Muslims and mental health concerns: A social ecological model perspective

Abstract

Muslims in the United States experience many psychosocial issues and underutilize mental health services. This study sought to systematically identify the common issues and strengths of the Muslims affiliated with a college in the Southeast region of the United States and address them accordingly. A survey comprising 33 items and 2 open‐ended questions regarding common issues and strengths was constructed. A total of 116 participants completed the survey. The overall rating for items was quite high, whereas the satisfaction rating was very low. The most important item was, “You have prayer places/rugs, ablution stations, and water in restrooms,” with an importance rating of 94.52% and a satisfaction rating of 20.50%. Four items regarding mental health were rated as the least important, and participants reported lack of knowledge regarding mental health services. This is the first study that includes a list of common concerns and strengths of the Muslim communities affiliated with colleges in the United States.

Ergenlerde Okul Aidiyeti, Okul İşlevleri ve Psikolojik Uyum Arasındaki İlişkinin İncelenmesi

“…Bu yaklaşımlar aynı zamanda pozitif psikolojiye de vurgu yapmıştır. Pozitif psikolojinin Türkiye'de (Arslan, 2019a;Koç, 2017;Telef, 2017) ve dünyada (Kansky ve Diener, 2017;Stuntz, 2017;Sumi, 2017;Tanhan, 2019;Tanhan ve Francisco, 2019) yükselişte olduğu da düşünüldüğünde hem pozitif psikoloji hem de psikopatolojiyi ele alan bireysel ve bağlamsal/kapsamlı yaklaşımların beraber kullanılması araştırma ve uygulamalar için çok daha etkili sonuçlar üreteceği görülmektedir (Arslan, 2019a).…”

“…Okul psikolojik danışmanları tarafından akademik başarısızlık, okula devamsızlık gibi olumsuz yaşantılara sahip öğrencilere yönelik yapılacak müdahale çalışmalarında okul aidiyetinin göz önünde bulundurulması yararlı olacaktır. Ayrıca öğrencilerin okul aidiyet duygusunu desteklemek amacıyla, daha olumlu bir okul ikliminin oluşturulması hem aidiyet duygusuna olumlu yansıyacak hem de öğrencilerin eğitimsel işlevleri ve psikolojik uyumları üzerinde etkili olacaktır (Erdoğdu ve Yüzbaş, 2018;Sarı ve Özgök, 2014;Tanhan, 2018;Tanhan ve Francisco, 2019). Bunlara ek olarak ruh sağlığı alanındaki bazı araştırmacılar Türkiye'de ruh sağlığı hizmetlerinde yarı-deneysel ve deneysel çalışmaların çok az olduğunu bundan dolayı da ruh sağlığı alanında yarı-deneysel çalışmalar yapılması gerektiğini vurgulamışlardır (Buluş ve Şahin, 2019;Tanhan, 2018).…”

“…In addition, longitudinal outcomes have supported these findings, revealing that school belonging is closely associated with youth school functioning and adjustment outcomes (Gillen-O'Neel & Fuligni, 2013;McMahon, Parnes, Keys & Viola, 2008). In addition to the effects of school belonging on youth school functioning, studies have demonstrated that students with high levels of school belonging exhibit lower psychological problems, such as internalizing and externalizing problems (Altınsoy & Özyer, 2018;Booker 2006;Osterman, 2000;Pittman & Richmond 2007;Tanhan & Francisco, 2019). For example, high school belonging was found to be associated with high self-esteem (Duru, 2015;Hernández, Robins, Widaman & Conger, 2017), lower violent tendency (Balkıs, Duru, & Buluş, 2005), and less internalizing an externalizing problems (Anderman, 2002;Bond et al, 2007).…”

“…School belonging is that a student considers himself/herself as a meaningful, important and valuable part of the school (Arslan & Duru, 2017). In addition to these two approaches that are originates more from an individual/intrapsychic perspective, belonging and have connection with others plays a central role in Ecological Systems Theory, EST, (Bronfenbrenner, 1977;Tanhan & Francisco, 2019). Previous research-utilized or just mentioned SDT, ACT, and/or EST perspectives-revealed that school belonging is a significant factor associated with student positive academic, social and emotional outcomes (e.g., Anderman 2003;Arslan & Duru, 2017;Deci & Ryan 1991;Goodenow 1993;Goodenow & Grady, 1993;Osterman, 2000;Tanhan & Francisco, 2019).…”

“…In addition to these two approaches that are originates more from an individual/intrapsychic perspective, belonging and have connection with others plays a central role in Ecological Systems Theory, EST, (Bronfenbrenner, 1977;Tanhan & Francisco, 2019). Previous research-utilized or just mentioned SDT, ACT, and/or EST perspectives-revealed that school belonging is a significant factor associated with student positive academic, social and emotional outcomes (e.g., Anderman 2003;Arslan & Duru, 2017;Deci & Ryan 1991;Goodenow 1993;Goodenow & Grady, 1993;Osterman, 2000;Tanhan & Francisco, 2019). For example, students with high school belonging reported better academic achievement, higher academic motivation, and lower school absenteeism (Adelabu 2007;Babakhani 2014;Booker, 2006;Phan, 2013;Gillen-O'Neel & Fuligni, 2013).…”