Purpose The purpose of this paper, a meta-analysis and systematic review of Mental Health First Aid (MHFA), is to focus on studies that reported trainees’ mental health literacy, attitudes and helping-related behaviors, as well as the impact of the program for the people who came into contact with trainees (i.e. recipients). Design/methodology/approach A systematic search included several online databases of published studies, dissertations or theses, and journals commonly publishing research in this area. Studies were randomized or non-randomized control trials using an intervention based upon the adult or youth MHFA curriculum. Findings Of the 8,257 initial articles, 16 met inclusion criteria. Small-to-moderate effect sizes (Hedges’ g=0.18–0.53) were found for the primary outcomes for the trainees with effects appearing to be maintained at follow-up. Study quality was inversely associated with effect size. No evidence of investigator allegiance was detected. Few studies examined the effects for those who received aid from a MHFA trainee. Preliminary quantitative evidence appeared lacking (Hedges’ g=−0.04 to 0.12); furthermore, a qualitative review found limited positive effects. Research limitations/implications MHFA trainees appear to benefit from MHFA; however, objective behavioral changes are in need of greater emphasis. Additionally, considerably greater attention and effort in testing effects on distressed recipients is needed with future empirical investigations. Originality/value This is the first known review that includes preliminary findings on the effects of MHFA on the distressed recipients of the aid. It is anticipated that this will prompt further investigation into the impact of MHFA.

Misconceptions about psychological phenomena are prevalent among students completing college-level psychology courses. Although these myths are often difficult to eliminate, efforts incorporating a refutational focus have demonstrated some initial promise in dispelling these beliefs. In the current quasi-experimental study, four sections of an online undergraduate Abnormal Psychology course ( n = 113 total students) were randomly assigned to receive either a myth-debunking poster assignment or class as usual. Students in the myth-debunking sections were assigned one of five mental health-focused myths and corresponding refutational readings to guide their development of posters aimed at informing their classmates about the misconception, disputing the misconception, and citing relevant evidence as support. Beliefs about common misconceptions (five directly addressed in the assignment and five filler myths) were measured at the beginning and end of the semester. Results indicated that students in the myth-debunking condition were significantly ( p < .001, d = 1.09) more likely to know the truth, at the conclusion of the course, compared to the control group. Overall, the myth-debunking intervention appears to have been effective at reducing students’ misconceptions about popular psychological myths, perhaps even some non-targeted psychological misconceptions.

There is some evidence to support that instructing students in developing metacognitive skills will aid in their awareness of learning, though additional research on performance effects, specific approaches (e.g., exam wrappers), and implementation into actual courses is warranted. In the current quasi-experimental study, 14 sections (n ϭ 244 students) of 2 online undergraduate psychology courses (Abnormal, Social) were assigned to receive either an exam and quiz wrapper (EQW) condition or class as usual (no wrappers). The EQW condition consisted of students watching videos on learning and study strategies and completing a related wrapper assignment after the first exam, as well as completing brief quiz wrappers encouraging reflection upon and correcting weekly chapter quizzes. Metacognition, perceived competence and enjoyment with learning in the course, and quiz and exam performance were assessed. Results indicated that students in the EQW condition reported better metacognition (d ϭ 0.33), perceived learning competence (d ϭ 0.41), and enjoyment with learning the course material (d ϭ 0.28) than students in the control group. Course performance outcomes were mixed with some small-to-moderate differences found with quiz and exam scores ( p 2 ϭ 0.03, 0.05, respectively), particularly for students who reported making a point of using the study strategies and wrappers throughout the course. Although the intervention had some benefits to students across outcomes, additional efforts at engaging students with these learning strategies are needed.

Effectively using motivational interviewing (MI) in practice can be difficult. However, there are a number of studies that examine training students across helping professions, with the goal of promoting more effective use of MI. The purpose of this systematic review and meta-analysis was to quantify the effectiveness of teaching students MI. In total, 15 randomized and nonrandomized studies met inclusion criteria and were examined in the current review of 8 dependent variables. A large and significant overall Hedges' g of 0.90 (95% CI [0.45, 1.35]) was found. When restricted to randomized controlled trials only, it decreased to moderate-in-size (g = 0.74, CI [0.41, 1.56]). Significant effects were observed with the knowledge, empathy, and change plan outcomes. Moderation analyses revealed training length was a significant moderator, with greater effects being associated with longer trainings. Limitations of the current metaanalysis included the small sample size and lack of consistency among training duration, measurement, and data collection, as well as the resulting heterogeneity. Future research appears warranted to further assess student MI training effectiveness, especially using more rigorous and standardized procedures and in determining enduring effects of the training. Public Significance StatementThis review examined the practical effectiveness of teaching motivational interviewing (MI) to students who were in training in their respective fields. Overall, students appeared to improve in their MI skills and knowledge. Student MI training might be improved through increased standardization and a greater focus on assessment over time.

Introduction: Creating a multiculturally aware and inclusive class is critical with students. The lack of face-to-face contact with asynchronous courses limits instructors’ ability to form relationships with students. A myriad of teaching research provides strategies for incorporating multiculturalism, social justice, and identity into synchronous courses; however, considerably less research exists with asynchronous courses. Statement of the Problem: The purpose of the current article is to provide strategies for incorporating multiculturalism and issues of identity into asynchronous courses with a social justice lens. Literature Review: I review several published topical and review articles and offer suggestions and strategies that I have used in my own courses and/or in courses I have been involved with. Teaching Implications: I discuss the importance of incorporating multiculturalism and identity while maintaining justice in asynchronous courses. Moreover, I offer suggestions and strategies for doing so, from prior to class starting to navigating instances of microaggressions. Conclusion: This article builds off and infuses components of counseling psychology into the teaching of psychology to advance instructors’ cultural awareness, skills, and competence with asynchronous online courses.