Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills

Bettis, Alexandra H.; Coiro, Mary Jo; England, Jessica W.; Murphy, Lexa K.; Zelkowitz, Rachel L.; Dejardins, Leandra; Eskridge, Rachel; Adery, Laura Hieber; Yarboi, Janet; Pardo, D.; Compas, Bruce E.

doi:10.1080/07448481.2017.1312411

Cited by 67 publications

(43 citation statements)

References 51 publications

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“…Although this study is a cross‐sectional exploration of emerging adults’ mental health and may not include the development of internalizing and externalizing problems over time, attending college is a time of transition for emerging adults, putting them at higher risk for mental health problems (Bettis et al., ). Students may seek additional support from their parents during this time to successfully navigate the changes necessary to avoid mental health problems.…”

Section: Discussionmentioning

confidence: 99%

Relationships Among Emerging Adult Psychological Problems, Maltreatment, and Parental Psychopathology: Moderation by Parent–Child Relationship Quality

Steele

McKinney

2018

Family Process

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Current research supports clear relationships between parental psychopathology, parental maltreatment, and emerging adult child psychopathology. Less research has examined how the role of the parent–child relationship influences these existing associations. The current study tested two models that examined the moderating effect of parent–child relationship quality on parental psychopathology and emerging adult mental health as well as the effect on parental maltreatment and emerging adult mental health. It was expected that high parent–child relationship quality would buffer against the negative effects of parental psychopathology and maltreatment while enhancing the effects of functional parenting characteristics. Participants included 1,452 emerging adults, predominantly Caucasian (73.3%) college students who completed surveys on their mental health, recent experienced maltreatment, and their parents’ mental health problems. Results suggested lowest rates of mental health problems for emerging adults were associated with higher parent–child relationship quality and lower parental psychological problems, whereas negative outcomes were associated with higher parental psychopathology, regardless of parent–child relationship quality. Additionally, physical maltreatment was associated with lower rates of mental health concerns in the context of higher mother‐daughter relationship quality. Results emphasize the continuing impact of the parent–child relationship, particularly the mother‐daughter relationship, on emerging adults’ mental health. Moreover, the current study demonstrates the continuing influence of parents on their emerging adult children.

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Section: Discussionmentioning

confidence: 99%

Relationships Among Emerging Adult Psychological Problems, Maltreatment, and Parental Psychopathology: Moderation by Parent–Child Relationship Quality

Steele

McKinney

2018

Family Process

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“…The role of executive functioning in the etiology of mental health conditions has spurred increased focus on this key construct in intervention development efforts [ 55 – 57 ]. A cognitive-behavioral executive functioning intervention specific to ASD, entitled Unstuck and On Target ( UOT [ 58 ]), was developed for use in community school service settings with students with ASD.…”

Section: Executive Functioning As a Target Of Ebismentioning

confidence: 99%

Adaption and pilot implementation of an autism executive functioning intervention in children’s mental health services: a mixed-methods study protocol

Dickson

Aarons

Anthony

et al. 2020

Pilot Feasibility Stud

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Background Youth with autism spectrum disorder (ASD) represent a growing population with significant service needs. Prominent among these needs are high rates of co-occurring psychiatric conditions that contribute to increased functional impairments and often necessitate mental health services. Executive functioning deficits are associated with ASD as well as common co-occurring conditions (e.g., attention-deficit/hyperactivity disorder) and an evidence-based intervention has been developed and tested to address executive functioning within the school context. There is an urgent need to implement indicated evidence-based interventions for youth with ASD receiving care in community mental health settings. Interventions that optimally “fit” the mental health services context as well as the complex and co-occurring mental health needs of these youth have the potential to improve key clinical outcomes for this high priority population. Methods This mixed-methods developmental study will apply the Exploration, Preparation, Implementation, Sustainment implementation framework and a community-academic partnership approach to systematically adapt and test an evidence-based executive functioning intervention for youth with ASD for delivery in community mental health settings. Specific aims are to (1) conduct a need and context assessment to inform the systematic adaptation an executive functioning evidence-based intervention; (2) systematically adapt the clinical intervention and develop a corresponding implementation plan, together entitled “Executive Functioning for Enhancing Community-based Treatment for ASD,” (EFFECT for ASD ) ; and (3) conduct a feasibility pilot test of EFFECT for ASD in community mental health settings. Discussion Tailoring evidence-based interventions for delivery in community-based mental health services for youth with ASD has the potential to increase quality of care and improve child outcomes. Results from the current study will serve as the foundation for large-scale hybrid implementation and effectiveness trials and a generalizable approach for different service systems of care and clinical populations. Trial registration Clinicaltrials.gov, NCT04295512 .

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“…The literature suggested that mindful practices could have a positive impact on student learning [6,[13][14], on reducing emotional exhaustion and improving workplace satisfaction and effectiveness [15][16], and on supporting mental health [11,17].…”

Section: Literature Reviewmentioning

confidence: 99%

Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

Mourer¹,

Karadjova²

2018

Preprint

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A research study at a rural, public university revealed interest among college students in engaging in mindfulness and contemplative practices within their university library. This study also identified a gap between interest in contemplative pedagogy among faculty and their engagement in contemplative practices within this newly-created library space, The Library Brain Booth. This study shares the results of visits to the Library Brain Booth by both first-time and returning participants. It also provides mean usage time at each of the following stations which were created to support mindfulness and contemplation: biofeedback, color-relax, game-relax, light-relax, read-relax, silent-relax, sound-relax, audio-meditate, prompt-meditate, video-meditate, gratitude-express, and virtual reality-immerse. The results of the study are intended to support the explicit promotion of metacognition and mindfulness in the academic process, both through mindfulness activities within the library for students, and through contemplative pedagogy in information literacy instruction.

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Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills

Abstract: Brief stress management interventions targeting coping and executive function may benefit college students at risk for psychopathology.

Cited by 67 publications

References 51 publications

Relationships Among Emerging Adult Psychological Problems, Maltreatment, and Parental Psychopathology: Moderation by Parent–Child Relationship Quality

Relationships Among Emerging Adult Psychological Problems, Maltreatment, and Parental Psychopathology: Moderation by Parent–Child Relationship Quality

Adaption and pilot implementation of an autism executive functioning intervention in children’s mental health services: a mixed-methods study protocol

Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

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Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills

Abstract: Brief stress management interventions targeting coping and executive function may benefit college students at risk for psychopathology.

Cited by 67 publications

References 51 publications

Relationships Among Emerging Adult Psychological Problems, Maltreatment, and Parental Psychopathology: Moderation by Parent–Child Relationship Quality

Relationships Among Emerging Adult Psychological Problems, Maltreatment, and Parental Psychopathology: Moderation by Parent–Child Relationship Quality

Adaption and pilot implementation of an autism executive functioning intervention in children’s mental health services: a mixed-methods study protocol

Dare to Share the Silence: Tools &amp; Practices of Contemplative Pedagogy in a Library Brain Booth

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Product

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Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth