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1
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.
2
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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7
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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Deo, Ishani. „Cultural Factors in Mental Health Referral Among Asian Americans“. Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/413.
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Epidemiological studies have shown that disparities in mental health service utilization still exist among ethnic minority groups in the United States. This study looks specifically at the lay referral system and what factors influence the likelihood of an individual referring a friend to mental health services. Since college student populations have fewer barriers than most to seeking treatment, 60 Asian American and 49 White American college students were sampled for the purposes of this study. They evaluated one of four vignettes in which cultural competency of the potential therapist and type of symptoms being presented were manipulated. Though there was no significant interaction found, implications of the current findings and corrections to the methodology for future research are discussed.
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Eberts, Stephanie E. „School Mental Health Professionals' Experiences of Hurricane Katrina Evacuees: A Phenomenological Approach“. Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/52.
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Abstract The need for increased training in the area of trauma and crisis intervention has been the subject of discussion in the literature (Mathai, 2002) and in the creation of new training standards (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009). With an increasing number of challenges facing children today, school mental health professionals are positioned to be among the first to intervene on their behalf (Campbell & Dahir, 1997; Paisley & McMahon, 2002). In order for interventions to be successful, school mental health professionals must be able to recognize the signs of trauma (Canada, Heath, Money, Annadale, Fischer & Young, 2007), educate the important adults in children’s lives (Capuzzi & Gross, 2004) , and act in a holistic manner to accommodate the mental health needs of their students (Pederson & Carey, 2003). When Hurricane Katrina struck the Gulf Coast of the United States, approximately 200,000 students were forced to enroll in schools in other states (Department of Homeland Security, 2008). This study examined 12 school mental health professionals’ experiences with these evacuated students. Using Creswell’s (2007) phenomenological framework for understanding the school mental health professionals’ lived experiences, this study sought to illuminate issues related to training and supporting school mental health professionals so that they are equipped to support students in crisis. The results of this study fall under six themes: Systemic Factors in Perception of Job Efficacy, Culture and Community, Retelling of Story and Sequence, Role of the School Mental Health Professional in their work with Evacuated Students, Training and Preparation, and Lessons Learned. Implications for these themes are discussed.
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Chan, Adam Y., Elizabeth Farabee, Grace Wholley, Peter Blosser, Jordan L. Herring und Richard L. Wallace. „Medical Student Burnout in a Small-Sized Medical School“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/72.
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Introduction: Burnout is an occupational condition characterized by emotional exhaustion, depersonalization, and a low sense of personal accomplishment. While medical students begin schooling with mental health profiles similar to or better than peers who pursue other careers, there is a downward trajectory throughout school suggesting this phenomenon often originates in medical school. For physicians and residents, burnout has been linked to poor outcomes such as patient safety, might contribute to suicidal ideation and substance abuse, and may undermine professional development. Furthermore, there is a lack of surveillance of the prevalence of medical student burnout in a small-sized school setting.
Methods: The Maslach Burnout Inventory (MBI), a 22-question survey, is largely accepted as the gold standard for assessment; however, we utilized the 7-question, Well-Being Index (WBI), which has been shown equal efficacy as the full MBI. Eligible participants were currently enrolled in their respective class at the East Tennessee State University Quillen College of Medicine. Each year, a participant was given a WBI survey during the winter season (overall response rate 83%, n = 239).
Results: Overall the self-reported burnout rate over the two-year study period was 65.2% and was significantly higher in those reporting as female (71%). There was also variation tracking the class from one year to the next. The second year at this institution showed the highest reported amount of burnout (75%, n=145) while the lowest amount of burnout reported was during the fourth year at 47%.
Conclusions: Burnout experienced at this institution was reportedly higher than national average. There are limitations to this study as the periods in which medical students were asked to answer the survey were consistently at the same time in the calendar year, but the host institution’s curriculum had been changed so that it might not match up accordingly. Furthermore, class sizes changed from year to year and might skew the data. This information suggests that burnout prevalence is higher at Quillen College of Medicine and intervention strategies to address burnout should be pursued.
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Ojelade, Ifetayo Iyajoke. „Use of Indigenous African Healing Practices as a Mental Health Intervention“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/36.
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The purpose of this qualitative study was to describe the ways in which Orìsà priests and their clients conceptualize issues and concerns described by Western based approaches as mental health problems. The two research questions guiding this inquiry included: (a) how do Orìsà priests and their clients conceptualize issues and concerns associated with mental health problems in Western psychology and (b) what methods and techniques do Orìsà priests and their clients use to address issues or concerns associated with mental health problems in Western psychology? This study was grounded in African-centered theory by providing a cultural lens to guide the research design, data collection, and analysis. Data were collected during semi-structured individual interviews with four Orisa priests in a three phase model, for a total of 12 interviews. The study also included three focus groups (six informants per group), who did not participate in the individual interviews. Each group met for two sessions, for a total of six focus groups. Bracketing of assumptions by research team members and use of a reflexive journal was used to ensure credibility and dependability of the data (Creswell, 1998). Data analysis consisted of a recursive process divided into multiple steps, to help strengthen methodological rigor and verification of study procedures. The three part process included codebook development, code application, and data analysis. Three major themes emerged from the data. The first theme, The Conceptualization of Mental Health Problems as Spiritual Matters included one subtheme, Transgenerational Transmission. The second theme, Origins of Mental Health Problems, included three subthemes (Western Socialization, Spiritual Forces, and Ifa as a Healing System). The final theme, Addressing Mental Health Problems, included three subthemes (The Divination Process, Referrals, and Western Therapy). Results of this study indicate that respondents primarily conceptualize mental health problems as spiritual matters and seek to address these problems with the help of an Orìsà priest. In addition, some respondents sought the services of a Western trained therapist for the same issue. Practice and research implications are discussed.
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Nineham, C. „Involving service users and carers in mental health education : mental health students' perspectives of the impact of direct involvement on their learning and practice“. Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11017/.
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Service user involvement (SUI) in healthcare and education is an established element of government policy. Emerging research demonstrates that SUI in education can positively impact on mental health students' learning. However, limited empirical attention has been paid to the impact on practice in this area. Moreover, no research has investigated whether impact on practice is sustained. Section B describes a qualitative study exploring qualified clinical psychologists' (CPs) experiences of a placement-based service user and carer involvement (SUCI) scheme during their training. The study focused on understanding their perception of the scheme's impact on their learning and practice and whether the impact on practice was sustained. Seven CPs were interviewed, predominantly 32-33 months post-scheme. Interpretative Phenomenological Analysis was used to analyse the data. Four super-ordinate themes were identified: “Contextual and relational factors underpinning learning”; “Learning: Personal and professional development”; “The enduring impact on practice”; and “Personal reflections and meaning-making”. The findings are discussed in relation to existing literature and relevant theory, including adult learning theories and social positioning theory. The findings suggest that SUCI in placement-based learning during training can support CPs' personal and professional development and a partnership approach to practice. Two participants' experiences highlight factors raising questions regarding for whom and when SUCI may be beneficial to learning. Methodological limitations, implications for SUCI in clinical psychology training and directions for future research are presented.
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Canada, Michelle. „School counselors' concerns regarding effective crisis intervention for students of diverse backgrounds /“. Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1134.pdf.
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Christensen, Jeffrey Kyle. „Building a consensus on the professional dispositions of counseling students: A content analysis on counseling student retention policies“. W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618486.
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Chehaib, Hiba Chehaib. „Perception of School Staff Regarding the Effectiveness of a Youth Mental Health Program in Schools“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6690.
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There is an ongoing debate about how to serve the number of students that are affected by mental health problems. Some schools have moved toward implementing whole school programs. The purpose of these programs is to teach adults who directly interact with school age children, such as parents, family members, caregivers, teachers, school staff, and caring citizens how to respond to an adolescent that is facing a crisis or a mental health challenge. The purpose of this study is to evaluate the perceived effectiveness of such a program. The goals of this study are to (a) determine the short-term outcomes of this initiative from school staff perspective, and (b) determine new directions for improving the program based on school staff’s recommendations. Survey questionnaires will be used to collect data from staff members. Descriptive statistics will be used to inform recommendations for the next steps in the development of the program. Staff surveyed endorsed the satisfaction of the implementation of the mental health program in their schools.
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Goodwin, Rena Marie. „SELF-STIGMA, ATTITUDES, AND PREFERENCES WHEN SEEKING MENTAL HEALTH AND SPORT PSYCHOLOGY SERVICES: A STUDENT-ATHLETE POINT OF VIEW“. UKnowledge, 2017. https://uknowledge.uky.edu/khp_etds/47.
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This study explored student-athletes’ attitudes, stigmas, and preferences toward mental health and sport psychology services. Previous research has identified that student-athletes report similar rates of distress compared to the general student population (Davoren & Hwang, 2014; Frank, Hautzinger & Beckmann, 2013). While student-athletes are in need of mental health services, previous research has also found that student-athletes can benefit from the use of sport psychology services. Previous research has demonstrated the need to support student-athletes as people, students, and athletes (Andersen, Miles, Robinson, & Mahoney, 2004; Bond, 2002; Friesen & Orlick, 2010; Miller & Kerr, 2002). However, not all athletic departments offer mental health and sport psychology services for their student-athletes. Additionally, student-athletes, coaches, and athletic departments, often stigmatize mental health and sport psychology services which results in underutilization. In order to better understand the need and preferences of using these services from a student-athlete’s perspective, this study surveyed 174 iv NCAA Division 1 athletes. The findings of this study revealed that student-athletes were more likely to seek mental health and sport psychology services if they had a) positive attitudes toward seeking help, b) low levels of self-stigma and c) services accessible within their athletic department.
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Li, Longwei. „A Study on International Cultural Sensitivity: How to Eliminate Barriers of Chinese International Students at DAAP to Access Better Mental Healthcare“. University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin156199649507075.
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Frank, Dennis Allen. „Relationships among queer theory pedagogy, sexual orientation competency, and multicultural environment in counselor education training programs“. W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154067.
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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“. PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4638.
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All early childhood educators who work with children between birth and six years of age are likely to encounter young children who experience behavioral and mental health challenges throughout their careers. Research demonstrates that educators can play a vital role in children's mental health and behavioral development. However, often early childhood educators do not believe they have the knowledge or tools to accurately identify and successfully handle the unique challenges that arise when working with children with behavioral and mental health issues.
Using an Anti-Oppressive Framework, this research study explores, through a qualitative case study design, how students in an in-service teacher education program experience children with mental health and behavioral issues in their classrooms. The following research question was used to guide this study: how do students in an in-service early childhood teacher education program think about, emotionally react to, and engage with children who express mental health issues and challenging behaviors in their classrooms?
This paper begins by discussing the prevalence and needs of children with mental health and behavioral issues in early childhood environments. It then synthesizes the relevant literature related to the phenomenon. Next, it describes and defends a study that offered opportunities for students in an in-service teacher education program to consider their beliefs, emotions, and actions concerning inclusive education. From the research findings, implications for practice are revealed, offering ideas to support teacher education programs in better preparing their students to work with all young learners. Lastly, ideas for future research are elucidated.
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Olds, Kelley Yvette. „Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs“. VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4954.
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The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors who address the mental health needs of students through at least one of the following educational evidenced-based programs: Positive Behavior Intervention and Supports, Response to Intervention, Restorative Practices, and Student Assistance Program. EBPs have evolved as a staple of quality educational programming with a focus on best practices, data, and accountability. Over the past several decades, school counselors have struggled to demonstrate efficiency, accountability, and transparency consistently in counseling outcomes (Generali, Foss-Kelly, & McNamara, 2013). Recent literature in school counseling embraces the movement toward evidenced based practices to urge counselors to demonstrate their capacity for leadership, advocacy, and accountability (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014; Goodman-Scott, Betters-Bubon, & Donohue, 2015). Six significant themes emerged through data analysis: 1) Cultivating advocacy and leadership skills; 2) Recognizing benefits of EBP integration; 3) Being frontline in mental health as personal-social domain dominates school counselor role; 4) Collaborating and consulting with school and community stakeholders; 5) Needing supportive environment to promote mental wellness; and 6) Navigating EBP implementation challenges. Findings from this study suggest that promoting mental wellness using EBPs is conducive to address the personal social needs of students. Moreover, the school counselor participants indicated that the EBPs reviewed were valuable school reform models as the EBPs address students’ mental health needs. The findings also suggest that school counselors, as key educational stakeholders, should be included in the discourse of EBP advancement, execution, and assessment.
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Blasko, Lynda Shane. „Coping Resources and Emotional Neglect among Individuals with a Sibling with a Mental Illness“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/19.
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The experience of having a sibling with a mental illness affects well siblings in a myriad of ways (Marsh, 1998). In the present paper the term well siblings refers to those individuals who have a sibling with a mental illness but who do not have a mental illness themselves. They face unique stressors due to disruptions in the sibling relationship and in the family (Corrigan & Miller, 2004). The stressors commonly experienced by well siblings include stigma, objective and subjective burden, intense and conflicting emotions, disruptions in family of origin, interpersonal and intrapersonal difficulties, difficulties with the mental health system, and over reliance on maladaptive stress coping resources (Greenberg, Kim, & Greenley, 1997; Lukens, Thorning, & Lohrer, 2004; Marsh, 1998; Marsh & Dickens, 1997b; Riebschleger, 1991). Research describing disruptions in family of origin suggests that well siblings also are experiencing emotional neglect (Lukens et al.; Marsh; Marsh & Dickens). This paper presents a synthesis of literature on the stressors well siblings experience and their attempts at coping with stress. For this study, 133 participants completed 3 instruments: (a) demographics questionnaire, (b) the Coping Resources Inventory for Stress (Matheny, Curlette, Aycock, Pugh, & Taylor, 1987), a measure of perceived stress coping resources, and (c), the Childhood Trauma Questionnaire (Bernstein & Fink, 1998), which includes an emotional neglect scale. Participants with siblings with a mental illness were compared with participants whose siblings do not have a mental illness. Results indicate significant relationships between well siblings and emotional neglect and between emotional neglect and effective stress coping. However no significant relationship was observed between well siblings and effective stress coping. Therefore, having a sibling with a mental illness seems a risk factor for emotional neglect, but is not itself a risk factor for poor stress coping. The present study suggests that it is emotional neglect which is a risk factor for poor stress coping. The clinical implications of these results are discussed as well as the research implications and limitations of the study.
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Byrd, Rebekah J., und Bradley Erford. „Journal of Mental Health Counseling (JMHC) Publication Pattern Review: A Meta-study of Author and Article Characteristics from 1994-20“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/882.
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Patterns of articles published in the Journal of Mental Health Counseling (JMHC) from 1994 through 2009 were reviewed. Characteristics of authors (e.g., sex, employment setting, nation of domicile) and articles (e.g., topic, type, design, sample, sample size, participant type, statistical procedures and sophistication) are described and analyzed for trends over time.
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Singleton, Destiny L. „Supporting Students with Chronic Health Conditions: An Evaluation of School Nurses’ Collaborative Practices with School Psychologists“. Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7945.
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Many students in primary and secondary schools are impacted by a chronic health condition. Researchers have postulated that interprofessional collaboration between medical and mental health providers can be beneficial in improving the academic, behavioral, and social-emotional outcomes of students with chronic health conditions (Drotar, Palermo, & Barry, 2003; Shapiro & Manz, 2003). An emerging area of focus is on the school-based collaboration between school nurses and school psychologists regarding supporting students with chronic health conditions. This study investigated school nurses’ perceptions of the benefit of collaborating with school psychologists, school nurses’ awareness of the roles of school psychologists, the frequency of collaborative practices, the relationship between the awareness of roles and frequency of collaborative practices, and the barriers and facilitators to the collaborative process. A total of 1,054 school nurses were recruited from National Board for Certification of School Nurses to participate in the study, and 240 surveys were completed (23% response rate). Findings indicate that school nurses perceive the collaborative practice as being beneficial for supporting students with chronic health conditions. Additionally, school nurses were able to accurately identify many roles of school psychologists. Despite school nurses perceiving collaboration with school psychologists as beneficial, and being aware of the roles of school psychologists, the frequency of collaboration between school nurses and school psychologists was low. Further analysis found a significant and positive relationship between awareness of the roles and collaborative practices. Benefits of the collaborative process included cross-disciplinary problem solving and the opportunity to share resources.
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Fonseca, Thomas Allen. „Professional school counselor perception of preparedness in stabilizing a student in specific crisis situations a random sample of American School Counselor Association members /“. Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-145743.
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Oliveira, Maria Lilian Coelho de. „Caracterização socio-demografica, academica e clinica dos estudantes atendidos no serviço de assistência psicologica e psiquiatrica ao estudante (SAPPE) de 1987 a 2004“. [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/308732.
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Orientador: Claudio Eduardo Muller BanzatoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: A caracterização dos clientes é um passo importante na avaliação dos serviços oferecidos pelos centros de saúde mental de um campus universitário em seu planejamento e desenvolvimento futuros. Os objetivos do presente estudo foram descrever as características sócio-demográficas, acadêmicas e clínicas dos estudantes graduação e pós-graduação, que influenciam a procura por um serviço de saúde mental (Serviço de Assistência Psicológica e Psiquiátrica ao Estudante - Sappe) de um campus do Brasil (Unicamp) no período de 17 anos (Março/1987 - Março de 2004). Tais características foram também comparadas com as dos estudantes de toda a universidade. Método: Foram utilizadas as informações dos 2.496 prontuários dos estudantes que procuraram o Serviço. As informações foram sócio-demográficas, acadêmicas e clínicas do cliente e, foi estruturado um banco de dados. A base de dados da Unicamp foi consultada para obter informações sobre o corpo discente da universidade como um todo. Resultados: Os dados indicaram um sobre-representação entre os estudantes de graduação, sexo feminino, oriundos de outros estados brasileiros além de São Paulo. Os estudantes vivem na moradia estudantil do campus e possuem como principal fonte de rendimentos bolsas de estudo. Encontramos também um sobre-representação de estudantes de Ciências Humanas e Artes. Os motivos manifestos mais freqüentemente relatados foram: dificuldades em relações interpessoais, conflitos familiares e mau desempenho acadêmico. Conclusão: O nível do curso (graduação ou pós-graduação), área do conhecimento, residir na moradia estudantil da universidade e a dependência da concessão de bolsas de estudo influenciam o padrão de motivos manifestos para a procura pelo Sappe.
Abstract: The characterization of clients is an important step in the evaluation of services offered by campus counseling and mental health centers and in their further planning and development. The objectives of the present study were to describe reported demographics, academic and complaint of students (undergraduate and graduate) who sought counseling/mental health care at a Brazilian campus (Unicamp) mental health service (Serviço de Asssistência Psicológica e Psiquiátrica ao Estudante - Sappe) over 17 years (march/1987 - march/2004). Compare such characteristics to those of the overall university student body. Methods: Participants were all 2.496 students who sought counseling/mental health care at SAPPE. Information was obtained from client's clinical chart. Unicamp's data base was consulted for information about overall university students. Results: Findings indicated an overrepresentation, among clients, of undergraduates, female students, students from Brazilian states other than Sao Paulo, students living in the campus residence hall and those whose main source of income was a scholarship grant. We also found an overrepresentation of Humanities and Arts student-clients. The most frequently reported complaints were: difficulties in interpersonal relationships, family conflicts and poor academic performance. Conclusion: Course level (undergraduate or graduate), study field, living in a university residential facility and reliance on a scholarship grant were found to influence the mental health seeking behavior of Brazilian university students in this study. Course level was found to influence the pattern of complaints reported at first contact with the mental health service.
Mestrado
Saude Mental
Mestre em Ciências Médicas
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Giles, Kathleen M. „Anger and type-related coping resources in the experience of adult survivors of incest“. W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618475.
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The purpose of this study was to determine from a group of ending stage of treatment or post-treatment incest survivors their experience with anger before therapy, during therapy, and at present, using semi-structured interviews and the following objective measures: STAXI--State-Trait Anger Expression Inventory (Spielberger, 1988), CRI--Coping Resources Inventory (Hammer and Marting, 1988), MBTI--Myers-Briggs Type Indicator (Myers and McCaulley, 1985), a researcher-constructed outcome measure (a visual analog scale of awareness of feelings and symptom improvement) and a researcher-constructed Type-Related Anger questionnaire. Subjects who volunteered to participate in the study were 45 adult female (average 38 years old) survivors of childhood incest where incest was defined to include any sexual contact by a blood relative or by someone who is in a caretaking role and their 25 referring outpatient therapists, identified as experts in their communities by local rape crisis centers. Survivors had worked with an average of 3.6 therapists per person and had been in therapy for an average of 32 months with their current therapists.;STAXI results showed that these survivors had much more State and Trait Anger and had repressed much more anger before therapy than at present. They were not significantly more expressive with their anger prior to therapy than at present. When compared to the norm groups on the objective measures, these survivors at present had equal total coping resources, equal repressed anger, and more expressed anger. There were no differences between therapist assessment and client report of current repressed or expressed anger. Specific coping resources had some type-related similarities, but the small sample size in this study made all type results inconclusive. Strategies, tasks, and rituals for working through anger were suggested by both survivors and therapists and could be classified by type preference and by coping resource preference.;Implications of the study are that severely abused survivors can be successfully treated by qualified therapists and that their anger is related to empowerment and healing and is not "maladaptive.".
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Lawrence, Christopher. „Jumping off the couch: Infusing creativity into counselor education“. W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618610.
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This study infused key elements of creativity into the process of counselor education, exposing students in a counseling skills and techniques course to a curriculum designed to promote tolerance for ambiguity, appropriate risk-taking behaviors, and improvisational skills. Employing a phenomenological strategy of inquiry, the researcher sought to explore the ways the participants made sense of their experience in the course, as well as the ways the experience informed their perspective of counseling and the role of a counselor. Participants recognized counseling as a profession replete with ambiguity and rife with personal and relational challenges. They came to appreciate a clinician's role in establishing and maintaining rapport and developed an understanding of the need to read situations and reason "on the fly." They realized counselors need to be self-aware and aware of their impact on others, open to exploring divergent viewpoints, and possessed of the divergent thinking skills needed to generate new perspectives. By connecting themselves to their students (through modeling), the students to one another (via experiential opportunities), and everyone to the subject (through lectures, interventions, and assignments designed as part of the curriculum), instructors and students alike recognized counseling as an interpersonal creative activity.
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Gallo, Laurie Anne. „Investigating written emotional disclosure as an intervention for college student drinking“. Diss., Online access via UMI:, 2007.
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Farabee, Elizabeth A., Grace Wholley, Adam Y. Chan, Peter Blosser, Haley N. Porter, Taylor M. Harris, Nicole L. Gardner, Jonathan A. Jones, Jordan L. Herring und Richard L. Wallace. „The Effect of Implementing a Pass/Fail Curriculum with Retained Class Rank on Medical Student Well-Being“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/asrf/2020/presentations/58.
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Moving to a pass/fail curriculum has generally been associated with decreased levels of stress and increased medical student well-being. However, not much research has been done to identify the specific effect of retaining class rank in a pass/fail curriculum and how this might affect student stress levels. The purpose of the current study was to fill in current research gaps in this area and to provide further insight into some of the factors that contribute to medical student burnout. The study was carried out using the Medical Student Well-Being Index (MSWBI), a self-reported survey that evaluates medical student fatigue, depression, burnout, anxiety/stress, and mental/physical QOL on a weighted and unweighted basis. Additionally, a set of add-on questions developed by the research team were distributed to participants along with the MSWBI. These questions asked the students to determine whether the change to a pass/fail curriculum increased, decreased, or did not change their perceived stress levels and to identify the major sources of their perceived stress. Participants were full-time medical students enrolled at ETSU Quillen College of Medicine from the Fall 2019 to Spring 2020 terms. They were divided by graduation year and asked to complete the MSWBI and IRB-approved add-on questions once per school year during this period. The number of add-on question respondents from each class reporting an increased or unchanged level of stress since switching to a pass-fail system encompassed 62.6% of all respondents. The most common reason provided by respondents for either increased or unchanged levels of stress after switching to a pass/fail curriculum was the continued reporting of class rank. This work will be useful in determining the true sources of student stress within the medical education system. While a pass/fail curriculum may reduce medical students’ perceived stress, this data indicates that class rank remains burdensome for many. Understanding the underlying factors that influence poor medical student well-being can lead to better targeted interventions.
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Ochs, Nancy G. „Racial issues in White dyads: An investigation of Helms's interaction model“. W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618677.
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Experienced counselors in three eastern states were surveyed about the incidence of racial issues presented by their White clients and were asked to complete the White Racial Identity Attitudes Scales (WRIAS) and to respond to a questionnaire about a White client presenting a racial issue. Nearly a quarter of the counselors responding to the survey reported having some clients raising racial issues as main issues in counseling, and 45% reported having some clients bringing up racial issues relevant to their counseling. Respondents generally did not have training to help White clients with racial issues, nor did many report having special strategies, information, or interventions they used in such situations. Counselors' patterns of response on the WRIAS were found to be related to their patterns of response on the Case Questionnaire, and the predictions of Helms's interaction model were partially supported.
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Barton, Kelci. „When Process Becomes Processing: Managing Instructor Response to Student Disclosure of Trauma in the Composition Classroom“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3569.
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In first-year composition courses, there are three aspects of teaching that are researched well so far: disclosure of trauma in student writing, instructor feedback, and emotional labor. The disclosure of trauma is almost completely unavoidable in first-year composition. We encounter an issue with instructor feedback; how do we provide feedback to student writing, like grammar and mechanics, when the student has disclosed trauma in the writing? Additionally, we can build off this with emotional labor, which already occurs consistently in teaching but is heightened in this instance. When providing feedback to a student who has disclosed trauma, this can be emotionally taxing on the instructor, as they may have to hide emotions regarding feedback to disclosure. How can the instructor manage their emotional labor in this instance – or how can instructors provide feedback to student disclosure of trauma in a manner that both prioritizes the student and instructor’s mental health?
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Ramos, Lila de Fátima de Carvalho. „A Assistência ao Estudante nas IFES em contexto brasileiro: O Programa Saudavelmente da Procom-UFG“. Pontifícia Universidade Católica de Goiás, 2012. http://localhost:8080/tede/handle/tede/2165.
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Previous issue date: 2012-09-13In this dissertation we studied, we analyzed the Student Attendance in the public higher education institutions federate Brazilian (Ifes) in a society inserted in the capitalist rationality. This analysis took place with documental and bibliographical research in which it was analyzed as the education politics have treaty the Programs of Student attendance in the area of the mental health of the students linked Ifes. For so much, it presents in a descriptive way a model of Program of Mental health, the one of the Federal University of Goiás, Programs Soundly, with actions of attention, prevention and treatment of offences á mental health of the students of UFG. The results of the documental research on the program Soundly were the following: in five years 739 students was assisted, which 62,7% are women, 37,3% are men, 82,7% are single, 12,3% are married, 86,7% are graduation, 10,7% masters, 2,7% doctors, 81,3% came from public schools, 18,7% of deprived schools, 30,2% presented anxiety upset, 27% presented depression and 12% complained of upset psychosocial, confirming like this, the research of Andifes/Fonaprace (2010) on the profile of the students of Ifes.
Nesta dissertação estudamos e analisamos a Assistência Estudantil nas instituições de ensino superior públicas federais brasileiras (Ifes) numa sociedade inserida na racionalidade capitalista. Esta análise se realizou com pesquisa documental e bibliográfica na qual se analisou como as políticas educacionais têm tratado os programas de assistência estudantil na área da saúde mental dos discentes vinculados às Ifes. Para tanto, apresenta-se de forma descritiva um modelo de Programa de Saúde Mental, o da Universidade Federal de Goiás, Programa Saudavelmente, com ações de atenção, prevenção e tratamento de agravos à saúde mental dos discentes da UFG. Os resultados da pesquisa documental sobre o programa Saudavelmente foram os seguintes: em cinco anos atenderam-se 739 discentes, dos quais 62,7% são mulheres, 37,3% são homens, 82,7% são solteiros, 12,3% são casados, 86,7% são graduandos, 10,7% mestrandos, 2,7% doutorandos, 81,3% vieram de escolas públicas, 18,7% de escolas privadas, 30,2% apresentaram transtorno de ansiedade, 27% apresentaram depressão e 12% queixou-se de transtorno psicossocial, confirmando assim, a pesquisa da Andifes/Fonaprace (2010) sobre o perfil dos discentes das Ifes.
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Fowler, Kathleen M. „Transition experiences of selected emerging adults with emotional and behavioral difficulties in higher education“. [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002504.
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Day, Chelsi. „Availability and Utilization of Sport Psychology Services for Injured College Athletes“. Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1317223366.
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Tigerhielm, Louise, und Pär Tigerhielm. „Variationer i skolsköterskornas upplevelse av hunden som verktyg inom hälsofrämjande arbete - en kvalitativ intervjustudie“. Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26464.
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Bakgrund: Den psykiska ohälsan bland barn och unga i skolan ses enligt forskningen öka. Skolsköterskan har i sin hälsofrämjande roll ansvar för att följa upp elevernas hälsa och genom aktiva insatser förebygga och stödja eleven utifrån en samlad helhetsbild. Syfte: Syftet var att belysa variationen i skolsköterskornas upplevelse om möjligheten att använda social tjänstehund inom hälsofrämjande arbete med elever. Metod: En kvalitativ intervjustudie med semistrukturerad intervjuguide. Analysmetoden baserades på en fenomenografisk design. Resultat: Resultat i föreliggande studie visar att flertalet skolsköterskor saknar verktyg som ger möjlighet att nå ut till de elever som inte själva aktivt söker kontakt. Resultatet pekade även på att fler områden inom elevhälsans stödjande insatser saknar resurser nog trots att problemområdena är väl identifierade. Slutsats: Den sociala tjänstehunden ses som ett starkt alternativ till hälsofrämjande redskap inom skolsköterskans roll. Fynden i studien förmedlar att hunden kan bidra till en ökad mottaglighet hos eleverna som direkt relaterar till skolsköterskans inflytande i det hälsofrämjande arbetet.Background: According to research, the mental illness among children and adolescents in school is seen to increase. The school nurse has in her healthpromoting role the responsibility to follow up the students' health and through active efforts, prevent and support the pupil based on a combined overall picture. Aim: The purpose was to highlight the variation in the school nurses' experience about the possibility of using a social service dog in the preventive health work with students. Method: A qualitative descriptive study with a semi-structured interview guide. The method of analysis was based on a phenomenographic design. Result: Results in the present study, show that most school nurses have a lack of tools that give the opportunity to reach out to those pupils who don´t ask for help when they need it. The result also pointed out that more areas within the school health support, have a lack of resources even though areas with the problem are well identified. Conclusion: The social service dog is seen as a strong alternative to healthpromoting tools combined with the role of the school nurse. The findings in the study convey that the dog can contribute to an increased susceptibility among the students who directly relate to the school nurse's influence in the health promotion work.
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Snyman, Isak Stefanus De Wet. „Die invloed van ʼn diensleerbenadering in die destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiente“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71658.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Worldwide the stigma attached to psychiatric patients, psychiatric disorders, psychiatrists and the field of Psychiatry is of great concern. The stigmatising perceptions of medical practitioners and medical students towards psychiatric patients have a negative impact on effective treatment, considering the increasing burden psychiatric disorders are placing on communities and health systems. Numerous efforts were attempted and recommendations made for destigmatising medical students' perceptions towards psychiatric patients. It was found that perception usually improved after a clinical rotation in Psychiatry, but the stigmatising perceptions mostly returned a year later. The first clinical exposure to Psychiatry for medical students at the Faculty of Medicine and Health Sciences, Stellenbosch University, is during the fourth or fifth year of study. This rotation was revised in 2010 and a service-learning component added. The research question which consequently developed, is: What is the influence of a service-learning approach on destigmatising students' perceptions towards psychiatric patients? The research followed a phenomenological school of thought in an interpretative paradigm with a qualitative-inductive approach. On the last day of a rotation students handed in their written reflections and an in-depth focus group interview was conducted. The focus group interviews were repeated a year later. Students' reflections and the transcribed texts were analysed. This served as the basis for conclusions from which recommendations were made. It was found that students had stigmatising perceptions towards psychiatric patients before their first clinical rotation in Psychiatry. Directly after that students' perceptions were destigmatised to a greater extend. A year later non-stigmatising perceptions of understanding, acceptance, comfortableness, compassion, respect and responsibility were still present, although a few students experienced the limited return of stigmatising perceptions. Students attributed the positive changes to their service-learning experience in combination with the clinical placement at a psychiatric hospital with a friendly atmosphere and where they were exposed to patients not suffering from complex and extreme psychiatric disorders. The non-stigmatising perceptions a year after a clinical rotation in Psychiatry demonstrates the transformative value of service-learning. Service-learning is where meaningful and relevant service is rendered with and in the community, social responsiveness is purposefully emphasised and structured reflections are done to enhance academic learning. As a result of this study medical schools worldwide can take cognisance that a service-learning approach made a significant contribution to the stained destigmatisation of medical students' perceptions towards psychiatric patients.
AFRIKAANSE OPSOMMING: Stigma teenoor psigiatriese pasiënte, psigiatriese steurings, psigiaters en Psigiatrie as vakgebied is wêreldwyd ʼn groot bron van kommer. Medici en mediese studente se stigmatiserende persep-sies teenoor psigiatriese pasiënte het ʼn negatiewe impak op effektiewe behandeling, veral gesien in die lig van die groterwordende las wat die toename in psigiatriese steurings op gemeenskappe en gesondheidsisteme plaas. Heelwat pogings is aangewend en aanbevelings gemaak om mediese studente se persepsies teenoor psigiatriese pasiënte te destigmatiseer. Daar is bevind dat persepsies gewoonlik verbeter direk na ʼn kliniese rotasie in Psigiatrie, maar dat stigmatiserende persepsies meestal binne ʼn jaar terugkeer. Mediese studente aan die Fakulteit Geneeskunde en Gesondheidswetenskappe, Universiteit Stellenbosch, se eerste kliniese blootstelling aan Psigiatrie is tydens die vierde of vyfde studiejaar. In 2010 is dié rotasie hersien en ʼn diensleerkomponent bygevoeg. Die navorsingsvraag wat hieruit ontwikkel is, is: Wat is die invloed van ʼn diensleerbenadering op die destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiënte? Die navorsing het ʼn fenomenologiese denkrigting gevolg in ʼn interpretatiewe paradigma met ʼn kwalitatief-induktiewe benadering. Studente het skriftelike refleksies op die laaste dag van ʼn rotasie ingehandig en ʼn in-diepte fokusgroeponderhoud is gevoer. ʼn Jaar later is die fokus-groeponderhoude herhaal. ʼn Ontleding van studente se refleksies en die getranskribeerde tekste en gedoen. Dit het gedien het as basis vir die gevolgtrekkings waaruit aanbevelings gemaak is. Daar is gevind dat studente voor hulle eerste kliniese rotasie in Psigiatrie, stigmatiserende persepsies teenoor psigiatriese pasiënte gehad het. Direk daarna was studente se persepsies grotendeels gedestigmatiseer. Na ʼn jaar was nie-stigmatiserende persepsies van begrip, aanvaar-ding, gemaklikheid, deernis, respek en verantwoordelikheid steeds teenwoordig, alhoewel stigma-tiserende persepsies tot ʼn mate by sommige teruggekeer het. Studente het die positiewe verande-ring toegeskryf aan die diensleerervaring in kombinasie met 'n kliniese plasing in die psigiatriese hospitaal waar ʼn vriendelike atmosfeer geheers het en waar daar blootstelling was aan pasiënte wat nie aan komplekse en ekstreme psigiatriese steurings gely het nie. Die nie-stigmatiserende persepsies ʼn jaar na ʼn kliniese rotasie in Psigiatrie toon die transformatiewe waarde van diensleer. Met diensleer word sinvolle en relevante diens met en in die gemeenskap gelewer, doelbewuste klem word op sosiale verantwoordbaarheid gelê en ge-struktureerde refleksie word gedoen om beter akademiese leer te laat plaasvind. Na aanleiding van hierdie studie kan mediese skole wêreldwyd kennis neem dat ʼn diensleer-benadering ʼn betekenisvolle bydrae gelewer het tot die volhoubare destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiënte.
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Hill, Elizabeth B. „Comprehensive services for students with serious emotional disturbance: An analysis of state legislation and policy“. W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618502.
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The purpose of this study was to examine state legislation and policy related to comprehensive, integrated services for students with serious emotional disturbance. Legislation and policy documents from nine states, Virginia (the pilot study), Indiana, Maryland, New Jersey, North Dakota, Oklahoma, Utah, Vermont, and Wisconsin, were examined. These documents were compared to a set of components extracted from the literature as recommended practice. The document analysis was confirmed through telephone interviews with state-level policymakers in each state's department of education, department of mental health, and/or department of children's services. Support documents were also examined to establish a history for each initiative and describe the model of service delivery created by each state's legislation.;Results indicated a core set of four components common to all 9 states studied: family focused services, full array of services, individualized services and an interagency collaborative structure. Two additional components were found to be present in the legislation of many of the states studied. Community-based services was found in seven states and flexible funding was found in six states. Three components were not found in the legislation of any of the nine states studied: co-location of services, unconditional care, and wraparound services. The degree of congruence between each state's legislation and the set of components ranged from 61% for New Jersey to 30% for Vermont.
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Rothe, Lena. „Ecovillages as Destinations : Potential of Educational Tourism for Coping with Climate-Anxiety“. Thesis, Uppsala universitet, Institutionen för samhällsbyggnad och industriell teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446495.
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Climate-anxiety is a growing mental health issue among the public and particularly among students in sustainability-related studies in Higher Education Institutions (HEI). As education on climate change in HEI overly relies on cognitive learning, students are not able to address their emotions and potential worries about climate change adequately. The research field of climate-anxiety has emerged after 2007 and relates to other mental health responses to environmental destruction such as eco-anxiety. This study examines whether climate-anxiety affects students within HEI and what coping strategies are used by them. The aim is to suggest approaches for HEI and educational tourism providers to better address climate-anxiety. Specifically, it investigates whether non-formal actors like ecovillages can help students to cope with climate-anxiety. Ecovillages are increasingly recognising their role in Education for Sustainable Development (ESD) and helping students with climate-anxiety could balance the shortcomings of HEI. Five case studies of ecovillages were included to determine the potential of educational tourism in reducing climate-anxiety. Even though the study found that short-term study visits were not helpful for students climate-anxiety, it can be assumed that students could gain hands-on coping techniques from more extended stays at ecovillages. Particularly the ecovillages learning environment and pedagogy are beneficial for coping with climate-anxiety. It is suggested that HEI should initiate cooperations with local ecovillages to improve climate-anxiety among students, as it was found that lecturers and Student Mental Health Services (SMHS) in HEI in Sweden do not sufficiently address climate-anxiety.
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Quinn, Fenella. „Primary school-based mental health services : head-teachers' perspectives“. Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646044.
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It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.
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Fane, Robert. „An Analysis of Substance Abusers' Field Dependence & Time Spent in Rehabilitative Therapy“. TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2324.
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This project was designed to determine if significant differences existed between the level of psychological differentiation, as determined by the Group Embedded Figures Test (GEFT), of individuals entering a treatment center for chemical dependency and the length of stay at the facility.
The subjects consisted of 43 white males who were seeking treatment for addiction to mood altering chemicals at a regional treatment facility in Bowling Green, Kentucky. Each subject was interviewed to collect pertinent background information pertaining to past substance abuse and was evaluated to determine psychological differentiation, utilizing the GEFT.
It was determined through an analysis of variance that significant differences did not exist between individuals classified as Field Dependent or Field Independent, relative to length of stay. A post hoc analysis determined that significant differences did exist between those individuals who were categorized as Unclassified (not consistently Field Dependent or consistently Field Independent) and those categorized as Field Dependent and Field Independent.
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Zhu, Ge. „Understanding utilization of mental health services among Chinese international students“. Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32678.
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Master of ScienceJournalism and Mass Communications
Nancy W. Muturi
Background: Depressive and anxiety disorders are common mental health disorders that threaten the well-being of ethnic minorities. Asian international students are suggested experience higher level of depression and anxiety, but less likely to use mental health services than students in general. This study examines factors that motivate and impede Chinese international students from seeking college counseling services from the perspective of health communication. Method: An online, self-administered questionnaire was conducted among a randomized sample of 150 Chinese international students from a Mid-Western university. The questionnaire was structured with key variables derived from the Health Belief Model (HBM) and the Social Cognitive Theory (SCT), such as perceived severity, perceived susceptibility, and self-efficacy of using counseling services. Key variables are measured by 5-point Likert scale. Data analysis was conducted with Pearson’s correlation and multiple linear regression. Results: Chinese international students’ counseling seeking behavior is influenced by their perceived self-efficacy and external impediments of using counseling services. Perceived knowledge of mental health disorders and counseling contribute significantly to Chinese international perceived self-efficacy of using counseling services; however, perceived knowledge of the two items are generally low. The adherence of Asian cultural values, especially to collectivism and emotional self-control, contribute significantly to Chinese international students’ negative perceptions of counseling. Conclusion: College counseling services should conduct health communication campaigns that aim at improving Asian international students’ knowledge of depression/anxiety and psychological counseling, in order to encourage them to engage in college counseling system. College counseling services should also enhance the cultural sensitivity of counselors, and provide culture-matched counseling services to Asian international students.
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Luis, Emily. „School-based mental health services delivered by school psychologists“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001153.
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Wood, Olivia S. „Utilization of Mental Health Services by African American Undergraduate Students“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505234/.
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This study explores where African American college students find mental health support and why those supports are chosen. Greater knowledge of the sources of mental health support sought by African American college students can assist higher education institutions in adapting current services to meet the needs of this specific student population. A qualitative phenomenological approach was utilized, and the study's sample included twelve participants, 6 female and 6 male, from a large public four-year university in Texas. These participants, undergraduate students with ages ranging from 18 to 24, were given a survey and completed two semi-structured interviews throughout one semester. Results indicated that study participants were more likely to utilize informal than formal support for their mental health and many had no source of support. Family stigma, peer attitudes, as well as internal and external pressures all influenced participant's choices to seek support. Based on findings from the study, recommendations for two distinct groups, counseling center directors and higher education administrators, are also discussed.
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Faust, Kimberly. „Attitudes toward mental health and seeking psychological help among Pennsylvania German college students“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.A.)--Kutztown University of Pennsylvania, 2001.Source: Masters Abstracts International, Volume: 45-06, page: 2775. Typescript. Abstract precedes thesis as preliminary leaf ix. Includes bibliographical references (leaves 32-39).
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Clay, LaTasha K. „The Lived Experiences of African American Women with Breast Cancer: Implications for Counselors“. ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1623.
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Qualitative phenomenological methodology was used to explore the lived experiences of African American women diagnosed with breast cancer. Phenomenology focuses on the meaning of the lived experiences of individuals experiencing a concept, structure, or phenomenon (Creswell, 2007). The purpose of phenomenological research is to identify phenomena as perceived by the individual. Utilizing an existential perspective, the focus of this study was to uncover meaning which defined the essence of the participants’ experiences. Seven African American women diagnosed with breast cancer participated in this study. The participants’ ages ranged from 33-63 years. A semi-structured interview process with open-ended questions was utilized to gain an understanding of the participants’ personal experiences related to the phenomenon. Data was analyzed using Interpretative Phenomenological Analysis (Smith, 2004) to ascertain emergent themes and to interpret the meaning of the participants’ breast cancer experience.
Seven common themes emerged from the cases. Those themes included: spirituality; support systems; self-care; resiliency; existential meaning; education; and perception of counseling. These seven themes will help to provide insight into how counselors can help to facilitate emotional wellness within this particular population. Implications and recommendations for counselor educators, counselors, and counselors-in-training with this population are also addressed.
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McClea, Cheryl. „Promoting mental health services at Delaware College of Art and Design“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 104 p, 2008. http://proquest.umi.com/pqdweb?did=1605146211&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Albrecht, Opal. „Addressing graduate student mental health“. Kansas State University, 2014. http://hdl.handle.net/2097/17381.
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Master of ScienceDepartment 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.