Development of a Preventive Mental Health Intervention Program Tailored for First-Generation College Students

Autor/in	Burgess, Charles Alan
Titel	Development of a Preventive Mental Health Intervention Program Tailored for First-Generation College Students
Quelle	(2018), (148 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-8529-1
Schlagwörter	Hochschulschrift; Dissertation; Mental Health; Mental Health Programs; Prevention; First Generation College Students; Achievement Gap; Intervention; Health Promotion; Wellness; Feedback (Response) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Psychohygiene; Prävention; Vorbeugung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Well being; Well-being; Wohlbefinden
Abstract	To close the achievement gap between first and continuing generation students, several interventions that specifically target first-generation students have been designed and delivered in a variety of settings. These interventions are typically intended to promote wellness and support academic achievement in students' college careers, which in turn leads to better outcomes across a variety of domains, such as academic achievement, psychological well-being, and a sense of belonging in the college community. However, many of these programs may be underutilized for a variety of reasons, including the fact that they are not required for graduation, may be burdensome for students to participate in, or may neglect important aspects of the experiences of first-generation students, thus leading to low investment and buy in. In addition, these interventions neglect many of the sociocultural factors that exert a powerful influence upon first-generation students. This study sought to gather feedback from current first-generation college students in order to modify a preventive mental health intervention intended for use with college students in general. Interviews were conducted in two phases, with Phase 1 participants providing feedback on an existing ACT-based preventive mental health intervention and Phase 2 participants providing feedback on a modified version of this intervention. Study participants provided a wealth of valuable feedback about both programs as well as information about their own experiences as first-generation students. This data was used to develop recommendations for a novel intervention that may help to support first-generation students' academic achievement while attending to their unique sociocultural backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01