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Author: Carey N. Marsh
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 191
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Book Description
Recent statistics indicate that approximately 40% of students enrolled on U.S. college and university campuses report experiencing at least 1 mental health problem in the previous 12 months. Despite the documented benefits of counseling and mental health services on academic performance and degree attainment, only about 10% of mentally and emotionally distressed students ever seek professional help. The purpose of this study, therefore, was to gain a better understanding of why, among college students experiencing similar types of mental and emotional distress, some seek help, whereas most do not. For this study, 2 samples of students were recruited from 1 large, research university campus. The first was a clinical sample and consisted of distressed students who were attending a first screening appointment at the university's counseling center. The second was a random sample of students from the general student population who demonstrated levels of distress similar to the first sample, but who had chosen not to seek professional help. Participants in both samples completed 4 study instruments used for collecting demographic data, as well as data pertaining to help-seeking attitudes, help-seeking behaviors, treatment barriers, types of distress, and levels of distress. Data from both groups were combined to examine what variables contribute to the prediction of who, among similarly distressed college students, chooses to seek professional help and who does not. Of particular interest was the role that treatment barriers related to the affordability, availability, accessibility, and acceptability of mental health services might play in distinguishing help-seekers from non-help-seekers. A binary logistic regression model revealed that treatment-related barriers associated with cost of services, not knowing what services are available, and stigma were found to be significant predictors of help-seeking behavior. Among person-related barriers, measures of depression, generalized anxiety, eating concerns, and substance use were found to be significant predictors of help-seeking behavior. Another person-related barrier, help-seeking attitude, was found to be a significant predictor, but showed a lower rate of accuracy in predicting help-seeking behavior than the other significant predictors. A discussion of these findings is presented, along with associated implications for college campus stakeholders and directions for further research.
Author: Carey N. Marsh
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 191
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Book Description
Recent statistics indicate that approximately 40% of students enrolled on U.S. college and university campuses report experiencing at least 1 mental health problem in the previous 12 months. Despite the documented benefits of counseling and mental health services on academic performance and degree attainment, only about 10% of mentally and emotionally distressed students ever seek professional help. The purpose of this study, therefore, was to gain a better understanding of why, among college students experiencing similar types of mental and emotional distress, some seek help, whereas most do not. For this study, 2 samples of students were recruited from 1 large, research university campus. The first was a clinical sample and consisted of distressed students who were attending a first screening appointment at the university's counseling center. The second was a random sample of students from the general student population who demonstrated levels of distress similar to the first sample, but who had chosen not to seek professional help. Participants in both samples completed 4 study instruments used for collecting demographic data, as well as data pertaining to help-seeking attitudes, help-seeking behaviors, treatment barriers, types of distress, and levels of distress. Data from both groups were combined to examine what variables contribute to the prediction of who, among similarly distressed college students, chooses to seek professional help and who does not. Of particular interest was the role that treatment barriers related to the affordability, availability, accessibility, and acceptability of mental health services might play in distinguishing help-seekers from non-help-seekers. A binary logistic regression model revealed that treatment-related barriers associated with cost of services, not knowing what services are available, and stigma were found to be significant predictors of help-seeking behavior. Among person-related barriers, measures of depression, generalized anxiety, eating concerns, and substance use were found to be significant predictors of help-seeking behavior. Another person-related barrier, help-seeking attitude, was found to be a significant predictor, but showed a lower rate of accuracy in predicting help-seeking behavior than the other significant predictors. A discussion of these findings is presented, along with associated implications for college campus stakeholders and directions for further research.
Author: Timothy Robert Hess
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 134
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Book Description
Research on psychological help seeking has continued to grow as the field of psychology has expanded. Much of the research is often variable driven and assumes this construct is a global construct. The current study used the Theory of Planned Behavior to provide a theory based approach to understanding psychological help seeking intention. Also, the theory was tested for three common presenting concerns: Anxiety or Depression, Career Choice Concerns, and Alcohol or Substance Use. Two samples of over 400 university students completed surveys for all three concerns. Results produced invariance across path loadings for the concerns being compared. When thinking about seeking psychological help, university students do not appear to consider the type of concern but do rely on attitude, stigma, and how much control and efficacy they have to address their problems on their own. Mean differences emerged for some variables in the model, but no meaningful mean differences were noted for gender. Overall, the variables used in the decision making process do not appear to consider concern when seeking help, but the beliefs about seeking help differ some. These results extend the Theory of Planned Behavior to consider the importance of an individual's ability to address their problem on their own. When considering psychological help seeking, college students have similar attitudes and beliefs about their ability to access mental health resources, their beliefs about stigma, ability to address their problems on their own, and their intention to seek help vary more by concern. The specific concerns being addressed does not appear to impact the weight each variable is given in the decision making process; attitude, stigma, and ability to solve the problem on their own appear to be the variables given greatest consideration.
Author: Susan Hoey
Publisher:
ISBN:
Category : College students
Languages : en
Pages :
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Book Description
Author: Martin Fishbein
Publisher: Taylor & Francis
ISBN: 1136874739
Category : Psychology
Languages : en
Pages : 527
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Book Description
This book describes the reasoned action approach, an integrative framework for the prediction and change of human social behavior. It provides an up-to-date review of relevant research, discusses critical issues related to the reasoned action framework, and provides methodological and conceptual tools for the prediction and explanation of social behavior and for designing behavior change interventions.
Author: Dwight L. Evans
Publisher: Oxford University Press
ISBN: 0199928169
Category : Family & Relationships
Languages : en
Pages : 921
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Book Description
This volume reviews the latest information about the treatment and prevention of major mental disorders that emerge during adolescence. It should be a primary resource for both clinicians and researchers, with special attention to gaps in our knowledge.
Author: Elizabeth Chika Tippett
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 206
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Book Description
Author: Jacqueline Mary Gray
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages : 338
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Book Description
Author: Stuart A. Karabenick
Publisher: Routledge
ISBN: 1135810516
Category : Education
Languages : en
Pages : 335
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Book Description
Building on Karabenick’s earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor, Help Seeking in Academic Settings: Goals, Groups, and Contexts brings together contemporary work that is theoretically as well as practically important. It highlights current trends in the area and gives expanded attention to applications to teaching and learning. The contributors represent an internationally recognized group of scholars and researchers who provide depth of analysis and breadth of coverage. Help seeking is currently considered an important learning strategy that is linked to students’ achievement goals and academic performance. This volume not only provides answers to who, why, and when learners seek help, but raises questions for readers to consider for future research. Chapters examine: *help seeking as a self-regulated learning strategy and its relationship to achievement goal theory; *help seeking in collaborative groups; *culture and help seeking in K-12 and college contexts; *help seeking and academic support services (such as academic advising centers); *help seeking in computer-based interactive learning environments; *help seeking in response to peer harassment at school; and *help seeking in non-academic settings such as the workplace. This book is intended for researchers, academic support personnel,and graduate students across the field of educational psychology, particularly those interested in student motivation and self-regulation.
Author: Susan McKenney
Publisher: Routledge
ISBN: 1351601768
Category : Education
Languages : en
Pages : 367
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Book Description
Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings – not laboratories – to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. For each of the four core processes, this volume offers: assessment tools detailed, behind-the-scenes descriptions of actual project work examples of how specific theories have been used to enrich the work For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities, rigor and impact, need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational challenges.
Author: Jennifer Soo Pugh
Publisher:
ISBN:
Category :
Languages : en
Pages : 220
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Book Description
