Description Assigned course partners will be provided on Monday, April 7. Each student who submitt ...
Description Assigned course partners will be provided on Monday, April 7. Each student who submitted a 'Research Paper Draft Assignment' has been assigned (on Monday, April 7) another student's completed submission to edit. Please use the following guidelines to complete: 1. Go to 'Week 12 (Week of March 31) Module'. 2. Assigned (on Monday, April 7) submissions for editing will be found within the 'Week 12 Research Rough Draft' tab. 3. Click your classmate's name that you have been assigned to assess (edit). 4. You will then see the classmate's document. 5. Click on 'View Feedback' (located to the far right of the document). The document will then become visible within our Canvas platform. You will see circles with colors and some options for use including a 'zoom' option. 6. You will be able to leave feedback directly within the document by using the 'Point Annotation' button (The button is shaped similar to a light bulb). Use the Point Annotation to insert specific comments where needed within the document. 7. Comments will save after hitting 'enter'. 8. Edits should not be placed within the 'Comments' section. All edits should be completed within the document. 9. Note: Because there is a quick turn around, students who do not submit the DRAFT paper by the due date will NOT be able to participate in the peer review edits (50 points). Late submissions will forfeit the helpful opportunity of a peer review. 10. As the reviewer/editor, it is important to understand the criteria of the assignment in order to give quality and thorough feedback. Students who do not give quality and thorough feedback will not receive full credit for that assignment. Journal: Share your toughest moment of this internship. What did you learn?Journals assignments require a minimum of 150 words. Please use full sentences and proper punctuation when answering the questions posed for each topic. Assignment 10: Book Summary and Course Reflection should include (but is not limited to) results of the plan to improve Emotional Intelligence score, work with mentor, and additional information tied specifically to the book. In addition, mentor meeting discussions should be summarized. There is no rubric associated with the assignment and I am not going to limit anyone as the assignment is completed. Here is my opinion: Will the assignment be acceptable by turning in one or two paragraphs?--NO. Will the assignment be acceptable with the completion of one or two pages?--I highly doubt it. A successful book summary and reflection will most likely take several pages to complete. Anything turned in that does not resemble a solid book summary and reflection will not receive credit. It will then need to be revised to resemble a solid summary and reflection. Feel free to contact me with questions. I will be more than happy to discuss and guide. UNFORMATTED ATTACHMENT PREVIEW Running Head: Mental Health Help-Seeking Avery 1 Mental Health Help-Seeking Behaviors Among College Students Kenzie Avery Ohio University Word count: 1757 Professor Brown 4/7/2025 Running Head: Mental Health Help-Seeking Avery 1 Abstract College students' mental health is becoming a bigger issue since it has significant effects on their overall well-being and academic achievement. Even though mental health issues are common, stigma, lack knowledge of available options, and financial limitations prevent many students from seeking treatment. This research examines how college students seek help for their mental health, highlighting these barriers as well as the impact of demographic and cultural factors on treatment participation. In order to meet students' needs, research emphasizes the value of both professional mental health treatments and social support networks. Although access to care has improved due to the growth of telehealth services, issues with engagement and implementation still exist. According to studies, the negative impact of experiences such as cyber victimization on mental health may be reduced by mental health literacy. In addition, it has been shown that receiving treatment for mental health conditions improves academic achievement. The need for targeted treatments for underrepresented student groups, improved mental health literacy, and multifaceted mental health support is highlighted in this research. Running Head: Mental Health Help-Seeking Avery 1 Introduction Concern over college students' mental health is rising due to its significant impact on their well-being and academic performance. Help-seeking behaviors, barriers to mental health support, and the impact of social and cultural factors have all been the focus of this research. Many students choose not to seek help from professionals despite a high rate of stress, anxiety, and depression because of stigma, a lack of understanding or financial limitations. One study highlights that “social supports are strong protective factors for reducing college-based stress” (Watkins & Hill, 2018, as cited in Johnson et al., 2023, p. 80). This research examines how helpseeking behaviors are influenced by demographic factors telehealth, social support, and mental health literacy. Despite being aware of the advantages of professional help, one study discovered that college students were more likely to turn to friends and family for support than to seek professional mental health services. This suggests that promoting help-seeking behaviors requires a multifaceted approach to mental health support that incorporates both professional services and informal social networks. However, obstacles like stigma and lack of awareness of resources frequently keep students from receiving the help they need, especially male students and those from ethnic minorities. Additionally, the results highlight the need for more education for primary care physicians and user-friendly online platforms, particularly for older students and those with limited access to mental health resources. One study found that "30% of participants reported they were least likely to seek help from family or friends, suggesting the need for a multifaceted approach to mental health support" (Watkins & Hill, 2018, as cited in Johnson et al., 2023, p. 80). Running Head: Mental Health Help-Seeking Avery 1 Students' access to mental health services has also evolved as a result of the growth of telehealth. A study on telehealth during the COVID-19 pandemic found that “participatory dialogue (advantages outweighing disadvantages) and behavioral confidence were significant predictors of initiation of telehealth-based psychological help-seeking” (Olatunde et al., 2022, p. 459), suggesting that understanding these factors may be able to improve the effectiveness of remote mental health interventions. The relationship between cybervictimization and symptoms of depression is significantly reduced by mental health literacy (MHL), in addition to help-seeking behaviors. Research comparing U.S. and Chinese college students showed that “MHL buffered these relations for students in the U.S., but not China,” and emphasized the importance of addressing the “negative impacts of cybervictimization” (Wang et al., 2023, p.22754). Understanding mental health conditions can allow students to seek treatment and deal with mental health challenges more successfully. Differences in mental health treatment participation based on gender and ethnicity are significant. Even though their levels of anxiety and depression are higher, minority and female students are less likely to seek treatment. One study found that “Female students had higher prevalence than males of focal symptoms for both depression and anxiety. Female students also were significantly more likely than males to be diagnosed only and to be treated” (Blackdeer et al., 2023, p. 1099). These results highlight the importance of addressing treatment-seeking behaviors, especially in marginalized populations. This paper will investigate these topics in more detail, looking at the different aspects that affect college students' decisions to seek help and suggesting ways to strengthen mental health connections. Running Head: Mental Health Help-Seeking Avery 1 Method Study 1: Johnson et al. (2023) Five open-ended and two closed-ended questions about MH help-seeking behaviors, such as location, barriers and recommendations, were included in the 10-item questionnaire used for the study. Three closed-ended questions were also used to collect demographic data. The questionnaire's face validity was guaranteed by collecting input from a limited number of community members. Open coding was used for analyzing open-ended replies, which were categorized into themes. Microsoft Excel was used for statistical analysis, which included twosample equal variance t-tests and cross-tabulation to evaluate differences across demographic groups at an alpha level of 0.05. Study 2: Olatunde et al. (2022) The study evaluated college students' telehealth-based psychological help-seeking behaviors using a descriptive, quantitative, cross-sectional approach at a major public university in the United States. For three weeks, participants were chosen by convenience sampling through a weekly university e-news bulletin. To be eligible, participants had to be enrolled, be at least eighteen years old, and be able to understand English. The survey was conducted through Qualtrics and consisted of 33 items based on the Multi-Theory Model (MTM) framework. These items were scored on a 5-point Likert scale and evaluated constructs such as behavioral confidence, physical environment, emotional transformation, practice for change, participatory dialogue, and changes in the social environment. Construct validity was verified using confirmatory factor analysis, and six experts confirmed the instrument's face and content Running Head: Mental Health Help-Seeking Avery 1 validity. With the exception of practice for change, the majority of the subscales demonstrated an acceptable internal consistency when reliability was tested using Cronbach's alpha. Study 3: Pfender et al. (2024) This study explored the marshaling techniques used by college students who have depression and anxiety. It revealed that participants frequently employed indirect strategies, such as signaling (50%) to avoid stigma and possible rejection, and it identified new strategies including self-soothe, physical, and signal. Asking for help directly was more common among students who had larger support systems. Response context was limited by the open-ended survey, indicating that interviews may be used in future studies to gain more in-depth understanding. In addition, some strategies might not be suitable for students who have experienced trauma. Study 4: Wang et al. (2023) In order to explore how mental health literacy (MHL) may decrease the effects of cybervictimization on depressive symptoms, this study compared college students in the United States and Chinese college students. Students from both countries participated in the survey, which measured their MHL levels and the psychological effects of cybervictimization. Students in the US and China are increasingly experiencing cyberbullying and cybervictimization as a result of increased technology use. Study 5: Blackdeer et al. (2023) The prevalence of anxiety and depression among college students as well as their participation in treatment were examined in this study. It also examined how academic Running Head: Mental Health Help-Seeking Avery 1 performance was impacted by mental health treatment. Based on gender and ethnicity, the study discovered significant differences in mental health symptoms and treatment. Academic performance was higher for those who received treatment than for those who did not. Results Study 1: Johnson et al. (2023) According to the study, college students most frequently seek out mental health (MH) support from friends and family (49%) and then from professionals in the field (29%). Just 1% would use online resources, but many of them (75%) would personally support friends or family who were experiencing mental health difficulties. Gender differences revealed that women preferred medical and mental health experts, while men were more likely to turn to friends and family for help. Cost (11%), avoiding the issue (12%), and not wanting help (18%) were barriers to help. The majority of students (74%) or a loved one sought mental health support, and 84% received the support they needed. However, other racial groups, such as Black and multiracial students, were more likely to seek support from religious organizations, and 30% were less likely to turn to friends or family members. Many students reported they preferred early intervention, less stigma, and a better understanding of mental health resources. Improving access to services, improving mental health education, and addressing stigma were some of the changes suggested. Study 2: Olatunde et al. (2022) 356 students, with an average age of 24.31 years, took part in this study. The majority were White/Caucasian (76.7%) and female (58.4%). In the last six months, 47.8% of respondents had used telehealth for mental health issues, and around 60% said they needed psychological help. Previous telehealth users scored higher on the majority of MTM components than non- Running Head: Mental Health Help-Seeking Avery 1 users, according to descriptive data. Participatory dialogue and behavioral confidence were linked to initiation, while emotional change and social environment changes were associated with sustenance for both former and non-users, with physical environment changes and practice for change specifically linked to former users. Regression analysis showed that behavioral confidence and participatory dialogue influenced initiation for non-users, taking 16.9% of the variation into consideration. For previous users, initiation was influenced by behavioral confidence and participatory dialogue, which accounted for 35% of the variance, while ongoing use was determined by changes in the social environment. Study 3: Pfender et al. (2024) According to the study, college students who suffer from depression or anxiety use a variety of support marshaling strategies to take care of their mental health. Participants used four new coping mechanisms: self-soothing, which involved coping alone, physical support, such as hugs, without discussing mental health, signaling, which involved implying distress through nonverbal cues, and relate, which involved seeking support from people who had gone through similar experiences with mental health. Approach tactics, such as asking for help directly, and avoidance tactics, such as hiding their mental health information or deceiving others, were commonly used by participants. The use of indirect strategies was impacted by stigma around mental health; many people preferred self-reliance or subtle cues to avoid the judgement. Running Head: Mental Health Help-Seeking Avery 1 Study 4: Wang et al. (2023) According to the study, depression symptoms were predicted by cyber victimization for both Chinese and U.S. students. The relationship is reduced for U.S. students with higher mental health literacy (MHL), which helps in identifying symptoms and using coping mechanisms. Due to cultural stigma and lower overall MHL levels than U.S. students, MHL did not reduce the impacts of cybervictimization for Chinese students. These differences indicate that cultural factors might have an impact on how MHL influences the effects of cybervictimization. Study 5: Blackdeer et al. (2023) Students who received treatment outperformed those who did not, according to this study. However, compared to students without a diagnosis, those who were diagnosed with anxiety or depression but did not receive treatment still performed worse academically. This demonstrates the significance of providing effective treatments to promote both academic success and mental health. Running Head: Mental Health Help-Seeking Avery 1 Conclusion Collectively, the research findings highlight how important it is to treat college students' mental health challenges through improving their access to services, mental health knowledge, and help-seeking behaviors. Due to stigma, a lack of understanding and cultural barriers, students frequently encounter barriers while trying to receive mental health care, especially male students and those from ethnic minority backgrounds. The growth of telehealth presents a promising solution, but maximizing its effectiveness requires an awareness of the factors that affect engagement. Enhancing mental health literacy can be crucial in encouraging students to seek help, especially in the face of cybervictimization, and in expanding their access to mental health resources. To close the information gap on mental health and treatment accessibility, culturally appropriate treatments and public awareness campaigns are necessary. Institutions must place a high priority on providing easily accessible and stigma-free mental health support to college students as they manage the challenges of academic life. This will create an atmosphere that encourages students to seek help when necessary. Running Head: Mental Health Help-Seeking Avery 1 References: Johnson, R. L., Nandan, M., Culp, B., & Thomas, D. (2023). College Students’ Mental Health Help-Seeking Behaviors. College Student Affairs Journal, 41(1), 73–89. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t r ue&db=eric&AN=EJ1375932&site=eds-live&scope=site Olatunde, Oluwatoyin E., et al. “Psychological help-seeking among college students: Applying the multi-theory model of health behavior change in assessing telehealth use for psychological help-seeking.” American Journal of Lifestyle Medicine, vol. 19, no. 3, 10 Aug. 2022, pp. 450–462, https://doi.org/10.1177/15598276221116561. Pfender, E., et al. (2023). University libraries: Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t rue&db=ehh&AN=181109469&site=eds-live&scope=site Wang, C., et al. (2023). University libraries: Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t rue&db=e Running Head: Mental Health Help-Seeking Avery 1 dsgbc&AN=edsgcl.764022627&site=eds-live&scope=site Blackdeer, A., et al. (2023). University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/logi n.aspx?direct=tr ue&db=a9h&AN=164011010&site=eds-live&scope=site Gorczynski, P., et al. (2024). University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/logi n.aspx?direct=tr ue&db=a9h&AN=176635071&site=eds-live&scope=site Brownson, C., et al. (2014). University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t r ue&db=a9h&AN=96872490&site=eds-live&scope=site Reyes-Portillo, J., et al. (2024) University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=sih&AN=178419099&site=eds-live&scope=site Running Head: Mental Health Help-Seeking Avery 1 Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
