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HBEH 760 Research Methods With Health Behavior Applications I

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HBEH 760 Research Methods With Health Behavior Applications I Question: Undergraduate and graduate students alike often suffer from anxiety, depression, and other mental health issues. Many students move to new cities or countries to start their degree and thus lack social connections and support, commonly feel overwhelmed by teaching and research loads, and often have persistent fears of failure and inadequacy. These and other causes can lead to anxiety and depression that drain students’ creativity and motivation. In one study of over 3,000 international graduate students, 44% said they had mental health issues that “significantly affected their well-being or academic performance”. In addition, these can lead to graver health concerns, most dramatically suicide, which, among college students across 10 universities, was found to be highest among graduate students. Program components  could include, for example: Workshops to teach yoga and mindfulness techniques Peer led networking and socialization opportunities Advisors and professors receive training on preventing, recognizing and addressing mental health issues in their students Wellness programs offered at the student health center You are leading a team of different stakeholders in an effort to develop, implement, and evaluate a program to address the issue of graduate students and stress. What were some program strategies/activities for each levels of influence (look at the social ecological model levels) Identify stakeholders you will need to engage to develop, implement, and evaluate your program. Answer: What were some program strategies/activities for each levels of influence (look at the social ecological model levels) The major program strategy that was identified by the researchers was community-based participatory research (CBPR) that was conducted in Baltimore. The strategy was formulated in the form of a collaborative approach where all the stakeholders involved were responsible for providing necessary input in the design and application of the strategy. 18 participants were enrolled in the first workshop that comprised of an introduction to CBPR and discussion of its accepted principles. This was followed by segregation of the participants into small groups that comprised of 3 or 4 of them, followed by principle restatement and presentation of the interpretations to the larger clusters. 24 participants were segregated into smaller clusters in the second workshop, each of which was assigned to the principles to be discussed (Burke et al.2013). This was based on the social-ecological model that takes into account the complex interaction between relationship, community, societal and individual factors. The model was used based on its potential advantage of developing the awareness of dynamic interrelations among numerous individual and environmental factors.  Identify stakeholders you will need to engage to develop, implement, and evaluate your program. Academics and researchers Graduate and undergraduate students Family members Professors at the colleges and university For each group of stakeholders that you identified, complete the table below: Who to involve? How to involve? “Opportunities” brought to research process “Challenges” Academics and researchers They will act as partners and will facilitate the delivery of necessary knowledge on the program components The stakeholders will allow gaining a sound understanding of the potential benefits of the programs such as, mindfulness based techniques, wellness program or peer led networking. They will also help in understanding about the probable adverse effects that the interventions might create on the target population (Case et al. 2014)   They might use certain terms and jargons that will be difficult to interpret by the common people, thus acting as a barrier in gaining awareness on the program benefits and drawbacks. Graduate and undergraduate students They will be subjected to the programs for reducing anxiety, stress and suicidal ideations       Owing to the fact that these students are most subjected to stressful situations and gradually develop problems in their cognitive and psychosocial functioning, they will gain most benefits, from the programs. The students might be reluctant to participate in such approaches and might also have social fears that would prevent them from interacting with other stakeholders, or talking about their concerns. Family     They will also be involved in all the strategies that are implemented (Kieffer et al. 2013) Family support is crucial to recovery from any kinds of mental or psychological abnormality. The family members will also be the first people who will identify any variation or modification in the behaviour of the students. They will also monitor the progress of the students, following implementation of the programs. Hence, they will be partners in care. Extra interference from the family members might make it difficult to implement the programs effectively. Professors         They will provide useful insight into the behaviour of the students, before and after the progam Their feedback on the concerns faced by the students will prove useful in modifying the programs, as per individual needs and demands Lack of time and support might be a potential barrier References: Burke, J.G., Hess, S., Hoffmann, K., Guizzetti, L., Loy, E., Gielen, A., Bailey, M., Walnoha, A., Barbee, G. and Yonas, M., 2013. Translating community-based participatory research (cbpr) principles into practice: building a research agenda to reduce intimate partner violence. Progress in community health partnerships: research, education, and action, 7(2), p.115. Case, A.D., Byrd, R., Claggett, E., DeVeaux, S., Perkins, R., Huang, C., Sernyak, M.J., Steiner, J.L., Cole, R., LaPaglia, D.M. and Bailey, M., 2014. Stakeholders’ perspectives on community-based participatory research to enhance mental health services. American journal of community psychology, 54(3-4), pp.397-408. Kieffer, E.C., Salabarria-Pena, Y., Odoms-Young, A.M., Willis, S.K., Palmisano, G. and Guzman, J.R., 2013. The application of focus group methodologies to CBPR. Methods for Community-Based Participatory Research for Health, pp.249-276.

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