Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2402. Adviser: Janis G. Chadsey. Includes bibliographical references (leaves 187-196) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1993. / Source: Dissertation Abstracts International, Volume: 54-10, Section: B, page: 5407. Chair: Debra Gordon.

Thesis (M.IS.(Information Science))--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-120). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis supervisor: John Westefeld. Includes bibliographical references (p. 48-52).

This study explores the complexity of teachers’ attitudes towards promoting their pupils’ mental health in Kuwait middle schools, teachers’ perceptions of the contextual factors that shaped those attitudes, the barriers they identify that might hinder the implementation of the promotion process, and changes required to put such a promotion process into practice. A mixed-methodological research approach is adopted within a complementary research design, consisting of two stages. A total of 497 Kuwaiti middle school teachers completed a systematic survey and twelve teachers were subsequently chosen purposely to take part in semi-structured interviews. The study’s findings suggest that Kuwaiti middle school teachers tend to hold moderately favourable attitudes towards promoting pupils’ mental health. However, a variety of personal, interpersonal, socio-cultural, and structural-organizational barriers were perceived by teachers, which could undermine positive attitudes and impact on the implementation of promoting pupils’ mental health. The study also showed teachers’ attitudes and perceptions as markedly embedded within their socio-cultural and religious context.

No description available.

In an attempt to tackle issues of racism in the U.S. public education system, school districts throughout the country are paying particular attention to how teachers and educational leaders are trained and supported to address issues of racial disparities. As a result of this, there has been a diffusion of various anti-bias and racial literacy-based trainings in some of the largest school systems. This dissertation explored a case study of a unique racial literacy and healing professional development (PD) workshop series within the New York City Department of Education, which was offered to a group composed predominantly of educators of Color. This inquiry was primarily concerned with how the educator of the PD workshop series designed and enacted a healing-centered pedagogy and what were the affordances of such an approach. A number of qualitative research methods—including contemplative inquiry—worked together to understand how this professional learning experience enabled participants to engage in a healing praxis. The PD curriculum structured opportunities for participants to deploy a two-pronged healing praxis, which combined racial literacy and critical consciousness on one side, and healing and self-care on the other. Through the combination of a transformative activist stance, a healing-centered engagement, and an indigenist stance, this study drew on a unique conceptual framework to examine how the PD series enabled participants to: (a) surface feelings of racialized stress and trauma; (b) potentiate their own healing journey; (c) articulate gratitude and cultivate empathy; and (d) explore conflict and cultural fault lines. This work finds a home in the coming wave of scholarship and a canon that considers healing within the context of education as an urgent matter.

Depression contributes to a host of health problems resulting in disability, pain, and death. An important aspect of preventing and reducing the harmful effects of depression is educating the public about this pervasive mental disorder, including the importance of early detection and effective treatment. During the past 20 years, many people have turned to the Internet in general and social media in particular to learn about health. Current research has examined YouTube coverage of some mental health topics, but no published research describing YouTube coverage of depression was identified. The purpose of this study was, therefore, to describe the most viewed YouTube about depression with respect to source, speaker, format, purpose, number of views, length, upload year, and content. A cross-sectional design was used to examine the 394 most viewed YouTube videos on depression. Collectively, these 394 videos were viewed 155,349,029 times. Three sources—consumers, internet-based video, and nongovernmental agencies—accounted for approximately 85% of the most frequently viewed videos and garnered 93% of the total views (n=144,506,467). Consumers uploaded almost half of all the most widely viewed videos (n=193, 48.98%), and these videos had the highest cumulative view count (74,391,500 views). Content mainly focused on signs and symptoms, which were covered in more than 75% of the videos (n=300, 76.14%), and promotion of healthful behaviors and protective factors, which was covered in 68.52% (n=270). Slightly more than one-half of the videos explicitly mentioned risk factors (n=200), and slightly less than one-half provided general information about depression (n=189). Between 20% and 35% of the videos included content related to suicide (23.10%), stigma (22.08%), psychotherapy (28.93%), medication (31.22%), and alternative therapies (30.96%). Content related to screening was only included in 9 of the most widely videos (2.28%). While good sleep hygiene was only mentioned in 28 videos (7.11%), collectively, these videos received over 16 million views. Another main finding was that governmental agencies have not produced videos that are among those most widely viewed. Given YouTube’s wide reach, they should, however, be using this media channel to help inform the public.

Esta pesquisa, em uma estratégia cartográfica de imersão no cotidiano do Serviço Residencial Terapêutico Morada São Pedro – serviço da rede substitutiva ao manicômio no cuidado em saúde mental – cria um aporte teórico, um eixo reflexivo, partindo do convite à criação de práticas de cuidado em saúde mental. A convocação ao pensamento se dá por composição, numa evolução que busca escapar de circularidades, passando por elaborações acerca do acolhimento à diferença-em-nós como um primeiro movimento de acoplamento de alteridade. Orientado pela perspectiva da composição de novos e inovadores espaços de produção de cuidado e acolhimento ao sofrimento psíquico, busca-se explorar o conceito de “território em ato” como potencial das artes, potencial do convite à participação e expressão dos coletivos (trabalhadores, alunos residentes) convocados à criação de práticas. Ao colocar-se ao lado e no lugar do cuidado, em pelo menos duas orientações iniciais para as práticas – invenção de um espaço teatral para trocas com a equipe de cuidado do serviço em questão e acompanhamento a moradores – o ator-pesquisador imergiu em uma proposta de pesquisa-intervenção na qual as práticas do cuidado em saúde mental se mostraram limitadas ao esbarrar em lógicas institucionais. O eixo de formação em serviço, com orientação multiprofissional, e o vislumbre de uma “pedagogia da implicação”, que convoca os coletivos de produção de saúde a trocas e acolhimento das demandas, em uma disponibilidade de escuta e exposição continuada, orientam as expectativas de acolhimento às expressões, busca de liberdade e capacidade inventiva. / This research, in a cartographic strategy of immersion in the daily life of the Residential Therapeutic Service Morada São Pedro – service of the substitute network to the asylum in mental health care – creates a theoretical contribution, a reflexive axis, starting from the invitation to the creation of care practices in mental health. The call to thought is given by composition, in an evolution that seeks to escape from circularities, passing through elaborations about the reception to the difference-in-us as a first movement of coupling of otherness. Oriented by the perspective of the composition of new and innovative spaces for the production of care and acceptance of psychic suffering, we sought to explore the concept of "in act territory" as the potential of the arts, the potential of the invitation to participation and expression of the collectives (workers, Residency students) called for the creation of practices. By placing beside and in the place of care, in at least two initial guidelines for the practices - the invention of a theatrical space for exchanges with the care team of the service in question and follow-up of the residents - the actor-researcher immersed himself in a research-intervention proposal in which mental health care practices has been shown limited when bumping into institutional logics. The axis of in-service training, with a multiprofessional orientation, and the glimpse of a "pedagogy of implication", which calls on health production collectives to exchange and reception to demands, in readiness to listen and ongoing exposure, guide the expectations of acceptance of expressions, search for freedom and inventiveness.