<p> Having an infant admitted to the neonatal intensive care unit (NICU) can be stressful and overwhelming for parents and families. Parents have developed anxiety and depression disorders, as a result of their experience from having their infant in the NICU. The stress and anxiety can also affect the parent-child attachment, as well as putting the infant/child at risk of abuse and neglect. A licensed clinical social worker will facilitate a support group using the strength based perspective to empower individuals and families. The support group goals are: to reduce the amount of stress that parents and/or caregivers encounter, as a result of their infant being in the NICU, to empower parents and/or caregivers to advocate for their infant who has been in the NICU, and to increase the parents and/or caregivers' ability to appropriately respond to the infant's needs. In selecting, Health Trust, as a funder, it values enhancing the well-being of individual and families in Santa Clara County. An actual submission to the funder was not a requirement of this project.</p>

<p> This study set out to understand the lived experience of children with mental health diagnoses. With the Foucaldian concepts of historicizing, biopower, power and nominalism, combined with the Disability Studies concepts of the social construction of disability, normative culture, and child voice, the study focused on six boys with mental health diagnoses placed in a summer day treatment program. Data collection included child interviews, field observations in the day treatment center, and the review of documentary evidence including educational files, and treatment center artifacts. The data were analyzed for individual child stories, file review data comparison, turn taking, and pieces of the conceptual framework. </p><p> Critical discourse analysis determined decades of social construction and normative culture were at play in both the child experiences and in the researcher&rsquo;s gathering and understanding of the data. Despite the purpose of the research to step away from these influences and allow the participants&rsquo; stories to organically emerge, the researcher co-produced truth with the children that reinforced the status quo. The three themes emerging from the initial data analysis of child sense of self, adult knowledge &amp; power, and child power led to a revised conceptual framework with power as a more constant, fluid piece of the children&rsquo;s lived experiences. Further analysis suggests historicizing, nominalism, biopower, social construction, and normative culture, while seemingly invisible, are constantly interacting and leaning on each other to create the researcher&rsquo;s lens and reality as well as the participant lived experiences. Power moves among the pieces while holding them together. </p>

<p> Collegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on student-athlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven investigation assessing factors of help-seeking associated with the Health Belief Model and Reasoned Action Approach while sampling student-athletes who identified as currently experiencing a personal or emotional health concern. More specifically, the purpose of this study was to investigate which factors of help-seeking behavior predict the likelihood that a student-athlete will seek professional help, and to identify the differences in help-seeking factors between student-athletes with a lower likelihood of seeking help compared to those with a higher likelihood of seeking help. Participants were 269 NCAA student-athletes who completed an online survey assessing factors related to their help-seeking behavior. A multiple liner regression reveled that perceived benefits, perceived susceptibility, and perceived attitudes factors were significant predictors of the likelihood that a student-athlete would seek treatment. Results from a one-way MANOVA showed significant differences between the lower likelihood and the higher likelihood of seeking help group on the perceived seriousness, perceived susceptibility, perceived benefits, instrumental barriers, stigma-related barriers, and the perceived attitudes factors. Additional information gathered in this study suggests the most frequently reported factors which prevented student-athletes from seeking help include a belief the issues they are experiencing is not that serious, or a desire to seek help from a source other than a mental health professional. Findings from this study have implications for athletic departments, campus counseling centers, and future interventions designed to enhance mental health help-seeking.</p><p>

<p> The purpose of this research is to explore similarities and differences of student burnout and student depression through educational (engagement in studying) and personal (personality traits) perspective. Due to the claims in literature considering burnout a popular word for depression, the main research question was whether burnout can be considered an independent nosological entity. The study included 135 undergraduate students in a Midwestern university, who filled out self-report questionnaires to measure burnout, depression, engagement, and Big Five personality traits. Correlational analyses showed moderate correlation between burnout and depression, and a similar correlation pattern of burnout and depression with engagement and personality traits. However, several regressional analyses indicated major burnout-depression differences in predicting engagement and personality. Based on these findings, the moderate relationship between the two constructs assumes that burnout belongs to the category of depressive disorders. At the same time, however, it was concluded that the significant differences in the way burnout and depression relate to engagement and personality may suggest that burnout can be differentiated from depression.</p><p>