No description available.

No description available.

Recent research has explored the unique case load of mental health professionals working in university counseling centers (UCCs) and is working to better understand therapist burnout. However, there is a gap in the literature surrounding therapist caseload composition and how this composition can impact the experience of therapists in UCCs. Specifically, more research is needed to understand how therapist caseloads might differ by gender identity of therapist. The current study explored this topic by looking at how therapist caseload varies by gender. Retrospective data gathered at a large western United States UCC from 2014 to 2021 was analyzed using Hierarchical Linear Modeling (HLM). There were 17 client variables (anxiety, social anxiety, academic concerns, eating concerns, hostility, substance use, family concerns, distress, OQ-45 score, distress around confusion about religious beliefs, distress around discrimination, perfectionism, distress around sexual orientation, suicidal intent, suicide attempts, sexual assault, and trauma) that were regressed on therapist gender. The results of the HLM model indicated significant differences between therapist gender and caseload composition. Of the 17 variables, seven estimated significant variances. The model indicated that cisgender female-identifying therapists were estimated to have clients with significantly higher scores on anxiety, eating concerns, distress, perfectionism, sexual assault, and trauma. While cisgender male-identifying therapists were estimated to only have clients with significantly higher scores on distress around sexual orientation. This study showed that differences in caseload composition are a concern that should be addressed in university counseling centers, as they differentially impact male and female therapists. These findings add to the literature surrounding the increased load on university counseling centers and give further insight into the experiences of female clinicians in this setting.

Although there is a large body of research on the effects of unstructured group therapy among college students, there is inconclusive research on how implementing tabletop roleplaying games (TTRPGs) as a structured activity affects group cohesion for therapy groups made up of college students. Participants were adult, full-time university students who are seeking therapy at the university counseling center. This study measured the effectiveness of therapeutically applied TTRPGs in group therapy with a mixed-methods approach. Participants took the Outcome Questionnaire-45 (OQ-45) to measure psychological functioning, the Group Questionnaire (GQ) to measure group cohesion, and answered five qualitative questions to describe their group experiences. A series of linear regressions and means comparisons identified differences between treatment and control groups followed by a qualitative thematic analysis of participants' group experiences. The study yielded the following results: (a) groups had statistically suggestive improvements in their psychological functioning (p = 0.947), (b) groups had significant improvements in their group cohesion (GQ TS p < 0.0001, GQ NR p < 0.0001, GQ PB p < 0.0001, GQ PW p < 0.0001); (c) there were no significant quantitative differences between treatment and control groups; and (d) identifiable themes in group member comments. This study indicates that therapeutically applied TTRPG (TA-TTRPG) groups are as effective at treating mental health symptoms as unstructured interpersonal process groups are with additional qualitative benefits. These findings suggest that clients of university counseling centers might benefit from participating in TA-TTRPG groups as they do from participating in unstructured interpersonal process groups.

This study explores where African American college students find mental health support and why those supports are chosen. Greater knowledge of the sources of mental health support sought by African American college students can assist higher education institutions in adapting current services to meet the needs of this specific student population. A qualitative phenomenological approach was utilized, and the study's sample included twelve participants, 6 female and 6 male, from a large public four-year university in Texas. These participants, undergraduate students with ages ranging from 18 to 24, were given a survey and completed two semi-structured interviews throughout one semester. Results indicated that study participants were more likely to utilize informal than formal support for their mental health and many had no source of support. Family stigma, peer attitudes, as well as internal and external pressures all influenced participant's choices to seek support. Based on findings from the study, recommendations for two distinct groups, counseling center directors and higher education administrators, are also discussed.

This dissertation presents in the form of two distinct chapters conceptually related in nature. The first chapter integrates literature from various fields such as indigenous, womanist, and feminist lenses to propose nine principles when working with Muslim women. The purpose of the second chapter is to examine Muslim women’s experiences in therapy at university counseling centers. The study explores women’s experiences from a social determinants of health perspective and a narrative inquiry method—namely, how intrapersonal, interpersonal, institutional, community, and policy factors inform women’s experiences. Qualitative analysis from interviews with six women suggests Muslim women navigate multiple systems which inform their beliefs about health and their experiences in therapy.

No description available.

No description available.

No description available.