The COVID-19 pandemic continues to have a global and multifaceted impact on public health. Marginalized and vulnerable populations, such as college students and postdoctoral fellows with disabilities ...or pre-existing conditions, are being disproportionately affected by the COVID-19 pandemic. Various barriers contribute to an individual’s intentions to seek mental health help, but with COVID-19’s unprecedented permeability, more research is needed to support this student population. This phenomenological study explored the coping strategies and help-seeking behaviors of college students and postdoctoral fellows with disabilities during the COVID-19 pandemic. Using semi-structured, in-depth interviews from fall 2020 (n = 36) and spring 2021 (n = 28), a thematic analysis was conducted. The Transactional Model of Stress and Coping was used to triangulate findings, to better understand the relationship between perceived stressors, coping mechanisms, and psychological outcomes. The findings show that (1) college students with disabilities coped in multiple ways (i.e., behavioral, relational, and mental), with some noting improvements in their coping abilities by spring, and (2) stigma prevented college students with disabilities from seeking help when needed. These findings emphasize the need for higher education to address ableism and use factors beneficial to fostering resiliency (i.e., social support, optimism, and self-advocacy) among college students with disabilities.
The Tepeyac Project is a church-based health promotion project that was conducted from 1999 through 2005 to increase breast cancer screening rates among Latinas in Colorado. Previous reports ...evaluated the project among Medicare and Medicaid enrollees in the state. In this report, we evaluate the program among enrollees in the state's five major insurance plans.
We compared the Tepeyac Project's two interventions: the Printed Intervention and the Promotora Intervention. In the first, we mailed culturally tailored education packages to 209 Colorado Catholic churches for their use. In the second, promotoras (peer counselors) in four Catholic churches delivered breast-health education messages personally. We compared biennial mammogram claims from the five insurance plans in the analysis at baseline (1998-1999) and during follow-up (2000-2001) for Latinas who had received the interventions. We used generalized estimating equations (GEE) analysis to adjust rates for confounders.
The mammogram rate for Latinas in the Printed Intervention remained the same from baseline to follow-up (58% 2979/5130 vs 58% 3338/5708). In the Promotora Intervention, the rate was 59% (316/536) at baseline and 61% (359/590) at follow-up. Rates increased modestly over time and varied widely by insurance type. After adjusting for age, income, urban versus rural location, disability, and insurance type, we found that women exposed to the Promotora Intervention had a significantly higher increase in biennial mammograms than did women exposed to the Printed Intervention (GEE parameter estimate = .24 +/-.11, P = .03).
For insured Latinas, personally delivering church-based education through peer counselors appears to be a better breast-health promotion method than mailing printed educational materials to churches.
This paper provides a framework for understanding the emotional and behavioral responses of college and university students during the COVID-19 pandemic. It builds on the Substance Abuse and Mental ...Health Services Administration (SAMHSA) Phases of Disaster Model and Maslow’s Hierarchy of Needs. Additionally, we conceptualize a new phase in the Phases of Disaster Model, which we refer to as the “Sandbar Phase,” to address the unique factors of COVID-19 for college and university students. For each phase, we discuss the expected timeline and the associated emotional reactions, behaviors, and applications of Maslow’s Hierarchy of Needs during COVID-19 for college and university students. Our proposed model aims to reveal short- and long-term effects of COVID-19 on the mental health of college and university students and be a resource in the development of effective mitigation efforts to diminish any psychological deficits as the result of future disasters and/or traumatic events.
An exploratory qualitative analysis of the critical incidents and assistance-seeking behaviors of White mental health psychologists and professional counselors was performed in an effort to examine a ...theoretical supposition presented within a Person(al)-as-Profession(al) transtheoretical framework (P-A-P). A concurrent nested strategy was used in which both quantitative and qualitative data were collected simultaneously (
Creswell, 2003
). In this nested strategy, qualitative data was embedded in a predominant (quantitative) method of analysis from an earlier study (see
Middleton et al., 2005
). Critical incidents categorized as informal (i.e., personal) experiences were cited more often than those characterized as formal (i.e., professional) experiences as influencing the professional perspectives of White mental health practitioners regarding multicultural diversity. Implications for the counseling and psychology professions are discussed.
Advantages of a lesbian/heterosexual team approach to education on lesbian, gay, bisexual and transgender issues are examined and a case study is analyzed. A lesbian guest lecturer provided a contact ...experience, personal anecdotes, passion, and expertise. Facilitation of later class discussion by the heterosexual instructor allowed for frank discussion among students, processing of presentation content, and modeling of gay-affirmative attitudes by the instructor and other students. Summaries of the guest lecture (fantasy exercise and informational lecture) and later discussion are provided. Student comments during discussion demonstrated evidence of deep challenge, attitude change, and heightened understanding.
This study employed both a quantitative study and a qualitative inquiry. The purpose of the qualitative study was to test John Dewey's educational philosophy that true learning comes through ...experiences which are educative. The learning objective being measured was multicultural awareness. Students enrolled in two sections of COUN 3100: Counseling and Human Services were participants in the study. One section, the experimental group, participated in a service-learning project (N = 15) and the second section, the control group, participated in a cultural engagement project (N = 12). Students' multicultural awareness was assessed through a pretest and posttest using the Miville-Guzman Universality-Diversity Scale which measures universality-diversity orientation. The assessment was administered in order to determine changes in multicultural awareness as a result of participating in the service-learning project (experimental group) or cultural engagement project (control group). Results of the study indicated no significant changes in students' scores between the pretest and posttest for the service-learning section or the cultural engagement section. Furthermore, students' changes in scores from the pretest to the posttest in the service-learning experimental group section were, on average, the same as students' changes in scores in the cultural engagement control group section. The purpose of the qualitative inquiry of this study was to try to understand the learning, with respect to both content and process, which took place as a result of participating in a service-learning project or cultural engagement project. Students' descriptions of their participation in a service-learning project fell into distinct categories. Two of the categories included what students had learned (learning objectives and diversity awareness). A third category consisted of course experiences and service-learning experiences. A fourth category included aspects of the learning process which occurred through their service-learning experiences. Students' descriptions of participating in a cultural engagement project clearly revealed a process of learning about diversity issues. Four phases emerged from the students' accounts. Each phase built on the previous phase, thus resulting in a developmental process. The phases which emerged were (1) exposure to diversity issues, (2) conflict with diversity issues, (3) resolution of diversity conflict, and (4) outcomes of learning about diversity. Both methods of instruction (service-learning and cultural engagement) supported Dewey's educational philosophy that learning occurs through experiences which are educative. Furthermore, both projects met the course objective of teaching multicultural awareness. The organization of data for the service-learning course fell into distinct categories. However, the organization of the data for the cultural engagement section revealed a learning process. Students participating in a service-learning project seemed to acquire multiple, general learning outcomes. Whereas, students in the cultural engagement section discussed one major learning outcome: diversity awareness. While students in the service-learning section described the locus of learning as taking place at the service-learning site and through interactions with the individuals at their sites, students in the cultural engagement class described reflection, through writing and discussion, as essential for processing their experiences. While the quantitative study failed to uncover any evidence that students' gained multicultural awareness through their experiences, the qualitative inquiry revealed that students did acquire multicultural awareness.
Diagnostic Work-Up of Breast Cancer in Females Stowe RN, Angela; Schumann PhD, RNCS, NP-C, CCRN, FNP, ACNP, Lorna
Journal of the American Academy of Nurse Practitioners,
February 1999, Letnik:
11, Številka:
2
Journal Article
Diagnostic Work-Up of Breast Cancer in Females Stowe RN, Angela; Schumann PhD, RNCS, NP-C, CCRN, FNP, ACNP, Lorna
Journal of the American Academy of Nurse Practitioners,
02/1999, Letnik:
11, Številka:
2
Journal Article
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