Thesis (M.H.S.)--Boise State University, 2009. / Title from t.p. of PDF file (viewed April 20, 2010). Includes abstract. Includes bibliographical references (leaves 57-63).

Thesis (Psy. D.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 65-70).

Thesis (M.S.W.)--University of Hong Kong, 1991.

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 65-70).

Thesis (Ph. D.)--Virginia Commonwealth University, 2009. / Prepared for: L. Douglas Wilder School of Government and Public Affairs. Title from title-page of electronic thesis. Bibliography: leaves 132-149.

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 65-70).

No description available.

A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts (Counselling Psychology) in the Department of Psychology in the Faculty of Arts at the University Of Zululand, South Africa, 2012. / The overarching aim of this study was to explore the use of mental health services in UMhlathuze district. A further aim was to explore the experiences and opinions of mental health users. Sixty mental health users participated in the study. The mental health needs of the predominantly poor, black population and people in rural areas are consequently left unmet. For mental health services to be improved and stay effective, constant evaluation is necessary. This will allow the use of mental health services as well as delivery to build upon its strengths as well as respond to short comings and new emerging needs indicated by research participants. This study investigated the use of mental health service in certain parts of UMhlathuze district. It records valuable aspects of the mental health services usage and identifies experiences and opinions for improvement. Findings in this study were guided by mental health service users from different service providers. The procedure for data collection involved direct conversations in which participants reflected on their experiences when mental health services are offered to them. A convenient sample was used in that the criterion of inclusion of participants in the sample was based on people consulting at health care facilities for mental health services, for example mental health users from psychology clinic, district hospital and NGOs. The opinions given were speaking back to the experiences thus participants came up with suggestions on how mental health services can be improved. Participants' experiences of the mental health service delivery were generally positive and negative on the other hand. The experiences of mental health users mainly appreciated for the essential services provided to the community and the fact that it also easy to access services because of providing psychological services at affordable rates. / National Research Foundation

No description available.

It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.