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Objectives: We sought to evaluate a universal mental health screening program for undergraduate students using graduate student clinicians and online interviewing tools. Participants: Participants included 455 undergraduate students. Data were collected from October 2017 through January 2018. Methods: Participants completed a self-report mental health screening questionnaire. Students scoring "at risk" on any subscale were invited to participate in individual online follow-up interviews to assess risk level and provide referral information. Results: A majority of participants scored in an "at risk" range on at least one subscale. Follow-up interviews were conducted for 40% of students "at risk" and 33% of those interviewed were referred to the university counseling center. Participants' perceptions of campus mental health priorities improved over a three-month period. Conclusions: A pilot universal campus mental health screening using graduate student clinicians resulted in a meaningful number of referrals and enhanced perception that the university cared about student mental health.

We sought to evaluate a universal mental health screening program for undergraduate students using graduate student clinicians and online interviewing tools. Participants: Participants included 455 undergraduate students. Data were collected from October 2017 through January 2018. Methods: Participants completed a self-report mental health screening questionnaire. Students scoring "at risk" on any subscale were invited to participate in individual online follow-up interviews to assess risk level and provide referral information. Results: A majority of participants scored in an "at risk" range on at least one subscale. Follow-up interviews were conducted for 40% of students "at risk" and 33% of those interviewed were referred to the university counseling center. Participants' perceptions of campus mental health priorities improved over a three-month period. Conclusions: A pilot universal campus mental health screening using graduate student clinicians resulted in a meaningful number of referrals and enhanced perception that the university cared about student mental health. [ABSTRACT FROM AUTHOR]

The usage of context clues to determine the meaning of target nonsense words (emphasized made-up words) was examined to determine the types and structure of context clues people use in reading. Specifically, participants were provided with sample sentences and were then asked to define a target nonsense word. Second, they reported a specific word from the sentence that was used as a context clue to help them define the emphasized nonsense word. These words were then analyzed to determine how context clues impacted interpretation of an unknown word by exploring the combination of reported words and nonsense words parts of speech (i.e., noun, verb, etc.). For noun target words, verb and adverb context clues were used most frequently and for verb context clues, noun context clues were used most frequently. These findings suggest the application of semantic bias in processing, or that the structure and meaning of the sentence predisposes readers to specific interpretations. However, for adjective context clues, noun context clues were used most frequently, utilizing the principle of right association (i.e., using the closest word to the unknown word in order to help discern meaning). [ABSTRACT FROM AUTHOR]