Browsing by Subject "College students"
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Item A healing space : a museum-based workshop for the promotion of psychological wellbeing in college students(2020-09-03) Cahill Casiano, Iris Anne Xiomara; Ainslie, Ricardo; Rochlen, Aaron; Suizzo, Marie-Anne; Bain, ChristinaAn increasing number of college and university students are experiencing considerable challenges to their psychological wellbeing, including depressive symptomatology and high levels of perceived stress. The current pilot study addresses the growing need for the promotion of wellbeing in college students through the use an innovative workshop that integrates narrative approaches with therapeutic art-viewing to take treatment out of overburdened campus counseling centers and into an alternative space: campus art galleries and museums. While some extant research has touched on the healing potential of museum-based interventions, there has been little exploration on its use with college students. The current mixed-methods study examined the effects of a four-session workshop designed to help students alter negative life-stories by using engagement with art objects as points of discovery for positive personal narratives. Fifteen participants (n=15) were drawn from a convenience sample of students from the University of Texas at Austin; inclusion criteria included a minimum score of “5” on the PHQ-9, a validated measure of depressive symptom severity. Pre- and posttest measures were collected on primary variables of interest over the course of the workshop, including measures for depressive symptomatology, perceived stress, and level of insight/self-reflection. Paired sample t-tests revealed statistically significant improvements in key variables of interest, while qualitative data gathered during and post treatment revealed several clinically relevant themes to suggest that this innovative, arts-based intervention encouraged positive shifts in personal narratives and bolstered mental wellbeing among participants.Item An acoustic comparison of voice use in solo and choir singing in undergraduate and graduate student singers(2007-12) Carter, Brian Barker, 1970-; Wiley, Darlene; Small, David, baritoneNumerous studies have been made looking at the differences in the resonance of choral and solo singing modes. None of these studies, however, have taken into account the particular challenges of a great majority of choral singers: undergraduate and graduate students. An experiment designed to remedy this situation was carried out in which nine baritones and bass-baritones were recording while singing in both solo and choral modes. The singers were divided in to three groups of three singers each, with each group representing a grade-achievement level: undergraduate underclassmen, undergraduate upperclassmen, and graduate students. Singers sang three examples of choral music and two examples of solo music. All the examples were sung in each of four different conditions. The recordings were analyzed in several different ways including spectrogram, formant mapping, long-term average spectrogram, and energy contour. The relative strengths of the fundamental frequency peak and the singer's formant peak were calculated. Results showed that the amount of change in the relative strength of the fundamental frequency between solo and choral modes became greater as the age and experience of the singer increased. Conversely, the amount of change in the relative strength of the singer's formant peak between the two modes dramatically decreased as the age and experience level of the singer increased. The ramifications of these findings on university choral and solo voice programs are discussed.Item Alcohol use and related problems among college students and their noncollege peers : the competing roles of personality and peer influence(2011-08) Quinn, Patrick Donovan; Fromme, Kim; Harden, Kathryn P.Although alcohol use and related problems are highly prevalent in emerging adulthood overall, college students drink somewhat more than do their peers who do not attend college. The personal or social influences underlying this difference, however, are not yet well understood. The present study examined whether personality traits (i.e., self-regulation and sensation seeking) and peer influence (i.e., descriptive drinking norms) contributed to student status differences. At approximately age 22, 4-year college students (n = 331) and noncollege emerging adults (n = 502) completed web-based surveys, including measures of alcohol use, alcohol-related problems, personality, and social norms. College students drank only slightly more heavily. This small difference, however, reflected personality suppression. College students were lower in trait-based risk for drinking, and accounting for traits revealed a stronger positive association between attending college and drinking more heavily. Although noncollege emerging adults reported greater descriptive drinking norms for social group members, norms appeared to more strongly influence alcohol use among college students. Finally, despite drinking less, noncollege individuals experienced more alcohol-related problems. The association between attending college and drinking heavily may be larger than previously estimated, and it may be masked by biased selection into college as a function of both self-regulation and sensation seeking. Differing patterns of alcohol use, its predictors, and its consequences emerged for the college and noncollege samples, suggesting that differing intervention strategies may best meet the needs of each population.Item An empirical examination of suicidality among multiracial college students(2020-05-15) Krueger, Nolan Travis; Cokley, Kevin O. (Kevin O'Neal), 1969-; Awad, Germine HThe association between suicidal ideation (SI) and a set of strengths-based, malleable psychological factors related to well-being was examined among Multiracial college students and compared with monoracial college students in a diverse sample of 1,446 Asian Americans, 757 African Americans, 1091 Latino/a Americans, 382 Middle Eastern/East Indian Americans, 7,352 White Americans, and 797 Multiracial Americans. Data from the 2016 USDAS Survey was analyzed and showed that Multiracial students endorsed significantly higher levels of SI relative to their monoracial peers. Further multiple regression analyses revealed that among Multiracial students, perceived burdensomeness, emotion-focused coping self-efficacy, sense of coherence, search for meaning in life, social connectedness, and resilience significantly and uniquely predicted SI. Additionally, significant interactions were found such that Multiracial versus monoracial self-identification moderated the relationships between sense of coherence and SI, perceived burdensomeness and SI, and social connectedness and SI. Findings with regards to the establishment of an evidence-based understanding of SI among young Multiracial Americans, along with suggestions for future research are discussedItem An impostor’s resistance : the protective role of critical consciousness from the mental health impacts of the impostor phenomenon(2019-08) Lanehurst, Ashley Nicole; Cokley, Kevin O. (Kevin O'Neal), 1969-; Sanchez, Delida; Whittaker, Tiffany A; Holme, Jennifer JResearch in higher education continues to explore the complexity of challenges faced by students of color. One of these challenges is the impostor phenomenon which has been linked to psychological distress. Additionally, the literature has demonstrated that students who endorse low levels of academic self-efficacy and identify less with school, also exhibit lower levels of psychological well-being. This dissertation hoped to expand the literature on the impostor phenomenon by integrating a socio-cultural contextual layer which proposed that those individuals who experience higher degrees of psychological distress may endorse higher levels of social dominance orientation. Furthermore, the concept of critical consciousness was included as a possible opposing dynamic to social dominance and would result in higher levels of psychological well-being. This dissertation utilized a multiple group path analysis to clarify the relationships between the impostor phenomenon, academic self-efficacy, identification with school, social dominance, critical consciousness, and mental health among students of color and White students.Item Anxiety and beliefs about language learning : a study of Korean university students learning English(1995) Truitt, Susan Narceille, 1966-; Horwitz, Elaine Kolker, 1950-This study investigated the foreign language anxiety and beliefs about language learning of university students learning English as a foreign language (EFL) in Korea. The relationships among the students' anxiety levels and beliefs were also studied. A total of 204 students enrolled in undergraduate English courses in Seoul, Korea, participated in the study. A questionnaire consisting of the Beliefs About Language Learning Inventory (BALLI, Horwitz, 1983a, 1987), the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, 1983b), and a background questionnaire was translated into Korean and administered to the subjects. This study found that the Korean subjects in this study had different beliefs about language learning from those of American foreign language students (Horwitz, 1988), ESL students in the United States (Horwitz, 1987), EFL students in Taiwan (Yang, 1992), and even another group of EFL students in Korea (Park, 1995). In addition, the beliefs about language learning of the subjects in this study were related to background factors such as major and experience living in an English-speaking country. These findings provide evidence that learners' beliefs about language learning can vary based on their cultural backgrounds and previous experiences (Horwitz, 1987). Secondly, the Korean subjects in this study had higher levels of foreign language anxiety based on their FLCAS scores than the subjects in previous studies (Horwitz et al., 1986; Aida, 1994). These findings suggest that Korean EFL learners do indeed experience foreign language anxiety, and that learners from certain cultures may have higher levels of foreign language anxiety than those from other cultures. Thirdly, two belief factors were found to be significantly correlated with foreign language anxiety: self-efficacy/confidence in speaking (r = -.604) and beliefs about the ease of learning English (r = -.231). These results suggest that beliefs about language learning, particularly low self-efficacy/confidence in speaking and beliefs about the difficulty of language learning, may be a source of foreign language anxietyItem Artful healing : exploration of a therapeutic intervention set in the college campus art museum(2018-10-05) Cahill Casiano, Iris Anne Xiomara; Ainslie, RicardoCollege students in the United States are often characterized by their creativity and openness to new experiences, however, for an increasing number of students the prevalence of depressive symptoms pose considerable emotional and psychological challenges. An additional concern for these affected students is that many will face barriers to care, and overburdened college counseling centers currently struggle to meet the growing demand. This study seeks to address the growing need for treatment of depressive symptoms in college students through an innovative intervention that integrates narrative approaches with therapeutic art-viewing to take treatment out of the counseling center and into an alternative space: the college art museum. While some previous research has touched on the healing potential of museum-based interventions, there is limited research exploring its use for treatment of depressive symptomatology with the college student population. This mixed-methods study pilots a five-week group intervention designed to help students re-author negative life-stories using art objects as points of discovery for personal narratives. Participants will be drawn from a convenience sample of students from the University of Texas at Austin. Validated pre- and post-test measures will be collected and data analyzed using paired sample t-tests in order to evaluate improvement in symptom severity. Additional qualitative data gathered over the course of treatment and in the exit interview will be explored for relevant themes using phenomenological methodologyItem Attention-deficit/hyperactivity disorder (ADHD) symptoms and academic performance among undergraduates : the combined influence of deficiencies in academic coping and executive functioning(2007-12) Mosko, Orion Amadeus, 1974-; Tucker, David M., 1953-; Holahan, Charles J.Current findings indicate that the symptom clusters of inattention and hyperactivity-impulsivity, the primary behavioral characteristics of AttentionDeficit/Hyperactivity Disorder (ADHD), serve as risk factors for reduced academic performance in postsecondary educational settings. The proposed investigation is designed to clarify the extent and mechanisms through which these associated symptoms clusters predict reduced academic performance in an undergraduate sample. This investigation tests four hypotheses: (a) ADHD symptoms predict inversely undergraduates' academic performance; (b) deficiencies in academic coping partially mediate the relationship between undergraduates' ADHD symptoms and academic performance; (c) deficiencies in undergraduates' executive functioning partially mediate the association between students' ADHD symptoms and their academic coping; and (d) the predictive association between students' ADHD symptoms and academic performance is more fully explained by their level of academic coping and executive functioning. To achieve these goals, 111 undergraduates from The University of Texas with variable levels of ADHD symptoms were recruited for participation in this study. Participants' academic performance (i.e., concurrent and cumulative semester grade point average, number of problem credit hours, and number of completed credit hours) will be compared to their level of self-reported ADHD symptoms (i.e., current and childhood ADHD symptoms). The hypothesized mediating effect of academic coping on this relationship was evaluated using two questionnaires of academic coping that separately assess students' general academic coping strategies and more specific academic coping behaviors. Further, the anticipated mediating effect of executive functioning on the relation between ADHD symptoms and academic coping was investigated using two neuropsychological tests of attentional control and planful problem solving. Results did not support the proposed model although several study hypotheses received partial support. A data-derived alternative explanatory model is presented and clinical implications are discussed.Item Be careful what you wish for : characteristics of college students’ academic goals, their daily effort, and emotional well-being(2017-05) Seo, Eunjin; Schallert, Diane L.; Patall, Erika A.; Awad, Germine H.; Pituch, Keenan A.; Henderson, Marlone D.Failing to meet personal academic goals in college, such as completing a final paper or finishing weekly reading materials, often results in poor performance, failing grades, or even class withdrawal. A great deal of research has established the benefits of setting goals for performance. Research has also suggested that self-concordance, utility value, difficulty, and specificity of goals influence the benefits of setting goals. To date, however, many of these goal characteristics have been independently examined outside of educational contexts (e.g., in work settings) and never tested simultaneously altogether. In addition, little work has examined how these different goal characteristics predict college students’ effort and well-being on a daily basis. As a result, researchers have overlooked the problem that students tend to overestimate their effort when it is measured across different days. I conducted this research to remedy this gap by investigating how various goal characteristics, including self-concordance, utility value, difficulty, and specificity, predict students' time spent toward their goals and emotional well-being during goal pursuit on a daily basis. Using both variable- and person-oriented analyses, I found two key elements that positively predicted students’ daily time spent toward their goals and emotional well-being: self-concordance and utility value. Goal difficulty and specificity did not statistically significantly predict college students’ time spent and emotional well-being. Furthermore, I also revealed the reciprocal relations among time spent and emotional experience. College students spent more time working toward their goals on the day they felt stronger emotions regardless of its valence. On the day students spent more time, they experienced heightened positive and negative emotions. The greater positive emotions, in turn, led students to reduce their time spent toward their goals on the next day. The finding emerged even after controlling for characteristics of goal pursuers (e.g., sex, race, prior GPA, self-control, social support, and readiness) as well as prior day’s effort and emotions. Through daily examinations of students' goal characteristics, effort, and emotions, I hope that this dissertation contributes to broadening the applicability of goal-relevant motivational theories to students' daily academic experiences and to educators' knowledge regarding effective goal practices.Item Bullying among college students : do moral courage and empathy affect the likelihood that a bystander will intervene?(2020-08-03) Stewart, Dana Faye; Suizzo, Marie-Anne; Awad, Germine H; Falbo, Toni L; Franklin, Cynthia GThe current study sought to better understand the phenomenon of bullying at the college level and to seek potential strategies to combat this bullying. Some K-12 schools have successfully incorporated bystander intervention as a means of stopping or reducing bullying (Coker, et al., 2017). Bystander intervention is the act of aiding an individual in distress in a high risk – low reward situation (Latané & Darley, 1970). This exploratory study examined a theoretically-guided model of how moral courage, empathy, and other factors relate to bystander intervention intentions for college-level bullying. Data were collected from 733 undergraduate students who completed an online questionnaire. Multiple regressions were used to analyze the data. Findings demonstrate that moral courage strongly and positively relates to the intention of engaging in bystander intervention. Empathy also positively relates to the intention of engaging in bystander intervention, but to a lesser degree. These findings align with current conceptual frameworks of moral courage, a relatively new construct in psychology (Press, 2018; White, 2015), and with the theory that empathy is altruistic (Batson, 1989). Further, these results specifically demonstrate that moral courage and empathy are key factors to reducing bullying via bystander intervention. Importantly, these study findings also demonstrate that bullying is still present at the college level, most frequently in the forms of verbal and social bullying. These results suggest boosting college students’ moral courage and empathy could lead to more frequent bystander interventions and thereby reduce bullying.Item Caballeros making capital gains : the role of social capital in Latino first-year college persistence : a case study analysis of a predominantly white 4-year institution(2011-05) Arámbula-Turner, Tracy Lee; Saenz, Victor B.; Vincent, Gregory J.; Holme, Jennifer J.; Dorn, Edwin; Ponjuan, LuisThe goal of this study was to develop a nuanced understanding of the first-year experience of Latino males attending a predominantly White public flagship institution of higher education. Specifically, the study sought to examine the relationship between their ability to draw upon and use various forms of social capital, and their persistence to the second year of college. Qualitative data were collected at the conclusion of the students’ first year and at the beginning of their second year of college and the study was guided by social capital theory. Results indicate students gained access to an elite institution of higher education and persisted to the second year through application of their strong academic ganas, rich familial wealth, and through the essential support of key high-volume institutional agents. Students engaged in a strategic and deliberative transition process during the first year that was customized to fit their personal needs and life experiences. Students engaged in discerning, tactical and selective friendship creation and management during the first year, and treated this exercise as a long-term investment in their success. Finally, academic support programs facilitated transition and served as vital sources of support and resilience during the first year of college. Research findings will be of interest to researchers, policymakers, administrators and practitioners who aspire to improve the college completion rates of their Latino undergraduate populations.Item Constructing the framework for mentoring African American male student-athletes at predominately white institutions of higher education(2012-08) Kelly, Darren David; Dixon, Marlene A., 1970-; Hunt, Thomas M.; Green, B C.; Moore, Leonard N.; Harrison, LouisThe goal of this study was to develop a detailed understanding of the academic, athletic, and psychosocial needs and issues of African American male student-athletes attending a predominately White public flagship institution of higher education during their transitional first year and determine if, how, and who were meeting these needs. In addition to the well-known lower graduation rates and academic struggles of African American male football players, there are numerous psychosocial and cultural issues and barriers these young men face during their transition such as commitment, discrimination, and isolation (Hyatt, 2003). Mentoring has been used as a tool for developing organizational members in many different contexts and disciplines such as business (Kram, 1985), higher education (Johnson, 2007), and sport management (Jones, Harris, & Miles, 2009). Further, since African American male student-athletes have an array of academic and psychosocial needs, researchers need to look beyond the traditional model of having one primary mentor and explore the potential of a “critical mass” or network of mentors. Twelve first-year African American male student-athletes participated in semi-structured interviews at the conclusion of the first and second semesters of their first year of college. Additional key institutional stakeholders included four upperclassmen African American male student-athletes, three former African American male student-athletes and four faculty and staff members, also participated in interviews with the researcher to add further insights into the first-year experience. Results indicated that African American male student-athletes went through five major transitions: an academic transition, an athletic transition, an athlete status transition, a transition into a less diverse environment, and a transition away from home. Ideal mentors for these individuals were typically African American men who provided role modeling, promoted critical thinking through interactive dialogue, and gave advice on personal and academic issues. Mentoring networks for this population must at least include African American males from the faculty and staff at the university and professionals in the community along with older teammates. Research findings will be of interest to researchers, administrators (academic and athletic), and practitioners who desire to improve the academic, psychosocial, athletic, and overall college experience of African American male student-athletes.Item Counselors in Academic Residence : a program evaluation report for the CARE Program(2017-05) Balsan, Michael Jordan; Pustejovsky, James E.; Borich, Gary D.Undergraduate students in the United States experience alarmingly high rates of mental health disorders (Blanco et al., 2008). In response to this concerning trend, Colleges and universities are working to establish effective mental health programs (Eisenberg, Hunt, & Speer, 2012). As entering mental health counseling at or near the onset of a disorder is associated with better outcomes and lower life-time disease burden, such programs would benefit from taking an early intervention approach (Gore et al., 2011; Wang et al., 2005). The current study examined whether the Counselors in Academic Residence Program (CARE) can serve as an early intervention for college students’ mental health. The CARE Program has also been considered a possible solution for early intervention with students from populations that tend to under-utilize traditional counseling services (e.g. male, Asian American/ Asian, Hispanic/Latino/a students) (Wong et al., 2014a). The present study includes a secondary data analysis of 2,147 intake records from students in two different mental health programs on a large public university’s campus. Two years of student records from both the CARE Program and a traditional counseling center were analyzed. These records included presenting clinical symptoms and socio-demographics factors. Results suggest the CARE Program captures students with less severe symptoms, which suggests an early intervention effect on student distress. Additionally, the CARE Program served proportionally more students from some of the targeted socio-demographic groups that traditionally underutilize counseling services. This report also offers a logic model of program transactions, inputs, constraints, and outputs for evaluators to consider.Item Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students(2011-05) Ruzicka, Smita Sundaresan; Saenz, Victor B.; Reddick, Richard J.; Sharpe, Edwin R.; Fong, Rowena; Meunier, VagdeviSouth Asian Americans are one of the fastest growing sub-groups within the Asian American population in the United States today. Between 1960 and 1990, the South Asian American population witnessed an increase of approximately 900% (Leonard, 1997). This increase in population also corresponds with the increase in South Asian American students enrolling in institutions of higher education. However, despite their physical visibility on college and university campuses across the nation, South Asian American students remain invisible in higher education research. Student affairs practitioners have a limited understanding of the unique needs and issues confronted by South Asian American college students. This qualitative study addressed the paucity of research on South Asian American college students by specifically exploring the college experiences of South Asian American women. In particular, the study examined the central intergenerational issues between first-generation South Asian mothers who immigrated to the United States as adults and second-generation South Asian American daughters who are currently enrolled at the University of Texas at Austin. Secondly, it investigated the impact of these intergenerational issues on the identity development and overall college experiences of second-generation South Asian American female college students. Using a postcolonial, critical feminist framework, this study attempted to dismantle the one-dimensional, dominant narrative of South Asian Americans as the successful, high-achieving, model minority and present instead the multi-layered and complex narratives of these participants. Key findings indicated that the intergenerational issues between mothers and daughters were complex with both negative and positive impacts on the mother-daughter relationships, identity development, and the overall college experiences of the daughters. The transmission of culture and cultural values were primary ways in which mothers affected the identity development of their daughters. South Asian American peers and social networks were another significant source of identity development for the students. Additionally, narratives of both mothers and daughters revealed that the impact of the model minority image on women was qualitatively different than men where women had to often strive to fulfill simultaneous expectations of being a successful student and professional as well as conforming to the standards of being the model traditional South Asian wife and mother.Item The educational values of the National Youth Administration work-program in Texas(1942) Hendrix, Samuel David; Umstattd, James Greenleaf, 1896-1988Item Embedding mental health counselors on a college campus : assessing for early intervention effects(2020-06-16) Balsan, Michael Jordan; Rochlen, Aaron B.; Brownson, Christopher Granger, 1971-; Beretvas, Susan N; Pustejovsky, James E; Eisenberg, DanielRates of diagnosable mental health conditions in college populations constitute a mental health crisis for this population. Of the roughly 30% of college students who will experience a diagnosable mental health concern while enrolled in higher education, only 18% of those students will access treatment while enrolled (Eisenberg, Hunt, & Speer, 2012; Grant et al., 2003). One innovative approach for addressing this issue is embedding mental health providers in academic settings across college campuses. This approach potentially addresses the social and structural barriers to student help-seeking (McLeod & McLeod, 2015). Further, these programs are thought to promote early help-seeking in students from populations that are traditionally under-treated on college campuses (Boone et al., 2011). To date, little research has been conducted on such embedded programs. Further, research has inadequately addressed the question of whether these programs address the treatment-gap in specific student populations. Additionally, little information on the campus-wide impact of such programs has been published. The current study adds to this area of research through analysis using longitudinal archival data. This data was collected over 6 years of counseling records from an embedded counseling program and a traditional counseling center. The results of this study demonstrate a number of significant effects of embedding counselors in academic residence on students’ mental health and help-seeking at a large public college campus.Item Ethnic background differences in college students’ self-compassion and general well-being(2014-12) Chen, Ling-Hui; Schallert, Diane L.In considering current college students’ general well-being, their diverse cultural and ethnic backgrounds need to be considered as an important contributor. Previous research revealed that certain ethnic grouops had more difficulty adjusting to college life. This study examined the contributors to general well-being by introducing self-compassion as an important contributor for college students from three different ethnic backgrounds as determined by their self-identified choices. Data came from the online survey responses of 95 college students attending a southwestern university. Correlations between self-compassion and the nine subscales of general well-being yielded a positive relationship as in previous studies, with six of them meeting the previous criterion ( r = .60). Results showed that etnic groups and degree of ethnic identification did not, for these students, moderate the relationship between self-compassion and general well-being..Item An evaluation of student health service programs in institutions of higher learning in Texas(1947) Williams, Rhea Hughston, 1911-; Not availableItem Examining help-seeking attitudes in African American collegians : the role of minority student stress, out-group comfort, cultural congruity, and counselor racial preferences(2014-08) Jones, Bianca Joanvye; Cokley, Kevin O. (Kevin O'Neal), 1969-In recent years, scholars have moved beyond attributing academic difficulties to cognitive and personal characteristics of African American students, and have begun to consider the effects of the predominantly White university (PWU) setting on the educational and psychological outcomes of Black collegians. Unfortunately, the literature paints a bleak picture of the social context of African American students at PWUs which ultimately impedes students' academic persistence and achievement (Gloria, Kurpius, Hamilton, & Wilson, 1999) as well as psychological wellness (Prelow, Mosher, & Bowman, 2006). The psychological ramifications of social and educational conditions for African American students at PWUs, along with higher attrition rates would substantiate the tremendous use of campus mental health services by this student population. Yet, the literature reveals that even when services are easily accessible and are provided for free or at extremely discounted prices, African American students choose not to seek professional psychological help (Nickerson, Helms, & Terrell, 1994). Drawing upon the psychosociocultural theoretical framework proposed by Gloria and Rodriguez (2000), this study examined if variables specific to the PWU environment - minority student stress, out-group comfort, and cultural congruity - served as predictors of attitudes towards seeking professional psychological help in a sample of African American collegians. This study also analyzed if counselor racial preference served as a mediator between the predictors and help-seeking. Survey data were collected from 198 Black college students attending a large, PWU in the Southwest. Results revealed that cultural congruity was the only significant predictor of help-seeking attitudes, and counselor racial preference was not a significant mediator. Exploratory analyses indicated gender differences in the relationship between the psychosociocultural variables and counselor racial preferences. Implications for practice and research in counseling psychology are discussed.Item Examining the development of sense of coherence in LGB college students population and its relationship with protecting against distress and suicidality(2014-12) Spear, Benjamin Ivan; Drum, David J.In 1946 the World Health Organization (WHO) stated that in order to promote overall health in a given population, it is necessary to identify factors that contribute to health and well-being, and not to solely focus on methods to reduce vulnerability to distress. Over 50 years later the WHO (2006) identified the Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) community as a specific sub-population that requires particular investment in finding ways to reduce their observed higher rates of distress and suicidality. During this same half-century, U.S. colleges and universities transitioned from being fundamentally mono-cultural student bodies to becoming more multicultural in nature. In essence, each college’s student body is now a population of populations. One prominent population among the larger student body is the LGBTQ college student community. Furthermore, the LGB portion of this college sub-population has been identified as an under-researched subset of the larger LGBTQ population (Russell et al., 2011). This is because past research has been limited by drawing primarily upon non-college adolescent LGBTQ samples and has over generalized its findings by the inclusion of the Transgender and Questioning populations, which have been observed to report even higher rates of distress and suicidality than the LGB community (Clements-Nolle et al. 2006; Goldblum et al. 2012). This study is designed to refine our understanding of the LGB college sub-population by first examining if trends of increased acquired vulnerability for distress and suicidality found in studies of the adolescent LGBTQ population (Garofalo, Wolf, Kessel, Palfrey, & DuRant, 1998; Russell & Toomey, 2010; Haas et al., 2011; King et al., 2008) also exist in the LGB college sub-population. Second, in line with the World Health Organization’s goal of identifying protective qualities capable of enhancing and preserving one’s state of well-being and resilience, this study will be the first to examine if Sense of Coherence (SOC) serves as a moderating factor on LGB college students’ vulnerability to distress and suicidality, and thereby, contributes to overall well-being and health. Through this study, we hope to achieve a better understanding of LGB students’ vulnerability to distress and suicidality during the college years, as well as to examine the applicability of the SOC construct for health promoting interventions in the college population.
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