Pub Date : 2022-02-02DOI: 10.1080/87568225.2022.2029659
Morgan E. Browning, A. Morena, Evelyn R. Gould, Elizabeth E. Lloyd-Richardson
ABSTRACT University students face significant mental health challenges and often have difficulties seeking and obtaining mental health care. Acceptance and Commitment Therapy (ACT) seeks to increase psychological flexibility and valued living, and is well-suited for a transdiagnostic, skills-based approach that can support students with diverse needs. Embedding interventions in university courses may reach more students. A brief, four session ACT intervention plus follow-up, “Brief ACT for Undergraduates,” was delivered by a trained graduate student to 22 students participating in an undergraduate psychology seminar. Roughly half of the sample met clinical cutoffs on validated measures. Stress and anxiety decreased at follow-up. Students rated the intervention as helpful and accessible and reported moderate engagement with skills outside of class. These pilot results suggest embedding ACT within a university course is a beneficial way to support student mental health. Study limitations and future recommendations discussed, and the need for large-scale replication and RCTs emphasized.
{"title":"Brief ACT for Undergraduates: A Mixed-Methods Pilot Investigation of Acceptance and Commitment Therapy Delivered over Zoom","authors":"Morgan E. Browning, A. Morena, Evelyn R. Gould, Elizabeth E. Lloyd-Richardson","doi":"10.1080/87568225.2022.2029659","DOIUrl":"https://doi.org/10.1080/87568225.2022.2029659","url":null,"abstract":"ABSTRACT University students face significant mental health challenges and often have difficulties seeking and obtaining mental health care. Acceptance and Commitment Therapy (ACT) seeks to increase psychological flexibility and valued living, and is well-suited for a transdiagnostic, skills-based approach that can support students with diverse needs. Embedding interventions in university courses may reach more students. A brief, four session ACT intervention plus follow-up, “Brief ACT for Undergraduates,” was delivered by a trained graduate student to 22 students participating in an undergraduate psychology seminar. Roughly half of the sample met clinical cutoffs on validated measures. Stress and anxiety decreased at follow-up. Students rated the intervention as helpful and accessible and reported moderate engagement with skills outside of class. These pilot results suggest embedding ACT within a university course is a beneficial way to support student mental health. Study limitations and future recommendations discussed, and the need for large-scale replication and RCTs emphasized.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"67 1","pages":"279 - 299"},"PeriodicalIF":1.4,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81462240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.1080/87568225.2022.2029688
Jorge E. Gonzalez, Ashley Ramclam, Rune Moelbak, Meghan Roche
The COVID-19 pandemic forced univaersity and college counseling and psychological service centers to swiftly switch to telepsychology service delivery to meet the continuing needs of student clients. This study was conducted at the onset and peak periods of the COVID-19 outbreak. We explored student client and counselor acceptability, attitudes, perceptions, experiences, barriers, and facilitators to remote telepsychology services using Qualtrics survey methodologies. Student clients and counselors were sent, via e-mail, two separate, but parallel anonymous questionnaires developed for purposes of this study. Results revealed that most student clients agreed that mental health service delivery via telepsychology was an adequate alternative to face-to-face therapy, there were few challenges with telepsychology with ease of access a key benefit. Student clients also felt that the therapeutic alliance was commensurate with face-to-face therapy while identifying lack of privacy in the home as the most problematic aspect of telepsychology. Counselors and student clients both identified convenience as the most important characteristic of telepsychology. Limitations are discussed as well as directions for future research. [ FROM AUTHOR] Copyright of Journal of College Student Psychotherapy is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"The Transition to Telepsychology during the COVID-19 Pandemic: College Student and Counselor Acceptability Perceptions and Attitudes","authors":"Jorge E. Gonzalez, Ashley Ramclam, Rune Moelbak, Meghan Roche","doi":"10.1080/87568225.2022.2029688","DOIUrl":"https://doi.org/10.1080/87568225.2022.2029688","url":null,"abstract":"The COVID-19 pandemic forced univaersity and college counseling and psychological service centers to swiftly switch to telepsychology service delivery to meet the continuing needs of student clients. This study was conducted at the onset and peak periods of the COVID-19 outbreak. We explored student client and counselor acceptability, attitudes, perceptions, experiences, barriers, and facilitators to remote telepsychology services using Qualtrics survey methodologies. Student clients and counselors were sent, via e-mail, two separate, but parallel anonymous questionnaires developed for purposes of this study. Results revealed that most student clients agreed that mental health service delivery via telepsychology was an adequate alternative to face-to-face therapy, there were few challenges with telepsychology with ease of access a key benefit. Student clients also felt that the therapeutic alliance was commensurate with face-to-face therapy while identifying lack of privacy in the home as the most problematic aspect of telepsychology. Counselors and student clients both identified convenience as the most important characteristic of telepsychology. Limitations are discussed as well as directions for future research. [ FROM AUTHOR] Copyright of Journal of College Student Psychotherapy is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"131 36","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72370510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/87568225.2020.1797604
Elizabeth C Thompson, Nicole D Andorko, Pamela Rakhshan Rouhakhtar, Zachary B Millman, Kristin Sagun, Susan C Han, Doha Chibani, Gloria M Reeves, Bruce Herman, Jason Schiffman
Evidence supports the use of brief psychosis-spectrum screening tools for identifying individuals at an increased risk of developing a psychotic disorder. Screening has not been well studied in general mental health settings that serve young adults in the age range associated with highest risk for psychosis. This study explored the feasibility of psychosis-risk screening and assessment among help-seeking students at a university counseling center. The PRIME Screen-Revised was administered to students at clinic intake. Participants who screened positively were offered a follow-up assessment using the Structured Interview for Psychosis-risk Syndromes (SIPS). At intake, 510 students completed the PRIME Screen-Revised, with 132 (25.9%) screening positive. Comprehensive psychosis-spectrum evaluations were completed with 38 participants, and 22 met criteria for a psychosis-spectrum disorder, representing 57.9% of this subsample. Findings suggest that psychosis-risk screening in a college clinic is a promising approach to identifying those at high risk for or in the early stages of psychosis.
{"title":"Psychosis-Spectrum Screening and Assessment Within a College Counseling Center: A Pilot Study Exploring Feasibility and Clinical Need.","authors":"Elizabeth C Thompson, Nicole D Andorko, Pamela Rakhshan Rouhakhtar, Zachary B Millman, Kristin Sagun, Susan C Han, Doha Chibani, Gloria M Reeves, Bruce Herman, Jason Schiffman","doi":"10.1080/87568225.2020.1797604","DOIUrl":"https://doi.org/10.1080/87568225.2020.1797604","url":null,"abstract":"<p><p>Evidence supports the use of brief psychosis-spectrum screening tools for identifying individuals at an increased risk of developing a psychotic disorder. Screening has not been well studied in general mental health settings that serve young adults in the age range associated with highest risk for psychosis. This study explored the feasibility of psychosis-risk screening and assessment among help-seeking students at a university counseling center. The PRIME Screen-Revised was administered to students at clinic intake. Participants who screened positively were offered a follow-up assessment using the Structured Interview for Psychosis-risk Syndromes (SIPS). At intake, 510 students completed the PRIME Screen-Revised, with 132 (25.9%) screening positive. Comprehensive psychosis-spectrum evaluations were completed with 38 participants, and 22 met criteria for a psychosis-spectrum disorder, representing 57.9% of this subsample. Findings suggest that psychosis-risk screening in a college clinic is a promising approach to identifying those at high risk for or in the early stages of psychosis.</p>","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"36 2","pages":"201-222"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/87568225.2020.1797604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10807236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.1080/87568225.2021.1976607
L. R. Marks, M. Stenersen, K. Adams, D. Lattimore, B. C. Lee
ABSTRACT Researchers have noted the detrimental effects of racial microaggressions on the mental health of Black college students. Further, research has identified ethnic identity as a possible moderating factor on the mental health of racial minorities. We examined six dimensions of racial microaggressions and their relation to depression symptoms in a sample of 189 Black college students. We also investigated whether or not ethnic identity served as a moderator. Regression analyses demonstrated significant positive associations between all six dimensions of racial microaggressions and depression, and that ethnic identity significantly moderated the relationship between one dimension (i.e., Low-Achieving/Undesirable Culture) and depression, such that ethnic identity strengthened the relationship between this dimension and depression symptoms. . We discuss implications for research and clinical practice on college campuses, including a need for college counselors to address racial microaggressions and ethnic identity in their clinical work.
{"title":"Racial Microaggressions and Depression in Black College Students: The Role of Ethnic Identity","authors":"L. R. Marks, M. Stenersen, K. Adams, D. Lattimore, B. C. Lee","doi":"10.1080/87568225.2021.1976607","DOIUrl":"https://doi.org/10.1080/87568225.2021.1976607","url":null,"abstract":"ABSTRACT Researchers have noted the detrimental effects of racial microaggressions on the mental health of Black college students. Further, research has identified ethnic identity as a possible moderating factor on the mental health of racial minorities. We examined six dimensions of racial microaggressions and their relation to depression symptoms in a sample of 189 Black college students. We also investigated whether or not ethnic identity served as a moderator. Regression analyses demonstrated significant positive associations between all six dimensions of racial microaggressions and depression, and that ethnic identity significantly moderated the relationship between one dimension (i.e., Low-Achieving/Undesirable Culture) and depression, such that ethnic identity strengthened the relationship between this dimension and depression symptoms. . We discuss implications for research and clinical practice on college campuses, including a need for college counselors to address racial microaggressions and ethnic identity in their clinical work.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"11 1","pages":"243 - 259"},"PeriodicalIF":1.4,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86410021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.1080/87568225.2021.1961110
Brian A. Zaboski, Emma Romaker
ABSTRACT Millions of college students across the United States experience anxiety disorders, evidencing a high need for evidence-based counseling techniques. At the same time, impairment resulting from anxiety often necessitates classroom accommodations at the postsecondary level. Cognitive-behavioral therapy with exposure (CBT ERP) involves a thorough assessment of the function of a client’s behaviors and a personalized treatment plan that gradually exposes them to feared stimuli. Yet students often underutilize classroom accommodations, and accommodations may conflict with the theoretical underpinnings of CBT ERP. We present a brief and accessible explanation of CBT ERP, discuss common classroom accommodations, and suggest methods for successfully integrating accommodations into cognitive-behavioral interventions.
{"title":"Using Cognitive-Behavioral Therapy with Exposure for Anxious Students with Classroom Accommodations","authors":"Brian A. Zaboski, Emma Romaker","doi":"10.1080/87568225.2021.1961110","DOIUrl":"https://doi.org/10.1080/87568225.2021.1961110","url":null,"abstract":"ABSTRACT Millions of college students across the United States experience anxiety disorders, evidencing a high need for evidence-based counseling techniques. At the same time, impairment resulting from anxiety often necessitates classroom accommodations at the postsecondary level. Cognitive-behavioral therapy with exposure (CBT ERP) involves a thorough assessment of the function of a client’s behaviors and a personalized treatment plan that gradually exposes them to feared stimuli. Yet students often underutilize classroom accommodations, and accommodations may conflict with the theoretical underpinnings of CBT ERP. We present a brief and accessible explanation of CBT ERP, discuss common classroom accommodations, and suggest methods for successfully integrating accommodations into cognitive-behavioral interventions.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"51 1","pages":"209 - 226"},"PeriodicalIF":1.4,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86760770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-13DOI: 10.1080/87568225.2021.1961650
Beverly M. Mason
ABSTRACT For several decades, college counseling centers have struggled to meet a steady rise in demand for services. Research suggests that therapeutic advancements, including psychotropic medication, have led to an increase in students with serious mental illnesses who now represent a significant portion of this demand. Current strategies to meet the demand for treatment have fallen short, often resulting in students with serious mental illnesses withdrawing. This composite case study introduces the Next Step Program at Rutgers University, a new program designed specifically to treat students with serious mental illnesses on campus. Using a social ecological approach, this case study traces the development of changes implemented at the macro level of the university, the meso level of the college counseling center, and the micro level of a student receiving treatment at the Next Step Program. By highlighting how on-campus treatment removes common barriers to care and improves outcomes for both students with serious mental illnesses and the universities they attend, college counseling professionals and administrators will learn of the crucial positive impacts on-campus treatment can provide.
{"title":"Treating in Place: A Model of On-campus Care for Serious Mental Illnesses","authors":"Beverly M. Mason","doi":"10.1080/87568225.2021.1961650","DOIUrl":"https://doi.org/10.1080/87568225.2021.1961650","url":null,"abstract":"ABSTRACT For several decades, college counseling centers have struggled to meet a steady rise in demand for services. Research suggests that therapeutic advancements, including psychotropic medication, have led to an increase in students with serious mental illnesses who now represent a significant portion of this demand. Current strategies to meet the demand for treatment have fallen short, often resulting in students with serious mental illnesses withdrawing. This composite case study introduces the Next Step Program at Rutgers University, a new program designed specifically to treat students with serious mental illnesses on campus. Using a social ecological approach, this case study traces the development of changes implemented at the macro level of the university, the meso level of the college counseling center, and the micro level of a student receiving treatment at the Next Step Program. By highlighting how on-campus treatment removes common barriers to care and improves outcomes for both students with serious mental illnesses and the universities they attend, college counseling professionals and administrators will learn of the crucial positive impacts on-campus treatment can provide.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"133 1","pages":"227 - 242"},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75699365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-31DOI: 10.1080/87568225.2021.1957338
R. Daltry, Kristin E. Mehr, L. Keenan
ABSTRACT The current article describes recommendations for identifying and developing referral sources for student-athletes seeking counseling services. A Counseling Center at a northeastern state university collected data from student-athletes presenting for mental health services about who referred them and what sport they played. Findings indicated a disparity between the number of female student-athletes presenting for services and male student-athletes as well as more student-athletes presenting for services during the Fall semester than the Spring semester. It was also found that athletic trainers and coaches were the biggest referral sources to university counseling services. Recommendations for other Counseling Centers are provided in creating and improving upon referral sources for student-athletes.
{"title":"Student-Athletes and Counseling Services: Recommendations for Identifying and Developing Referral Sources","authors":"R. Daltry, Kristin E. Mehr, L. Keenan","doi":"10.1080/87568225.2021.1957338","DOIUrl":"https://doi.org/10.1080/87568225.2021.1957338","url":null,"abstract":"ABSTRACT The current article describes recommendations for identifying and developing referral sources for student-athletes seeking counseling services. A Counseling Center at a northeastern state university collected data from student-athletes presenting for mental health services about who referred them and what sport they played. Findings indicated a disparity between the number of female student-athletes presenting for services and male student-athletes as well as more student-athletes presenting for services during the Fall semester than the Spring semester. It was also found that athletic trainers and coaches were the biggest referral sources to university counseling services. Recommendations for other Counseling Centers are provided in creating and improving upon referral sources for student-athletes.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"23 1","pages":"196 - 207"},"PeriodicalIF":1.4,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88199914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-07DOI: 10.1080/87568225.2021.1926034
Michael A. Mahoney, J. Rings, Basilia C. Softas-Nall, Tabitha Alverio, D. M. Hall
ABSTRACT The purpose of this qualitative study was to explore the homecoming and college transition narratives constructed by student veterans in order to help college clinicians a) to more holistically understand these veterans and their experiences, b) to more fully enter their phenomenological worlds, and c) to form more genuine and effective therapeutic relationships with them. Twelve student veteran participants were interviewed, and six common themes emerged from the analysis. Theoretical and clinical implications are provided, as well as more practical recommendations for college clinicians on how to increase campus-wide support and inclusivity for their student veterans.
{"title":"Homecoming and College Transition Narratives of Student Military Veterans","authors":"Michael A. Mahoney, J. Rings, Basilia C. Softas-Nall, Tabitha Alverio, D. M. Hall","doi":"10.1080/87568225.2021.1926034","DOIUrl":"https://doi.org/10.1080/87568225.2021.1926034","url":null,"abstract":"ABSTRACT The purpose of this qualitative study was to explore the homecoming and college transition narratives constructed by student veterans in order to help college clinicians a) to more holistically understand these veterans and their experiences, b) to more fully enter their phenomenological worlds, and c) to form more genuine and effective therapeutic relationships with them. Twelve student veteran participants were interviewed, and six common themes emerged from the analysis. Theoretical and clinical implications are provided, as well as more practical recommendations for college clinicians on how to increase campus-wide support and inclusivity for their student veterans.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"31 1","pages":"173 - 195"},"PeriodicalIF":1.4,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74942528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-03DOI: 10.1080/87568225.2021.1924098
Rossano Wells
ABSTRACT This paper reports on the findings of a study which sought to investigate the impact and efficacy of technology-based counseling offered by the University of South Africa (Unisa), an Open and Distance Learning (ODL) institution. The study focused specifically on student perceptions of the services they had received from professionals based in the Gauteng regional center, in the context of academic admissions and support, career indecision, financial and psychosocial challenges. A client satisfaction questionnaire was administered to 30 students. The theoretical framework for the study was Activity theory, which is a philosophical and cross-disciplinary framework for studying different forms of human practices as development processes, with both individual and social levels interlinked simultaneously. A mixed-method approach was adopted to explore participants’ experiences and perceptions of e-counseling. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS). Open-ended responses contained in the questionnaire, were subjected to qualitative analysis using the Atlas.ti program. Accessibility, convenience, and efficiency were highlighted as significant benefits of e-counseling. Results of the study suggest that while e-counseling should not be construed as a substitute for traditional, face-to-face counseling and psychotherapy, particularly in respect of more severe emotional and psychological challenges, it can be a useful adjunct to traditional modes of practice. The study also has important quality assurance implications for student counseling practice in Open and Distance Learning (ODL) institutions, particularly with respect to informing online ethical imperatives.
{"title":"The Impact and Efficacy of E-Counselling in an Open Distance Learning Environment:A Mixed Method Exploratory Study","authors":"Rossano Wells","doi":"10.1080/87568225.2021.1924098","DOIUrl":"https://doi.org/10.1080/87568225.2021.1924098","url":null,"abstract":"ABSTRACT This paper reports on the findings of a study which sought to investigate the impact and efficacy of technology-based counseling offered by the University of South Africa (Unisa), an Open and Distance Learning (ODL) institution. The study focused specifically on student perceptions of the services they had received from professionals based in the Gauteng regional center, in the context of academic admissions and support, career indecision, financial and psychosocial challenges. A client satisfaction questionnaire was administered to 30 students. The theoretical framework for the study was Activity theory, which is a philosophical and cross-disciplinary framework for studying different forms of human practices as development processes, with both individual and social levels interlinked simultaneously. A mixed-method approach was adopted to explore participants’ experiences and perceptions of e-counseling. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS). Open-ended responses contained in the questionnaire, were subjected to qualitative analysis using the Atlas.ti program. Accessibility, convenience, and efficiency were highlighted as significant benefits of e-counseling. Results of the study suggest that while e-counseling should not be construed as a substitute for traditional, face-to-face counseling and psychotherapy, particularly in respect of more severe emotional and psychological challenges, it can be a useful adjunct to traditional modes of practice. The study also has important quality assurance implications for student counseling practice in Open and Distance Learning (ODL) institutions, particularly with respect to informing online ethical imperatives.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"226 1","pages":"155 - 172"},"PeriodicalIF":1.4,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72935288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-25DOI: 10.1080/87568225.2021.1911527
Saeed Akbari Zardkhaneh, H. Poursharifi, M. Rajabi, H. Yaghoubi
ABSTRACT This study sought to develop the College Mental Health Scale (CMHS) as a screening instrument among Iranian college students. In total, the nationally representative sample (N = 74,571) was selected to match the Iranian college student population throughout the country. In the first study, a conceptual framework was developed and a pool of items based on the most prevalent mental disorders in Iranian college students were devised. In the second study, psychometric properties of CMHS was examined (n = 600). The third study was conducted in two phases. In the first phase (n = 2,750), explanatory factor analysis was used for reaching a better factor structure and in the second phase (n = 2,750) the invariability of factor structure and correlation of CMHS with related measure was examined. The result revealed a 56-item measurement scale consisting of seven dimensions as the most prevalent mental disorders. In the fourth study (n = 68,471), male and female norms were developed. The CMHS has adequate reliability and validity and can be used for assessment of college students’ mental health problems in Iran.
{"title":"Mental Health of Iranian College Students in a Nationally Representative Sample of over 74,500 Individuals: Scale Development and Standardization","authors":"Saeed Akbari Zardkhaneh, H. Poursharifi, M. Rajabi, H. Yaghoubi","doi":"10.1080/87568225.2021.1911527","DOIUrl":"https://doi.org/10.1080/87568225.2021.1911527","url":null,"abstract":"ABSTRACT This study sought to develop the College Mental Health Scale (CMHS) as a screening instrument among Iranian college students. In total, the nationally representative sample (N = 74,571) was selected to match the Iranian college student population throughout the country. In the first study, a conceptual framework was developed and a pool of items based on the most prevalent mental disorders in Iranian college students were devised. In the second study, psychometric properties of CMHS was examined (n = 600). The third study was conducted in two phases. In the first phase (n = 2,750), explanatory factor analysis was used for reaching a better factor structure and in the second phase (n = 2,750) the invariability of factor structure and correlation of CMHS with related measure was examined. The result revealed a 56-item measurement scale consisting of seven dimensions as the most prevalent mental disorders. In the fourth study (n = 68,471), male and female norms were developed. The CMHS has adequate reliability and validity and can be used for assessment of college students’ mental health problems in Iran.","PeriodicalId":45816,"journal":{"name":"JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY","volume":"31 1","pages":"106 - 126"},"PeriodicalIF":1.4,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82415037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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