ATTENTION: We are currently having issues with downloading or viewing documents in DSpace. If you need to download or view an item, copy the item's URL and send an email to dspace-help@allegheny.edu with the URLs. Thank you for your understanding.

Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses

Persistent URL
Author(s)
Stanger, Sarah B.
Lucas, Sarah J.
Date Issued
April 19, 2022
Abstract
Background College students have increasing mental health needs; however, there has not been a related increase in services available. Mental health apps offer an avenue to support access to student mental healthcare. Objective This study incorporated an indirect service-learning project involving evaluating and recommending mental health apps to the college counseling center into an undergraduate clinical psychology course in order to (1) increase student self-efficacy and depth of learning, and (2) increase evidence-based mental health app usage on a college campus. Method The project was implemented during an online, synchronous 3-week course and 15 students participated in the study. Student self-report of self-efficacy was measured pre- and post-course and quantitative and qualitative reflections on the project were gathered post-course. Results Student self-efficacy increased from pre- to post-course. Additionally, students reported that the project met pedagogical objectives by engaging students, aligning with course content, and addressing APA learning goals. Conclusion The project holds promise as a means to improve student self-efficacy and enhance clinical psychology learning, while simultaneously disseminating evidence-based digital mental tools on college campuses. Teaching Implications App evaluation as indirect service-learning could be implemented in many applied psychology courses across multiple of course formats and lengths.
Journal
Teaching of Psychology
Department
Psychology
Citation
Stanger, S. B., & Lucas, S. J. (2022). Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses. Teaching of Psychology, 0(0). https://doi.org/10.1177/00986283221084005
Publisher
Sage Publication
Version of Article
Published article
DOI
10.1177/00986283221084005
ISSN
0098-6283
1532-8023
Rights
© The Author(s) 2022. Article reuse guidelines: sagepub.com/journals-permissions
Subjects

Indirect service lear...

Clinical psychology

Student mental health...

Apps

File(s)
Thumbnail Image
Name

2022_EARLY_Stanger_Using.pdf

Description
For administrative access only. Please visit the publisher's website to obtain a copy of the article. Members of the Allegheny College community should search for the article in AggreGator to obtain access.
Size

529.39 KB

Format

Adobe PDF

Checksum (MD5)

cb90bebd2224262e37447760ce247244

Thumbnail Image
Name

2022_Stanger_Using.pdf

Size

116.73 KB

Format

Adobe PDF

Checksum (MD5)

66717f26fefa5e4f2fc5e3b9c02cf92a