Student Mental Health Self-Disclosures in Classrooms: Perceptions and Implications

Wood, Benjamin T.; Bolner, Olivia; Gauthier, Phillip

doi:10.2304/plat.2014.13.2.83

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…The first three interviews were coded independently by two researchers (ES and ML), with very similar themes emerging from both. Trustworthiness in qualitative analysis mirrors the importance of validity in quantitative analysis (Wood, Bolner and Gauthier 2014). Thus, the potential for bias was discussed and reflected on by the two researchers (ES, ML) with the aim of being as open-minded as possible when reading the interview transcripts.…”

Section: Discussionmentioning

confidence: 99%

A Fair Exchange: The Reciprocal Relationship Between Universities and Clinical Placement Supervisors

Sheils

Loades

Medley

et al. 2016

IJPBLHS

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Clinical psychology training in the UK relies heavily upon supervised clinical practice placements. Placement supervisors have a significant responsibility for providing trainees with the learning experiences required for qualification. The role is demanding and whilst the university benefits greatly, it is less clear what supervisors receive in return. This is important when one considers how positive relationships and social action are influenced by reciprocity and a sense of belongingness. Despite its importance, no research has directly explored the relationship between supervisors and the university in a clinical psychology training context. This novel study sought to explore how supervisors perceive their role and their connectedness / belongingness to the university, and whether technology utilized by other areas of pedagogy led to improvements. Access to electronic resources was sent to clinical placement supervisors (n=100). A subset of these (n=7) signed up to complete a semi-structured interview. The interviews were analysed using template analysis. Common themes emerged, including perceived benefits of the supervisor role, such as feeling connected to the training course, despite significant challenges and demands. The provision of electronic resources was found to have the potential to enhance connectedness for all stakeholders. The implications of these findings are discussed.

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Section: Discussionmentioning

confidence: 99%

A Fair Exchange: The Reciprocal Relationship Between Universities and Clinical Placement Supervisors

Sheils

Loades

Medley

et al. 2016

IJPBLHS

View full text Add to dashboard Cite

show abstract

“…The study aimed to meet ethical standards throughout the entire research process of working with all participants involved either directly or indirectly. The researcher used approaches that were respectful and inclusive, and brought a deeper understanding of research values and motives for participants both before taking part and during data collection, analysis, and report writing (Nind, 2008; Petry et al, 2005; Saks & Allsop, 2013; Wood et al, 2014). Ethics approval was granted for the involvement of vulnerable people who have a form of severe cognitive disability, by including the following key processes.1.…”

Section: Methodsmentioning

confidence: 99%

Reconsidering the Inclusive Research Approach: Proxy Intervention Interview as an Opportunity for the Participation of People With Cognitive Disability and Communication Challenges

Yoon

2023

International Journal of Qualitative Methods

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Qualitative researchers who need to interview people with cognitive disability, including intellectual, developmental, mental disabilities and Autism Spectrum Disorder (ASD), can experience limitations in implementing an inclusive research approach using conventional methods like verbal communication. In this paper ‘proxy intervention interview’ is shown to be an inclusive research approach for incorporating the voices of artists who cannot articulate their thoughts or describe their own experiences concerning their career development. The author introduces a step-by-step process for implementing this method, including such aspects as research design, recruitment, and informed consent. Five key ethical considerations are suggested for designing an appropriate inclusive research approach to encourage the participation of people with cognitive disability, regardless of their level of capacity.

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“…However, the advent of the era of big data has caused education to shift from empirical and logical to empirical [12]. In the shift to empirical education, data-driven decision modeling is the ideal way to achieve this shift [13]. e main idea of DDL is to guide students to independently observe a large corpus of data to generalize and summarize specific usage phenomena and patterns, thus changing the traditional teacher-centered teaching model [14].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Design of Teaching Mental Health of College Students Based on Data-Driven Learning

Fang

Li²,

Tsai

2022

Mathematical Problems in Engineering

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Chinese contemporary college students, this generation has been pampered since childhood, growing up under the wings of their parents, most of them are flowers in the hothouse, now stepping into the university and carrying the double expectations of society and family. With the rapid development of modern technology and social culture, people in modern society are facing fierce competition, frequent stress, fast pace, and unprecedented psychological pressure, which has a significant impact on human health. Therefore, the construction of a university psychological wellness education model has become the focus of theoretical research. As a new type of mental health teaching and learning model, data-driven learning (DDL) not only provides learners with rich, diverse, and realistic mental health data, but also creates an ideal learning environment for learners due to its corpus-based teaching and learning characteristics. This paper explores the design of DDL-based mental health teaching and learning for students, combining theoretical research, and empirical analysis from the actual university, and constructing a comprehensive system of psychological wellness education in college while building a local system of DDL-based psychological wellness education. The experimental results show that the Q-learning algorithm and SA-Q algorithm have no environmental triggering mechanism, while the data-driven control algorithm has the step number of formula 24, 19, and 17, respectively, thus reaching the optimal path. Therefore, in the data-driven psychology classroom, students change from participating in activities according to the course teaching objectives and mental health teachers’ requirements to inquiry-based learning and interactive experiences that focuses on problem solving and task completion.

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Student Mental Health Self-Disclosures in Classrooms: Perceptions and Implications

Cited by 3 publications

References 31 publications

A Fair Exchange: The Reciprocal Relationship Between Universities and Clinical Placement Supervisors

A Fair Exchange: The Reciprocal Relationship Between Universities and Clinical Placement Supervisors

Reconsidering the Inclusive Research Approach: Proxy Intervention Interview as an Opportunity for the Participation of People With Cognitive Disability and Communication Challenges

Exploring the Design of Teaching Mental Health of College Students Based on Data-Driven Learning

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