Výsledky vyhledávání - "Jessica L, Schleider"

Akademický článek

Adolescents’ beliefs about what symptoms constitute depression: Are more expansive definitions helpful or harmful?

Autor: Isaac L. Ahuvia, Kathryn R. Fox, Jessica L. Schleider

Publikováno v: SSM - Mental Health, Vol 4, Iss , Pp 100259- (2023)

Purpose: What symptoms do people think constitute “depression”? In a mental health literacy framework, knowing more of depression's nine core symptoms (per formal psychiatric diagnostic criteria) is thought to help people identify and seek help f

Externí odkaz: https://doaj.org/article/884406a6ce444a18a24cd7127f21a440

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Akademický článek

A Digital Single-Session Intervention (Project Engage) to Address Fear of Negative Evaluation Among College Students: Pilot Randomized Controlled Trial

Autor: Arka Ghosh, Katherine A Cohen, Laura Jans, Carly A Busch, Riley McDanal, Yuanyuan Yang, Katelyn M Cooper, Jessica L Schleider

Publikováno v: JMIR Mental Health, Vol 10, p e48926 (2023)

BackgroundIncreasingly, college science courses are transitioning from a traditional lecture format to active learning because students learn more and fail less frequently when they engage in their learning through activities and discussions in class

Externí odkaz: https://doaj.org/article/c0fd1705b7a74b41b3e3d6a3ce8044f4

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Akademický článek

Single-Session Interventions Embedded Within Tumblr: Acceptability, Feasibility, and Utility Study

Autor: Mallory L Dobias, Robert R Morris, Jessica L Schleider

Publikováno v: JMIR Formative Research, Vol 6, Iss 7, p e39004 (2022)

BackgroundExisting mental health treatments are insufficient for addressing mental health needs at scale, particularly for teenagers, who now seek mental health information and support on the web. Single-session interventions (SSIs) may be particular

Externí odkaz: https://doaj.org/article/fa3912036ea14a838b9a1da64c788df9

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Akademický článek

Adolescent dropout from brief digital mental health interventions within and beyond randomized trials

Autor: Katherine A. Cohen, Jessica L. Schleider

Publikováno v: Internet Interventions, Vol 27, Iss , Pp 100496- (2022)

Objective: Many adolescents struggle to access appropriate mental health care due to structural or psychological barriers. Although traditional barriers to participation (e.g., location, cost) are hypothetically reduced or removed in internet interve

Externí odkaz: https://doaj.org/article/ac57b608dd8844a2b9a66642d54b6897

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Improving uptake of mental health crisis resources: Randomized test of a single-session intervention embedded in social media

Autor: Katherine Cohen, Mallory Dobias, Rob Morris, Jessica L. Schleider

Publikováno v: Journal of Behavioral and Cognitive Therapy. 33:24-34

Young people often experience difficulties accessing mental health support. In moments of crisis, many young people search for mental health-related information or support on social media platforms. When users search or post crisis-related content (e

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ebfe5d0cc8d232749112d8ad2ee2ace6
https://doi.org/10.1016/j.jbct.2022.12.001

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A digital single-session intervention (Project Engage) to address fear of negative evaluation among college students: a pilot randomized controlled trial

Autor: Arka Ghosh, Katherine Cohen, Laura Jans, Carly Busch, Riley McDanal, Yuanyuan Yang, Katelyn Cooper, Jessica L. Schleider

Increasingly, college science courses are transitioning from traditional lecture format to active learning because students learn more and fail less frequently when they engage in their learning through activities and discussions in class. Fear of ne

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::02ac9b2d7c07c551a46747465e7d4133
https://doi.org/10.31234/osf.io/km7wt

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A digital single-session intervention (Project Engage) to address fear of negative evaluation among college students: a pilot randomized controlled trial (Preprint)

Autor: Arka Ghosh, Katherine A. Cohen, Laura Jans, Carly A. Busch, Riley McDanal, Yuanyuan Yang, Katelyn M. Cooper, Jessica L. Schleider

UNSTRUCTURED Increasingly, college science courses are transitioning from traditional lecture format to active learning because students learn more and fail less frequently when they engage in their learning through activities and discussions in clas

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::29245e740402f7ec9ad86e952f1dd17b
https://doi.org/10.2196/preprints.48926

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