Policy effects of the expansion of telehealth under 1135 waivers on intentions to seek counseling services: Difference‐in‐difference (DiD) analysis

Zhai, Yusen; Carney, JoLynn V.; Hazler, Richard J.

doi:10.1002/jcad.12468

Cited by 4 publications

(2 citation statements)

References 115 publications

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“…These factors enable students to withstand adversities and continue their educational pursuits in challenging scenarios such as during a pandemic (Skalski et al, 2020). Optimism has been associated with resilience in the face of adverse experiences (Uchida et al, 2018), while helpseeking behaviors have been identified as robust predictors of positive student outcomes, including academic achievement (Tinto, 1993;Li et al, 2014;Zhai et al, 2023). However, an optimism bias, defined as the belief that one is less susceptible to negative events compared to others, may paradoxically reduce students' help-seeking behaviors in response to perceived COVID-19 risk and attendant mental health issues (Park et al, 2021).…”

Section: Protective Factorsmentioning

confidence: 99%

The role of mental health and protective factors in student academic persistence and retention during a global crisis

Zhai,

Carney

2024

Camb. prisms Glob. ment. health

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The COVID-19 pandemic has exacerbated challenges for millions of students globally, leading to enrollment cliff. This study addresses the existing research gap by investigating the influence of students' mental health and various protective factors (i.e., optimism, help-seeking behaviors, social support) on academic persistence, an indicator of student retention. We utilized the structural equation modeling approach to examine the effect of students' mental health conditions, risk perception of COVID-19 and protective factors on academic persistence through a sample of 1,051 students from 45 states. Students' mental health positively predicted academic persistence. Risk perception of COVID-19 was negatively associated with mental health but positively predicted academic persistence and help-seeking behaviors. Optimism fully mediated the effect of mental health on help-seeking behaviors but did not mediate the effect of risk perception on help-seeking behaviors. Social support positively predicted academic persistence. This study underscores the integral role of mental health and protective factors in supporting student retention. Universities should develop targeted programs to address students' mental health needs and promote protective behaviors. These initiatives can enhance academic persistence, thereby aiding in the retention of students affected by this pandemic or any future global crisis. Impact statementAs the world grapples with the consequences of the COVID-19 pandemic, the mental health toll on college students is substantial, and it has negatively affected their academic persistence and overall retention in higher education institutions. Our research sheds much-needed light on this crucial area, investigating the interplay between students' mental health, perceived COVID-19 risk, protective factors such as optimism, help-seeking behaviors and social support, and their impact on academic persistence. Our findings contribute to a deeper understanding of how these interconnected factors can shape educational outcomes during a pandemic or other crisis. By addressing these key issues, the study offers valuable insights to educators, administrators, policymakers and mental health professionals, enabling them to devise targeted intervention strategies that support student retention and mitigate educational disparities. The general public, particularly families with college-going students, can use these insights to better support their children's educational journey during such unprecedented times. Meanwhile, students themselves can gain a greater understanding of the protective factors that can bolster their resilience and academic persistence. In essence, our research speaks to the urgent need for comprehensive strategies that promote students' mental health and academic persistence in the face of global challengesa contribution that has the potential to foster more resilient educational communities globally.

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Section: Protective Factorsmentioning

confidence: 99%

The role of mental health and protective factors in student academic persistence and retention during a global crisis

Zhai,

Carney

2024

Camb. prisms Glob. ment. health

Self Cite

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“…Researchers can conduct quasi-experimental studies to examine the real-world effectiveness of universal PrEP education to provide real-world evidence to further inform clinical practices and public health policies [64,65]. Lastly, qualitative studies can contribute to a richer understanding of how universal PrEP education increases HIV health literacy among diverse clients.…”

Section: Directions For Future Researchmentioning

confidence: 99%

Responding to the HIV Health Literacy Needs of Clients in Substance Use Treatment: The Role of Universal PrEP Education in HIV Health and Prevention

Zhai,

Isadore,

Parker

et al. 2023

IJERPH

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Health literacy, particularly HIV health literacy, is a key social determinant of health and can be significantly improved through targeted health education. This paper explores the often-overlooked potential of pre-exposure prophylaxis (PrEP) education as a powerful tool to enhance HIV health literacy among people with substance use disorders (PWSUD), a population notably susceptible to HIV. Given the syndemic interplay of substance use disorders (SUDs) and HIV, health professionals, especially substance use counselors, are uniquely positioned to bolster HIV health literacy and positively influence health outcomes. This article offers a brief introduction to PrEP, delineates potential barriers and facilitators to its use and education, and proposes strategies for effective PrEP education, implementation, and adherence. By equipping substance use counselors with essential knowledge and skills, we aim to encourage and promote the integration of PrEP education into substance use treatment. The overarching objective is to empower counselors to proactively engage in HIV prevention efforts, thereby fulfilling pressing health literacy needs and contributing to improved health outcomes among PWSUD.

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Promoting multicultural and social justice counselling competency of international counselling students

Zhai,

Prescod

2024

Couns and Psychother Res

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The enrolment of international students in US counselling programmes has been increasing steadily over the past decade. These international counselling students, as an emerging international workforce, can contribute to the decolonisation of counselling practice through the development of their multicultural and social justice counselling competency (MSJCC)—an essential counselling competency to improve counselling outcomes across culturally diverse clients. However, current US counsellor training programmes often fail to adequately address the unique challenges faced by international counselling students, which can impede their progress in enhancing MSJCC. This article explores specific challenges international counselling students encounter in developing MSJCC, underscoring the importance of culturally sensitive pedagogies. By focusing on the intersectional identities of international counselling students, this article proposes targeted pedagogical strategies that align US counsellor education with the lived experiences and challenges faced by these students. Case studies are provided to illustrate the application of these pedagogies. Promoting international counselling students' MSJCC can help prepare an international workforce capable of effectively working with a diverse global population and contribute to the decolonisation of counselling practices.

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Policy effects of the expansion of telehealth under 1135 waivers on intentions to seek counseling services: Difference‐in‐difference (DiD) analysis

Cited by 4 publications

References 115 publications

The role of mental health and protective factors in student academic persistence and retention during a global crisis

The role of mental health and protective factors in student academic persistence and retention during a global crisis

Responding to the HIV Health Literacy Needs of Clients in Substance Use Treatment: The Role of Universal PrEP Education in HIV Health and Prevention

Promoting multicultural and social justice counselling competency of international counselling students

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