more pressures on young people. Recent epidemiological studies in Australia have found that adolescent mental health is an important public health problem (Sawyer et al., 2001). As many as one in five Australian children aged from 4 to 17 have significant mental health concerns (Zubrick, Silburn, Burton, & Blair, 2000). However, only one in four young people receive professional help (Sawyer, et al., 2001). Schools in Australia provide school counselors to assist students, yet many young people do not avail themselves of this service. However, young people do seek help from telephone help-lines (in 2002 almost 1.1 million phone calls were made to Kids Help Line) and from the Internet (Kids Help Line, 2003a). Perhaps more anonymous forms of counseling, such as cybercounseling, could deliver a more effective service within a school setting. The difficulties and benefits of school based webcounseling are discussed in terms of therapeutic, ethical and legal issues, as well as technical problems and recent research outcomes.
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Attoe, Chris, Susan Sherwali und Zainab Jabur. „0107 Student interprofessional mental health simulation: Measuring the impact“. In Conference Proceedings of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 3rd to 5th November 2015, Brighton, UK. The Association for Simulated Practice in Healthcare, 2015. http://dx.doi.org/10.1136/bmjstel-2015-000075.48.

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Akullian, Jennifer, Adam Blank, Brianna Blaser und Christian Murphy. „Supporting Computer Science Student Mental Health through Unprecedented Times“. In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439519.

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Aulia, Farah. „Improving Student Well-being in School“. In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25275.

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Liu, Guanliang, Jiahao Yao und Yicheng Zhou. „Does Teacher and Student-Student Support Influence Students’ Engagement in an Online Course?“ 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.210617.052.

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Berichte der Organisationen zum Thema "Student mental health service"

1

Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6522.

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Dickinson, Carla M. Effects of Deployment on the Mental Health of Service Members at Fort Hood. Fort Belvoir, VA: Defense Technical Information Center, Juli 2006. http://dx.doi.org/10.21236/ada473546.

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Polusny, Melissa A., Christopher Erbes, Paul Arbisi und Madhavi K. Reddy. Longitudinal Risk and Resilience Factors Predicting Psychiatric Disruption, Mental Health Service Utilization & Military Retention in OIF National Guard Troops. Fort Belvoir, VA: Defense Technical Information Center, April 2008. http://dx.doi.org/10.21236/ada484446.

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Polusny, Melissa A. Longitudinal Risk and Resilience Factors Predicting Psychiatric Disruption, Mental Health Service Utilization & Military Retention in OIF National Guard Troops. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada529471.

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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben und James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, Mai 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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Provider core competencies for improved Mental health care of the nation. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2019/0067.

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This report is a comprehensive document reviewing current training programmes for various cadres of service providers who provide (or could provide) care for people with mental, neurological and substance use (MNS) disorders in South Africa. The review used national mental health and disability policies to develop a vision of contextually-appropriate services using a task-shifting disability-inclusive approach as a framework for the review. The report consists of the following sections: • An introductory section including the executive summary, background to, and methodology of the study. • The body of the report consists of separate chapters for each category of service provider, with a detailed examination of current curricula measured against the core competencies identified by the researchers. Key findings are highlighted at the start of each chapter, as well in the concluding section of the report. • The concluding section of the report summarises key findings, discusses limitations of the study and makes recommendations regarding the use of the report as well as for further research.
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BRAVE-ONLINE elicits a strong reduction in anxiety for most young people, irrespective of age, sex, type and severity of anxiety and parent mental health. ACAMH, August 2020. http://dx.doi.org/10.13056/acamh.12669.

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In the wake of the current coronavirus pandemic, more practitioners are turning to online service delivery for children and adolescents in need of mental health support. The recent JCPP publication from Susan Spence and colleagues on internet-delivered cognitive behaviour therapy (iCBT) for anxious children is thus particularly timely.
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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, Oktober 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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Where is the I in CAMHS? ACAMH, Juni 2020. http://dx.doi.org/10.13056/acamh.12164.

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