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Investigating a Mental Health Literacy Intervention Among Economically Disadvantaged Youth
Title
Investigating a Mental Health Literacy Intervention Among Economically Disadvantaged Youth.
Creator
Mumbauer, Jayna, Barden, Sejal, Kelchner, Viki, Van Horn, Stacy, Williams, Nicola, Bai, Haiyan, University of Central Florida
Abstract / Description
Mental health is a critical and pervasive issue for children and adolescents in the United States, with one in five youth living with a diagnosable mental health condition (Center for Disease Control and Prevention, 2017). Despite the increasing rates of mental health disorders, barriers to treatment are abundant and most young people do not receive appropriate treatment (Merikangas, 2009). Mental health literacy is the knowledge and beliefs surrounding mental health that guide recognition,...
Show moreMental health is a critical and pervasive issue for children and adolescents in the United States, with one in five youth living with a diagnosable mental health condition (Center for Disease Control and Prevention, 2017). Despite the increasing rates of mental health disorders, barriers to treatment are abundant and most young people do not receive appropriate treatment (Merikangas, 2009). Mental health literacy is the knowledge and beliefs surrounding mental health that guide recognition, management, and prevention (Jorm, 1997, p. 143). Mental health literacy is a particularly important framework for youth from economically disadvantaged backgrounds as they face increased vulnerabilities to mental health distress and barriers to treatment (World Health Organization, 2017). The aim of the present study was to investigate if an after school mental health literacy intervention changed adolescents' self-reported measures of mental health knowledge, mental health stigma, help-seeking, and hope across three waves of data collection: wave one (immediately before the intervention), wave two (immediately after the intervention), and wave three (one month post-intervention) as measured by: (a) Mental Health Knowledge and Attitude Survey [MHKAS] (Kutcher, McLuckie, (&) Weaver, 2014), (b) General Help Seeking Questionnaire [GHSQ] (Wilson, Deane, Ciarrochi, (&) Rickwood, 2005) 2005), (c) Children's Hope Scale [CHS] (Snyder et al., 1997).; and Self-Stigma of Mental Illness-Short Form [SSMIS-SF] (Corrigan et al., 2012). Main findings of the investigation included a significant difference for multivariate analysis between wave one and wave two (Pillai's Trace = .546, F(4, 56) = 16.816, p (<) .001, partial ?2 = .546). There was a statistically significant positive change in mental health knowledge (p (<) .001; d = 1.992) and help-seeking attitudes (p = .025; d = .934) and a significant negative change in personal mental health stigma (p (<) .001; d =.582) across wave one and wave two. There was no statistically significant change in hope (p = .904; d = .000) across wave one and wave two. Moreover, there was a statistically significant change from wave one to wave three for multivariate within subjects analysis (Pillai's Trace = .604, F(4, 27) = 10.297, p (<) .001, partial ?2 = .604), indicating changes were maintained at one-month follow-up. Specifically, there was a statistically significant positive change in mental health knowledge (p (<) .001, d = 1.960) and help-seeking attitudes (p = .007; d = 1.210) and a significant decrease in mental health stigma (p = .002; d = 1.210). There was no significant change in measures of hope from wave one to wave three (p = .467; d = .271). Results of the study are reviewed and compared to similar studies. The researcher discusses implications of findings for counseling, counselor education, and public policy.
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Date Issued
2019
Identifier
CFE0007506, ucf:52648
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007506
A Trauma-informed School-based Mental Health Counseling Intervention to Promote the Academic and Social-emotional Functionality of Children Living in Poverty
Title
A Trauma-informed School-based Mental Health Counseling Intervention to Promote the Academic and Social-emotional Functionality of Children Living in Poverty.
Creator
Perleoni, Mary, Lambie, Glenn, Kelchner, Viki, Taylor, Dalena, Boote, David, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the effectiveness of a trauma-informed school-based mental health counseling intervention (TI-SBMHCI) on students enrolled in three Title I elementary schools. This study aimed to examine the impact of a TI-SBMHCI on participants' social-emotional functionality, trauma symptomology, and academic behavior. Counselors-in-training provided a 10-week TI-SBMHCI based off of Bath's (2008) The three Pillars of Trauma-informed Care and data was collected...
Show moreThe purpose of this study was to investigate the effectiveness of a trauma-informed school-based mental health counseling intervention (TI-SBMHCI) on students enrolled in three Title I elementary schools. This study aimed to examine the impact of a TI-SBMHCI on participants' social-emotional functionality, trauma symptomology, and academic behavior. Counselors-in-training provided a 10-week TI-SBMHCI based off of Bath's (2008) The three Pillars of Trauma-informed Care and data was collected at pretest (first session), mid (fifth session), and posttest (tenth session). In addition, this investigation examined if participants showed greater improvement in academic behavior in comparison to students who did not receive a SBMHCI through the creation of matched sample control group.Results indicated that the participants' trauma-symptomology, social-emotional functionality, and academic behaviors improved over time. Specifically, results of trauma-symptomology per child report exhibited significant decrease in re-experiencing scores (?(&)#178; = .088), arousal scores (?(&)#178; = .086), and total trauma symptomology scores (?(&)#178; = .08). Further, results of trauma-symptomology per parent report exhibited significant decrease in re-experiencing scores (?(&)#178; = .251), avoidance scores (?(&)#178; = .180), negative thoughts and feelings scores (?(&)#178; = .315), arousal scores (?(&)#178; = .192), and total trauma symptomology (?(&)#178; = .369). In regard to social-emotional functionality, parents reported significant decreased in internalizing (?(&)#178; = .236), externalizing (?(&)#178; = .160), and total problem behavior scores (?(&)#178; = .211). Similarly, teachers reported significant decrease in the participants' total problem behavior scores (?(&)#178; = .090). Further, the students who received the 10-week intervention showed a significant decrease in their office discipline referrals (?(&)#178; = .094). When a matched sample control group was implemented, there was a between-subject effect among the treatment and control group concerning office discipline referrals (p = .042; partial ?(&)#178; = .052) with the treatment group exhibiting greater decrease in office discipline referrals.Implications of the findings include: (a) support for the use of a TI-SBMHCI for children living in low-income communities; (b) evidence that a TI-SBMHCI promotes elementary school students' social emotional functionality, decreases their trauma-symptomology, and improves their academic behavior; and (c) reinforces the importance of trauma-informed counseling within an effective school-based mental health counseling program.
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Date Issued
2019
Identifier
CFE0007704, ucf:52455
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007704
An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.
Title
An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.
Creator
Harris, Shaywanna, Lambie, Glenn, Hundley, Gulnora, Kelchner, Viki, Bai, Haiyan, University of Central Florida
Abstract / Description
College students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased...
Show moreCollege students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased/decreased appetite, headache) impact medication adherence in college students with ADHD. Neurofeedback is a non-invasive, drug-free intervention that uses the theories of biofeedback and cybernetics to increase self-regulation of brain functions. The purpose of this dissertation study was to examine differences in college student participants' scores on inattention, hyperactivity, impulsivity, self-concept, depression, anxiety, and self-efficacy measures over time when exposed to the neurofeedback intervention. The researcher employed a quasi-experimental, one group, time series design to explore differences in levels of symptomology in 11 participants over four assessment points. The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p (<) .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.
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Date Issued
2017
Identifier
CFE0006600, ucf:51271
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006600