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

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Issue Date
2022-04-19
Authors
Stanger, Sarah B.
Lucas, Sarah J.
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Keywords
Indirect service learning , Clinical psychology , Student mental health , Apps
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.
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Psychology
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© The Author(s) 2022. Article reuse guidelines: sagepub.com/journals-permissions
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
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Published article
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Sage Publication
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