Enhancing Student Well-Being through Animal Assisted Interventions in College Counseling Settings

Attention-deficit/hyperactivity disorder (ADHD) and posttraumatic stress disorder (PTSD) are highly comorbid among children and adolescents with a history of maltreatment and trauma. This comorbidity is linked to increased symptom severity and poor academic and social outcomes. Such negative outcomes are shown to have further negative outcomes during the college years. However, research has yet to directly examine the associations between ADHD, trauma exposure, and PTSD among college students. To address this gap, the current study examined the relations between childhood ADHD symptoms, lifetime trauma exposure, and current PTSD symptoms among a racially and ethnically diverse group of college students ( N = 454). Analyses controlled for symptoms of depression and anxiety and examined demographic differences. Findings indicated that college students with a childhood history of elevated ADHD symptoms reported significantly higher numbers of trauma exposure and PTSD symptoms. Findings also indicated that trauma-related arousal symptoms and more general depressive symptoms were the strongest mediators in the association between ADHD symptoms and trauma exposure. These results have implications for child and adolescent clinical interventions, as well as for college counseling and accessibility services related to psychological well-being and academic accommodations.

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An Undergraduate Positive Psychology Course as Prevention and Outreach

10.31234/osf.io/r52wg ◽

2018 ◽

Cited By ~ 1

Author(s):

G. Tyler Lefevor ◽

Dallas R. Jensen ◽

Payton J. Jones ◽

Rebecca A. Janis ◽

Chih Han Hsieh

Keyword(s):

Psychological Distress ◽

Positive Psychology ◽

College Counseling ◽

Well Being ◽

Therapeutic Interventions ◽

Subjective Happiness ◽

Counseling Centers ◽

Increasing Demand ◽

Psychology Course ◽

College Counseling Centers

College counseling centers nationwide are having difficulty meeting the increasing demand for services they are seeing. We present an undergraduate positive psychology course taught as outreach and prevention by counseling center therapists as a way to potentially address this demand. During the two primary semesters of the 2012-2013 and 2013-2014 academic years, 133 students enrolled in the course and completed pre and post measures. Students evidenced significantly decreased psychological distress, increased psychological well-being, and increased subjective happiness. We discuss the format of this course and its elements as both outreach/prevention and therapeutic interventions to meet the increased demand for services.

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Starting with Stories of Success: The Initial Psychiatric Consultation

The Art of Narrative Psychiatry ◽

10.1093/oso/9780199982042.003.0008 ◽

2013 ◽

Author(s):

SuEllen Hamkins

Keyword(s):

Depressed Mood ◽

Treatment Options ◽

College Counseling ◽

Well Being ◽

Panic Attacks ◽

Counseling Service ◽

Psychiatric Consultation ◽

Treatment Of Depression

If compassionate connection is the heart of narrative psychiatry, then eliciting healing stories is its soul. In narrative psychiatry, we begin seeking stories of strength and meaning from the very first appointment. As we listen to the story a patient brings to us, we also listen for the untold stories implicit in their narrative that may support their well-being. Fleshing out these stories, making them alive with detail, vivid with language and compelling with plot, strengthens them and gives them purchase to eclipse a disempowering, problem-dominated story. What we can know about a patient depends on what we are listening for. The openings for story development that we hear and the questions we ask in the first appointment lead to the cocreation of the narrative of the patient’s life that informs our understanding of the problem and our treatment options. By eliciting narratives that lead to a more nuanced, colorful, and balanced portrait of the patient and a more contextualized view of the problem, we can understand the nature of the problem and the patient with more depth, clarity and subtlety. Tall and thin with a short spiky haircut, and carrying a canvas messenger bag, Amanda Riley spoke earnestly when she first came in to see me for treatment of depression. A sophomore in college, she was mired in a story of how she was making bad decisions and wasn’t living her life right. Amanda had been referred to me by a psychotherapist at the college counseling service where I consulted due to concerns about panic attacks and depressed mood. The hope was that I would be able to help Amanda clarify the nature of the problem and determine if medication might be helpful, a typical workaday situation for many psychiatrists in today’s world. So how would a narrative psychiatrist approach his or her first meeting with Amanda? At the start of my initial conversation with Amanda, I asked her what year of school she was in and what she was studying. She told me she was a sophomore in college, majoring in Chinese and art.

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The Relationship Between Hearing Loss Self-Management and Hearing Aid Benefit and Satisfaction

American Journal of Audiology ◽

10.1044/2018_aja-18-0130 ◽

2019 ◽

Vol 28 (2) ◽

pp. 274-284 ◽

Cited By ~ 6

Author(s):

Elizabeth Convery ◽

Gitte Keidser ◽

Louise Hickson ◽

Carly Meyer

Keyword(s):

Decision Making ◽

Hearing Loss ◽

Hearing Aids ◽

Clinical Decision Making ◽

Hearing Aid ◽

Well Being ◽

Self Report ◽

Self Management ◽

Hearing Aid Benefit ◽

The Relationship

Purpose Hearing loss self-management refers to the knowledge and skills people use to manage the effects of hearing loss on all aspects of their daily lives. The purpose of this study was to investigate the relationship between self-reported hearing loss self-management and hearing aid benefit and satisfaction. Method Thirty-seven adults with hearing loss, all of whom were current users of bilateral hearing aids, participated in this observational study. The participants completed self-report inventories probing their hearing loss self-management and hearing aid benefit and satisfaction. Correlation analysis was used to investigate the relationship between individual domains of hearing loss self-management and hearing aid benefit and satisfaction. Results Participants who reported better self-management of the effects of their hearing loss on their emotional well-being and social participation were more likely to report less aided listening difficulty in noisy and reverberant environments and greater satisfaction with the effect of their hearing aids on their self-image. Participants who reported better self-management in the areas of adhering to treatment, participating in shared decision making, accessing services and resources, attending appointments, and monitoring for changes in their hearing and functional status were more likely to report greater satisfaction with the sound quality and performance of their hearing aids. Conclusion Study findings highlight the potential for using information about a patient's hearing loss self-management in different domains as part of clinical decision making and management planning.

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Inclusion of Transgender Voice and Communication Training in a University Clinic

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig10.109 ◽

2017 ◽

Vol 2 (10) ◽

pp. 109-115 ◽

Cited By ~ 1

Author(s):

Jennifer Oates ◽

Georgia Dacakis

Keyword(s):

Training Program ◽

Clinical Education ◽

Well Being ◽

Evidence Base ◽

Communication Training ◽

Speech Language Pathology ◽

Transgender People ◽

Language Pathology ◽

Effectiveness Of Training ◽

Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

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Improving Feeding Outcomes in the NICU: Moving From Volume-Driven to Infant-Driven Feeding

Perspectives on Swallowing and Swallowing Disorders (Dysphagia) ◽

10.1044/sasd19.3.68 ◽

2010 ◽

Vol 19 (3) ◽

pp. 68-74 ◽

Cited By ~ 9

Author(s):

Catherine S. Shaker

Keyword(s):

Intensive Care Unit ◽

Dynamic Systems ◽

Neonatal Intensive Care ◽

Well Being ◽

Dynamic Systems Theory ◽

Feeding Problems ◽

Care Giving ◽

Extremely Preterm ◽

Extremely Preterm Infants

Current research on feeding outcomes after discharge from the neonatal intensive care unit (NICU) suggests a need to critically look at the early underpinnings of persistent feeding problems in extremely preterm infants. Concepts of dynamic systems theory and sensitive care-giving are used to describe the specialized needs of this fragile population related to the emergence of safe and successful feeding and swallowing. Focusing on the infant as a co-regulatory partner and embracing a framework of an infant-driven, versus volume-driven, feeding approach are highlighted as best supporting the preterm infant's developmental strivings and long-term well-being.

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