Depression is one of the most impairing psychological disorders diagnosed among adolescents and young adults (Jacobson, Mufson, & Young, 2018). Particularly, many college students experience depression, and many go underserved in terms of treatment (Schwartz, 2011). This gap between experience of depression and sought treatment may partially be due to treatment options being misunderstood. Therefore, it is beneficial to target college students to educate them on how to seek appropriate treatment, either for themselves or people they know. Using PowerPoint presentations, the current study focuses on teaching college students information regarding which components are commonly used in evidence-based treatments (cognitive restructuring, behavioral activation, problem solving) and which components are questionable (animal-assisted experiences, dream interpretation, free association). These presentations were conducted in order to examine the impact this type of teaching has on college student’s overall understanding of treatment component effectiveness. Participants received information regarding components of evidence-based treatments (EBTs) and questionable treatments, only components of EBTs, or information about diagnostic features of depression (which served as a control group). Results indicated that instruction type did have a significant effect on knowledge of components of EBTs from pre-test to post-test, but instruction type did not have a significant effect on knowledge of components for questionable treatments from pre-test to post-test.
|Commitee:||Conoyer, Sarah, Jewell, Jeremy|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 58/06M(E), Masters Abstracts International|
|Subjects:||Educational psychology, Clinical psychology|
|Keywords:||Components, Depression, Dissemination, Evidence-based, behavioral activation, cognitive restructuring, problem solving|
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