According to the National Collegiate Athletic Association (NCAA) rulebook, student-athletes are limited to 20 hours/week of official athletic activity. While this in and of itself is not a huge time commitment, when it is combined with the academic expectations that come with being a college student and athletic activities that are not included in the 20 hours/week, there isn't much time left in the week for student-athletes to get everything done. In addition to imposing daily stress, such time demands may negatively affect sleep. This study examined the sleep quality and quantity of student-athletes, as well as how much time they spend on athletic and academic activities. It was predicted that the student-athletes overall would not have a "good" sleep rating, and that they would not be getting the recommended 10 hours of sleep per night. It was also predicted that in-season student-athletes would be spending more than the allotted 20 hours per week on their athletic activities. All data for this study were collected through online surveys, which included several demographic and background questions, and the Pittsburgh Sleep Quality Index (PSQI), an instrument that provides a measurement of an individual's sleep quality. A score < 5 is considered "good" sleep quality, while a score > 5 is considered "bad" sleep quality. The 42 participants in this study (29 female; 13 male) were student-athletes at Portland State University (PSU) and represented all but one of the sports offered at PSU. All student-athletes listed on the official team roster received two e-mails requesting their participation in the study. There was at least one respondent in each class level, with 13 reporting as in-season student-athletes and 29 reporting as out-of-season student-athletes. Of the 42 respondents, only 3 received a "good" sleep quality rating. The median sleep quality rating for the entire sample was 9, and the median amount of sleep obtained was 7 hours/night, with a median bedtime of 2330. The median amount of self-reported time spent on athletics was 15.5 hours/week and the median time spent on academics was 15 hours/week. It was concluded that PSU student-athletes do not get enough sleep, and their sleep quality is very low. In-season student-athletes also self-reported spending more time in their athletic activities than the maximum NCAA limit. Although the sample size was small, these data support the need for increased education about the benefits of sleep. Also, an examination of the policies regarding what qualifies as an athletic activity, and how much time athletes should spend on such activities is recommended.

In the past few years there has been a large growth in the number of facilities and services provided to the mentally retarded in the community, as contrasted to the institutional setting. This thesis reviews some of the factors involved in the transition to community care for the mentally retarded as a background for an examination of the characteristics and perceptions of the persons who provide community care.

Mental health outcomes, especially post-traumatic stress disorder (PTSD), in police have become more of a concern for law enforcement administrators, peers, family and friends. Using culture as a theoretical framework, the current cross-sectional, convergent mixed methods study explored the relationship between personal cumulative exposure to different types of critical incidents and likelihood of reporting PTSD symptoms in a sample of officers (n=71) from one municipal police department. This study also examined how personal cumulative exposure to different types of critical incidents and likelihood of reporting symptoms of PTSD may be moderated by the degree of perception of social support from friends and family. Finally, the study included a qualitative analysis of how police culture influences barriers to officers receiving mental health services. Regression models supported a significant positive relationship between cumulative exposure to various types of critical incidents experienced personally by the officer and the likelihood of reporting symptoms of PTSD. Results also showed a direct significant inverse relationship between perception of social support from family and friends and self-reported symptoms of PTSD. Social support did not moderate the relationship between personal cumulative exposure to various types of critical incidents and the likelihood of reporting symptoms of PTSD. A separate thematic analysis of officers (n=54) revealed that the culture of machismo (occupational and self) influenced officers' perception of receiving mental health services. This study highlights the need for close attention to the effects of cumulative exposure to trauma in officers and the need to advocate for strong interpersonal relationships outside of policing. Other policy implications are discussed.

DID I? is a feature-length thriller film written, directed, produced, and shot by Sarah Tice as part of the requirements for earning a Master of Fine Arts in Feature Film Production from the School of Communication and Media at the University of Central Florida. This project was created with the intent to challenge the perception of mental disorders in mainstream and commercial media while also experimenting with micro-crew sizes to produce an efficient and high-quality film. This thesis is a record of the research, design, preproduction, and postproduction processes that were completed in order to produce this film.

This critical discourse analysis was conducted to determine how if the language used in the depictions of mental illness (specifically anxiety) in two young adult (YA) fiction texts is accurate in alignment with the diagnostic criteria of anxiety disorders in the Diagnostic and Statistical Manual of Mental Disorders (5th Ed., DSM-5). This study analyzes the YA novels You Asked for Perfect by Laura Silverman (2019) and Under Rose-Tainted Skies by Louise Gornall (2016). Further, this study explored how the depictions of the protagonists in these two realistic YA fiction novels provide authentic behaviors about anxiety disorders. This study determined that You Asked for Perfect by Laura Silverman (2019) and Under Rose-Tainted Skies by Louise Gornall (2016) are in alignment with the diagnostic criteria provided in the DSM-5. Further, it determined that the depictions in these novels provide authentic behaviors about anxiety disorders through their capacity to provide readers with a safe space to explore the impact of anxiety on the protagonists' experiences, behaviors, identities, and social relationships. This study is significant in that it provides an analysis of two YA novel to determine if the depictions of anxiety disorders that are being provided to readers are accurate and that they align to the diagnostic criteria in the DSM-5.

Anxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an innovative intervention to treat anxiety, depression, and stress as it is designed to regulate brain processes in an effort to increase more effective brain functioning. A quasi-experimental, nonequivalent control group design was utilized to determine differences between treatment group and waitlist control group participants' anxiety, stress, and depression scores at four time points as measured by the: (a) Beck Anxiety Inventory [BAI] (Beck, Epstein, Brown, & Steer, 1988); (b) Beck Depression Inventory, Second Edition [BDI-II] (Beck, Steer, & Brown, 1996); (c) Perceived Stress Scale [PSS] (Cohen, Kamarck, & Mermelstein, 1983); and (d) Social Anxiety Thought questionnaire [SAT] (Hartman, 1984). Furthermore, cortisol testing was used through assessment of saliva samples using Salimetrics Enzyme-Linked Immunosorbent Assay (ELISA). Key findings for the current investigation include: (a) a marginally significant (p = .051) difference between treatment group and control group participants' PSS (partial η2 = .093), BDI-II (partial η2 = .089), and SAT (partial η2 = .052) scores over time; (b) no significance difference among participant demographics between treatment group and control group assessment scores over time; (c) no significance between treatment group and control group assessment scores and salivary cortisol levels over time; and (d) a negative relationship between the control group participants' salivary cortisol levels at pre-test on the BAI, PSS, and SAT. Finally, results are compared to previous studies. Limitations and implications as well as areas for future research are explored.

Despite the amount of people currently using technology and the overwhelming amount of data already presented on the topic of how technology affects a person's mental health, there seems to be little information on how the different types of activities on the different types of screens affect university student's mental states. This research study examined the amount of time that a University of Central Florida (UCF) student spends on what was defined as educational activities in front of screens and what was defined as recreational. The definitions of what is educational and what is recreational screen time came from a previously published study (Salzano et al., 2021). These dimensions of screen time have never been investigated like this before. This data was then compared to the student's current level of depression (among other factors) to see if more time per day, in a particular screen time group, affects a university student's mental state. This information is extremely important to investigate as understanding if certain activities affect a university student's mental health could lead us to lower the increasing level of depression in this country if those screen activities are limited (Duffy et al., 2019). In the end 449 currently enrolled UCF student responses were recorded and it was determined that the data did not support the hypothesis. According to this study the amount of screen time, whether it be educational or recreational, did not influence any aspect of a university student's mental health whether it be depression, stress, or mindfulness as there was no difference between any of the scores at the different screen time values. If this study was to be conducted again, perhaps more participants could be included, or a different scale of screen time could be used to obtain different results.

The purpose of this study is to examine the relationship between dental and mental health. To dive deeper into seeing this connection, patients with sleep apnea will be asked to share their experiences with the treatments for sleep apnea and how it had affected their mental or dental health.

Although previous research has identified a relationship between insecure attachment styles and symptoms of depression and anxiety, evidence regarding the mechanisms of action driving this relationship has been lacking. Consequently, the current study examined the mediating role of resilience in the relationship between insecure attachment styles (i.e. anxious-avoidant, anxious-ambivalent, helpless-disorganized and frightened-disorganized) and symptoms of depression and anxiety. The current study included a sample of 182 participants (i.e., 87 men and 95 women) who completed six questionnaires that assessed each participants' relationship with their caregivers during their childhood, present symptoms of depression and anxiety, and their resilience. Correlational analyses indicated significant relationships among the variables being studied. The formation of an insecure attachment during childhood predicted significantly symptoms of depression and anxiety in adulthood in both men and women. More specifically, the relationship between anxious-avoidant and anxious-ambivalent with symptoms of depression was partially mediated by resilience for men. There were no significant mediation for symptoms of anxiety for me. Within the women population, resilience served as a partial mediator in the relationship between anxious-ambivalent attachment and depression as well as in the relationship between frightened-disorganized attachment and anxiety. Such findings suggested that resilience could act as a protective factor against symptoms of depression and anxiety. These results demonstrated the importance for promoting resilience, especially for individuals who formed insecure attachments during childhood. The importance of studying the relationships among these variables is discussed further.

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