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The sample consisted of 219 college students of African descent, with a greater number of females than males. ANCOVAs and multiple regression analyses were implemented to explore and understand the relationship between study variables. Females were found to have more positive attitudes toward seeking psychological help, and higher intentions to seek psychological help when necessary, compared to males. When considered separately, perceived negative peer norms and perceived negative family norms were found to predict help-seeking intentions, while perceived negative community norms did not. When the three levels of perceived negative norms were considered together, only perceived negative family norms was found to predict help-seeking intentions for psychological concerns. Results also showed that individuals with more positive attitudes toward seeking psychological help had higher intentions to seek professional help for psychological concerns, when necessary. The results of this study have implications for clinical intervention and research of mental health service usage among African American late adolescents and early adults. When trying to understand help-seeking intentions among African Americans, family norms are the most prominent factor to consider.
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's abstract: The early college years represent a specific period in a student’s life that is crucial for their development. Approximately one in three college students meet the criteria for a mental health problem (Eisenberg et al., 2013). Universities have unique opportunities for identifying risk and delivering prevention or intervention strategies to students in need. The purpose of this study was to investigate factors associated with First-Year University students’ help-seeking behaviors for university-based mental health services. H1: There will be group differences between gender and race/ethnicity on help-seeking behaviors, knowledge barriers of services or providers and perceived stigma. H2: Lower knowledge barriers of services or providers and limited perceived stigma will be associated with a higher likelihood to seek help for mental health. Sixty-seven students enrolled in a First Year Experience (FYE) course completed an online survey to determine their willingness to seek help from university-based sources, their knowledge barriers of services or providers at the university and their perceived stigma towards mental health. A MANOVA was calculated to examine differences between gender and race/ethnicities on help-seeking behavior, knowledge barriers and stigma. Pearson correlations examined relationships between help-seeking, knowledge barriers and stigma. Linear regression examined the influence of knowledge barriers and stigma on help-seeking behavior. The sample was majority Freshman (94.0%), Caucasian (65.7%), Female (59.7%), and in-state (89.6%) students. No significant differences existed for help-seeking, stigma, and knowledge barriers when it came to gender (F(2,67)= 1.593,p>0.05) or race/ethnicity (F(4,67)=.935,p > 0.05). A statistically significant correlation existed between stigma and knowledge barriers (r(65)=.533,pp>0.01); therefore, a regression was not performed. Previous literature supports relationships between help-seeking behaviors, perceived stigma, and knowledge barriers. The current study could not corroborate this. Regardless, mental health challenges still pose a threat to university students, and other factors may play a role in help-seeking behaviors. Examining a larger, more diverse sample would better determine the appropriate actions needed to improve awareness of the resources available to their students to aid student safety and success.
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.
Mental health problems, such as anxiety, depression, and high levels of stress, are a frequent concern among college students (Duffy et al., 2019; Oswalt et al., 2020). However, rates for mental health help-seeking in college students are low (Marsh & Wilcoxon, 2015). Various factors contribute to low help-seeking behaviors, and these include psychological well-being, stigma, and demographic factors such as gender and age. This study explored the relationships between psychological well-being, attitudes towards help-seeking, and stigma towards receiving psychological help in a sample of 108 undergraduate students. Participants were mainly White (72%), female (68%), and heterosexual (71%). Results indicated a significant positive correlation between age and help-seeking. Non-White students endorsed higher levels of stigma towards receiving psychological help than White students. Age and stigma predicted attitudes towards help-seeking. Possible explanations are discussed and directions for future research are highlighted.
In the early 1980s we witnessed the birth of one of the most complex and perplexing social problems faced by modern society: the epidemic of infection with human immunodeficiency virus (HIV), which causes acquired immunodeficiency syndrome (AIDS). Originally published in 1993 this title looks at the social psychology surrounding HIV and AIDS. The organization of the volume centres upon two themes: The Theoretical Roots of Prevention and The Dilemma of the PWA (person with AIDS). The goal of this volume is not to evaluate previous attempts to answer these social problems, but to provide theoretical analyses of some of the basic sociopsychological processes that underlie the problems. Over 20 years on this is a snapshot of research into HIV and AIDS and attitudes of the time looking at social problems that are very much still with us.
This volume provides mental health professionals and healthcare policy planners with an unprecedented reference on the cross-national descriptive epidemiology of mental disorders.
Power analysis is an essential tool for determining whether a statistically significant result can be expected in a scientific experiment prior to the experiment being performed. Many funding agencies and institutional review boards now require power analyses to be carried out before they will approve experiments, particularly where they involve the use of human subjects. This comprehensive, yet accessible, book provides practising researchers with step-by-step instructions for conducting power/sample size analyses, assuming only basic prior knowledge of summary statistics and the normal distribution. It contains a unified approach to statistical power analysis, with numerous easy-to-use tables to guide the reader without the need for further calculations or statistical expertise. This will be an indispensable text for researchers and graduates in the medical and biological sciences needing to apply power analysis in the design of their experiments.
Not long ago, conventional wisdom held that ADHD was a disorder of childhood only—that somewhere during puberty or adolescence, the child would outgrow it. Now we know better: the majority of children with the disorder continue to display symptoms throughout adolescence and into adulthood. It is during the teen and young adult years that the psychological and academic needs of young people with ADHD change considerably, and clinical and campus professionals are not always sufficiently prepared to meet the challenge. College Students with ADHD is designed to bring the professional reader up to speed. The book reviews the latest findings on ADHD in high school and college students, assessment methods, and pharmacological and nonpharmacological interventions. Practical guidelines are included for helping young adults make the transition to college, so they may cope with their disorder and do as well as possible in school and social settings. Coverage is straightforward, realistic, and geared toward optimum functioning and outcomes. Among the topics featured: - Background information, from current statistics to diagnostic issues. - ADHD in high school adolescents. - ADHD in college students: behavioral, academic, and psychosocial functioning. - Assessment of ADHD in college students. - Psychosocial/educational treatment of ADHD in college students. - Pharmacotherapy for college students with ADHD. - Future directions for practice and research. The comprehensive information in College Students with ADHD provides a wealth of information to researchers and professionals working with this population, including clinical and school psychologists, school and college counselors, special education teachers, social workers, developmental psychologists, and disability support staff on college campuses, as well as allied mental health providers.