An Examination of Psychological Distress in Treatment-seeking College Students with Double Minority Status PDF Download
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Author: Kayla Harris
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Evidence suggests that members of divergent cultural minority groups often experience disproportionate amounts of psychological distress as compared to the general white population. The double jeopardy hypothesis posits that as a result of occupying two marginalized statuses, the combined effects of racial/ethnic and sexual minority group memberships lead to greater negative consequences than occupying one status independently (Greene, 1994). Minority stress theory is a theoretical framework that can be used to understand the accumulative distress experienced as a double minority. However, minority stress has not been thoroughly researched with the treatment-seeking college student population. Many colleges and universities have reported significant increases in students utilization of counseling services (Byrd & McKinney, 2012), the severity of symptoms (Drum, Brownson, Denmark, & Smith, 2009) and the length of treatment (Tosevski, Milovancevic, & Gajic, 2010). Furthermore, the difficulty of transitioning to college and navigating the self-exploration process may evoke even more distress for questioning-identified students of color because of the complexity associated with negotiating the multiple aspects of their identity. Though, while evidence suggests that this population is at increased risk of negative psychological outcomes, there is limited to no research on this plight. Additionally, the research has not begun to examine the absence of a proximal stressor, such as social support, which might effectively buffer the psychological distress experienced by this population. The current research addressed the following research questions: (1) Do racial/ethnic minority students experience more distress than white students? (2) Do sexual minority students (LGBQ) experience more distress than heterosexual students? (3) Do those with a double minority identity experience more distress than those with a single minority identity? (4) How does the stability of ones sexual identity influence the amount of distress experienced? (5) Is the relationship between social support and psychological distress moderated by ones questioning status? (6) For double minorities, is the relationship between social support and distress moderated by ones questioning status? Results indicated that racial/ethnic minorities and sexual minorities evidenced more overall distress. Most findings evidenced small to moderate effects. Further, support for double minority stress was mixed. Double minorities did not evidence more distress than non-double minorities in most cases. Future research should develop more nuanced methodologies for examining treatment-seeking double minority college students.
Author: Kayla Harris
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Evidence suggests that members of divergent cultural minority groups often experience disproportionate amounts of psychological distress as compared to the general white population. The double jeopardy hypothesis posits that as a result of occupying two marginalized statuses, the combined effects of racial/ethnic and sexual minority group memberships lead to greater negative consequences than occupying one status independently (Greene, 1994). Minority stress theory is a theoretical framework that can be used to understand the accumulative distress experienced as a double minority. However, minority stress has not been thoroughly researched with the treatment-seeking college student population. Many colleges and universities have reported significant increases in students utilization of counseling services (Byrd & McKinney, 2012), the severity of symptoms (Drum, Brownson, Denmark, & Smith, 2009) and the length of treatment (Tosevski, Milovancevic, & Gajic, 2010). Furthermore, the difficulty of transitioning to college and navigating the self-exploration process may evoke even more distress for questioning-identified students of color because of the complexity associated with negotiating the multiple aspects of their identity. Though, while evidence suggests that this population is at increased risk of negative psychological outcomes, there is limited to no research on this plight. Additionally, the research has not begun to examine the absence of a proximal stressor, such as social support, which might effectively buffer the psychological distress experienced by this population. The current research addressed the following research questions: (1) Do racial/ethnic minority students experience more distress than white students? (2) Do sexual minority students (LGBQ) experience more distress than heterosexual students? (3) Do those with a double minority identity experience more distress than those with a single minority identity? (4) How does the stability of ones sexual identity influence the amount of distress experienced? (5) Is the relationship between social support and psychological distress moderated by ones questioning status? (6) For double minorities, is the relationship between social support and distress moderated by ones questioning status? Results indicated that racial/ethnic minorities and sexual minorities evidenced more overall distress. Most findings evidenced small to moderate effects. Further, support for double minority stress was mixed. Double minorities did not evidence more distress than non-double minorities in most cases. Future research should develop more nuanced methodologies for examining treatment-seeking double minority college students.
Author: Kyesha Isadore
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Black college students with disabilities experience unique challenges in college which are exacerbated by the need to navigate systemic racism and ableism in higher education. Students with disabilities and Black students have been found to have increased levels of distress compared to their peers. However, regarding seeking support for distress, Black students are less likely to seek services, and students who do seek services are more likely to drop out or have poorer outcomes. The purpose of this research study was to examine the effectiveness of counseling on therapeutic outcomes of psychological and academic distress for treatment-seeking Black college students with psychiatric and non-psychiatric disabilities in college counseling centers. Undergirded by QuantCrit and Pearlin's theory of psychological distress, this study measured outcomes of distress between Black and white students, between students with and without disabilities, and among students on the margins of both race/ethnicity and disability to understand the effectiveness of counseling for Black students with psychiatric and non-psychiatric disabilities. The sample consisted of Black and white college students who sought counseling services at colleges and universities between 2015-2019 at a Center for Collegiate Mental Health affiliate institution. These clients completed the CCMH Counseling Center Assessment of Psychological Symptoms (CCAPS) and the Standardized Data Set (SDS) measures. Findings revealed that over the course of counseling, all clients experienced significant reductions in overall distress. Black clients experienced a faster reduction in symptoms compared to white clients, and Black clients with psychiatric disabilities indicated lower levels of psychological distress compared to white clients with psychiatric disabilities at the end of treatment. Further differences among Black and white clients with and without disabilities for initial distress, rates of change over the course of counseling, and final distress are reported. Implications for theory, practice, and research are discussed.
Author: Dasha M. Highsmith
Publisher:
ISBN:
Category : Counseling psychology
Languages : en
Pages : 0
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Book Description
Researchers have reported an overall shortage of Black behavioral health practitioners in the workforce (West and Schoenthaler, 2017). This shortage is problematic because Black and African American people seeking behavioral health services often, at least initially, prefer a same-race practitioner (Swift and others, 2015). Additionally, there is evidence that treatment duration increases (Ratts and others, 2016) and therapeutic outcomes improve (Swift and others, 2015) when there is a racial match between practitioner and client. There are several reasons contributing to this shortage; however, one reason is low retention of racially diverse (e.g. Asian, Black, Latinx) students in graduate training programs (Kaplan and others, 2018; Tinto, 1975; Wu and others, 2020). Major factors involved in retention in graduate school relates to students' college readiness, sense of belonging within the institution, financial instability, and experiences of racial microaggressions (Joseph, 2012). These factors become more prominent when the students are from racial minority backgrounds, indicating a possible connection to Pillerman's minority status stress framework (Pillerman, 1988). This framework identifies a unique set of stressors experienced by individuals whom are members of marginalized racial groups; specifically, Black/African American. Additionally, research also indicates that those students experience psychological distress (e.g., anxiety, depression, stress) over and above their White counterparts as a result of their minoritized status. Mitigating or protective factors that are said to reduce development or maintenance of psychological distress can be racial centrality (id est, race being a significant aspect of identity; Nioplias and others, 2018; Sellers and others, 1997) and attending a historically Black colleges and universities (HBCUs) (Joseph, 2012). Therefore, the purpose of this study was to examine associations between minority status stress and psychological distress (id est, anxiety, depression, and stress) among Black students enrolled in behavioral health training graduate programs. Implications from this study will aid administrators and policy makers, at PWIs, in creating a safe and supportive environment for their students of color, which can ultimately impact these students' persistence and degree completion. The results of the present study demonstrated a significant relationship between MSS and psychological distress (Research Question 1), along with the inclusion of racial centrality held constant (Research Question 2). However, the inclusion of school type (PWI, MSI, HBCU) had no effect on the degree to which MSS and psychological distress were correlated (Research Question 3). Keywords: minority status stress, psychological distress, HBCU, PWI
Author: Karen Kurasaki
Publisher: Springer Science & Business Media
ISBN: 9780306472688
Category : Medical
Languages : en
Pages : 366
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Book Description
Asian American Mental Health is a state-of-the-art compendium of the conceptual issues, empirical literature, methodological approaches, and practice guidelines for conducting culturally informed assessments of Asian Americans, and for assessing provider cultural competency within individuals and systems. It is the first of its kind on Asian Americans. This volume draws upon the expertise of many of the leading experts in Asian American and multicultural mental health to provide a much needed resource for students and professionals in a wide range of disciplines including clinical psychology, medical anthropology, psychiatry, cross-cultural psychology, multicultural counseling, ethnic minority psychology, sociology, social work, counselor education, counseling psychology, and more.
Author: Jon Etienne Mourot
Publisher:
ISBN:
Category : Minorities
Languages : en
Pages : 186
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Author: Lori Anne Barker
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 328
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Author: Enrico E. Jones
Publisher: Praeger Publishers
ISBN:
Category : Mental health
Languages : en
Pages : 424
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Book Description
Author: Louis Castonguay
Publisher: Routledge
ISBN: 1317288521
Category : Psychology
Languages : en
Pages : 203
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Book Description
The wide gap between science and practice in psychotherapy is due in part to the one-way direction that has mostly defined the connection between researchers and clinicians, with researchers generating empirical knowledge with the hope that practitioners will implement it in their working environment. This traditional approach has not been optimal in addressing the day-to-day concerns of clinicians, or in providing easily generalizable practice guidelines in clinical routine. This book offers an alternative approach to psychotherapy research, based on a partnership between clinicians and researchers in different aspects of the decision, design, implementation, and dissemination of studies conducted in day-to-day practice. More specifically, it describes how to conduct practice-oriented research (POR) by presenting studies and lessons learned (in terms of obstacles faced, strategies used to overcome problems, benefits earned, and general recommendations) by eleven groups of who have been involved in POR in different settings around the world. The book provides tools to help clinicians be active participants in conducting clinically relevant studies, and set the agenda for future research. It seeks to foster collaboration between researchers and practitioners, generating knowledge that can improve our understanding of the process of change and the impact of psychotherapy. This book was originally published as a special issue of Psychotherapy Research.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309439124
Category : Social Science
Languages : en
Pages : 171
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Book Description
Estimates indicate that as many as 1 in 4 Americans will experience a mental health problem or will misuse alcohol or drugs in their lifetimes. These disorders are among the most highly stigmatized health conditions in the United States, and they remain barriers to full participation in society in areas as basic as education, housing, and employment. Improving the lives of people with mental health and substance abuse disorders has been a priority in the United States for more than 50 years. The Community Mental Health Act of 1963 is considered a major turning point in America's efforts to improve behavioral healthcare. It ushered in an era of optimism and hope and laid the groundwork for the consumer movement and new models of recovery. The consumer movement gave voice to people with mental and substance use disorders and brought their perspectives and experience into national discussions about mental health. However over the same 50-year period, positive change in American public attitudes and beliefs about mental and substance use disorders has lagged behind these advances. Stigma is a complex social phenomenon based on a relationship between an attribute and a stereotype that assigns undesirable labels, qualities, and behaviors to a person with that attribute. Labeled individuals are then socially devalued, which leads to inequality and discrimination. This report contributes to national efforts to understand and change attitudes, beliefs and behaviors that can lead to stigma and discrimination. Changing stigma in a lasting way will require coordinated efforts, which are based on the best possible evidence, supported at the national level with multiyear funding, and planned and implemented by an effective coalition of representative stakeholders. Ending Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change explores stigma and discrimination faced by individuals with mental or substance use disorders and recommends effective strategies for reducing stigma and encouraging people to seek treatment and other supportive services. It offers a set of conclusions and recommendations about successful stigma change strategies and the research needed to inform and evaluate these efforts in the United States.
Author: Guido K.W. Frank
Publisher: Springer Nature
ISBN: 3030435628
Category : Medical
Languages : en
Pages : 313
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Book Description
This book provides a comprehensive overview of our current understanding of binge eating, which is characterized by the uncontrollable consumption of large amounts of food in a discrete time period. Written by experts on eating disorders, it first introduces the phenotype of binge eating, including its epidemiology and assessment. It then describes the underlying neurobiological alterations, drawing on cutting-edge animal models and human studies to do so. In addition, it extensively discusses current treatment models, including medication, psychotherapy, self-interventions and disease prevention. Lastly, an outlook on the future research agenda rounds out the coverage. Given binge eating’s current status as an under-researched symptom, but one shared across many eating disorders, this book provides an up-to-date, integrative and comprehensive synthesis of recent research and offers a valuable reference for scientists and clinicians alike.
