The Impact of Cognitive-Behavioral Group Psycho-Education Program on Psychological Resilience, Irrational Beliefs, and Well-Being

Şahin, Hatice; Türk, Fulya

doi:10.1007/s10942-021-00392-5

Cited by 12 publications

(8 citation statements)

References 49 publications

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“…In line with the theme of knowledge acquisition, most students also believed in the importance of high school mental health education. High school psychoeducation can help students transition to post-secondary school [40] by providing resources and support, enhancing student mental health literacy and hygiene, improving psychological resilience, and mitigating distorted thought processing [41,42]. At the same time, a more robust evidence base is needed to support effective mental health promotion strategies from a young age [43].…”

Section: Discussionmentioning

confidence: 99%

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

et al. 2023

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Background Post-secondary students frequently experience high rates of mental health challenges. However, they present meagre rates of treatment-seeking behaviours. This elevated prevalence of mental health problems, particularly after the COVID-19 pandemic, can lead to distress, poor academic performance, and lower job prospects following the completion of education. To address the needs of this population, it is important to understand students' perceptions of mental health and the barriers preventing or limiting their access to care. Methods A broad-scoping online survey was publicly distributed to post-secondary students, collecting demographic, sociocultural, economic, and educational information while assessing various components of mental health. Results In total, 448 students across post-secondary institutions in Ontario, Canada, responded to the survey. Over a third (n = 170; 38.6%) of respondents reported a formal mental health diagnosis. Depression and generalized anxiety disorder were the most commonly reported diagnoses. Most respondents felt that post-secondary students did not have good mental health (n = 253; 60.5%) and had inadequate coping strategies (n = 261; 62.4%). The most frequently reported barriers to care were financial (n = 214; 50.5%), long wait times (n = 202; 47.6%), insufficient resources (n = 165; 38.9%), time constraints (n = 148; 34.9%), stigma (n = 133; 31.4%), cultural barriers (n = 108; 25.5%), and past negative experiences with mental health care (n = 86; 20.3%). The majority of students felt their post-secondary institution needed to increase awareness (n = 231; 56.5%) and mental health resources (n = 306; 73.2%). Most viewed in-person therapy and online care with a therapist as more helpful than self-guided online care. However, there was uncertainty about the helpfulness and accessibility of different forms of treatment, including online interventions. The qualitative findings highlighted the need for personal strategies, mental health education and awareness, and institutional support and services. Conclusions Various barriers to care, perceived lack of resources, and low knowledge of available interventions may contribute to compromised mental health in post-secondary students. The survey findings indicate that upstream approaches such as integrating mental health education for students may address the varying needs of this critical population. Therapist-involved online mental health interventions may be a promising solution to address accessibility issues.

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Section: Discussionmentioning

confidence: 99%

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

et al. 2023

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“…Through the test of the reliability and validity of the questionnaire, it is proved that the questionnaire is rational. Finally, the questionnaire is analyzed to study the relationship between the relevant variables (Şahin and Türk, 2021).…”

Section: Methodsmentioning

confidence: 99%

Overseas Chinese Returnees’ Swindler Syndrome and Their Entrepreneurial Education Under Psychological Resilience

Chu

Wang

2022

Front. Psychol.

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The study aims to explore the entrepreneurship education of overseas Chinese returnees with the swindler syndrome through psychological resilience. First, a questionnaire survey is conducted to analyze the current situations of entrepreneurship education of overseas Chinses returnees and college students, and it is found that the entrepreneurship education received by overseas Chinese returnees is more advanced and perfect than that by domestic students, which makes overseas Chinese returnees have the ability to solve the problems in the process of entrepreneurship, realizing their entrepreneurial dream. However, the emergence of swindler syndrome changes the self-awareness and psychology of these returnees, which is improved through appropriate entrepreneurship education under resilience analysis. The results show that entrepreneurial resilience and entrepreneurial optimism covered by psychological resilience have a significant positive impact on entrepreneurial intention, indicating that entrepreneurial resilience and entrepreneurial optimism can enhance individual’s entrepreneurial intention. The scores of the subjects with the experience of studying abroad are higher than those without such experience, indicating that overseas Chinese returnees have stronger resilience and more optimistic attitudes in the face of difficulties and setbacks, which provides a new perspective for in-depth analysis of Chinese returnees’ entrepreneurship education and promotes the development of entrepreneurship education in colleges and universities in China.

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“…The implication of this study is that it is important to develop and implement cognitive behavioral interventions to combat irrational beliefs of secondary school learners. In this instance, Şahin and Türk (2021) recommended the use of cognitive-behavioral group psycho-education program which they found to be effective in the reduction of irrational beliefs. Another implication of this study is that in view of students' irrational beliefs, critical and problem solving skills need to be developed in these students to help them overcome such beliefs and become better motivated to pursue their academic work.…”

Section: Research Questionmentioning

confidence: 99%

School-Related Irrational Beliefs as Predictor of Academic Motivation among Secondary School Learners

Diale

Victor-Aigbodion

2022

Stud. Learn. Teach.

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Learners' thoughts are important for academic motivation and learning in secondary schools. Specifically, this study aims to determine the extent to which school-related irrational beliefs influence academic motivation among secondary school students. Using a multi-stage random sampling technique, 740 secondary school students of both genders were selected as a sample: 303 boys and 437 girls. The Irrational Beliefs Inventory (IBI) and the Academic Motivation Scale (AMS) were used for data collection. In order to answer research questions, mean scores, standard deviations, and Pearson product moment correlation analysis were used while the hypotheses were tested using regression analysis at 0.05 level of significance. A statistically significant relationship was found between irrational beliefs and academic motivation among secondary school learners. A key recommendation of the study is that secondary school psychologists should teach learners on the adverse impact of irrational beliefs.

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The Impact of Cognitive-Behavioral Group Psycho-Education Program on Psychological Resilience, Irrational Beliefs, and Well-Being

Cited by 12 publications

References 49 publications

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

Overseas Chinese Returnees’ Swindler Syndrome and Their Entrepreneurial Education Under Psychological Resilience

School-Related Irrational Beliefs as Predictor of Academic Motivation among Secondary School Learners

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