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Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses.
- Source :
-
Teaching of Psychology . Apr2024, Vol. 51 Issue 2, p240-247. 8p. - Publication Year :
- 2024
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00986283
- Volume :
- 51
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Teaching of Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 175902315
- Full Text :
- https://doi.org/10.1177/00986283221084005