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Aller TB, Fauth EB, Kelley HH, Hodgskiss S, Brown AL, Hellstern R. Associations between college students' personal experience with mental health issues and their mental health literacy: a strengths-based perspective. J Ment Health 2024; 33:118-126. [PMID: 35545922 DOI: 10.1080/09638237.2022.2069692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Accepted: 02/07/2022] [Indexed: 10/18/2022]
Abstract
BACKGROUND Mental health literacy (MHL) programs are a promising approach to help prevent mental health issues (MHI) among college students; however, there is an increasing need to understand individual factors that influence the development of students' MHL. AIMS Following a strengths-based approach, we examined if college students' individual characteristics and MHI experience were associated with students' MHL. METHODS Using two vastly different college samples (Sample 1, N = 617; Sample 2, N = 306), we used the Mental Health Awareness and Advocacy framework, guided by the health belief model and social-cognitive theory, to investigate associations between students' mental health literacy, demographic factors, and their previous experience with MHI. RESULTS Results from nested regression analyses suggest that personal experiences with MHI are associated with higher MHL (knowledge, self-efficacy, and behaviors), even after controlling for key individual characteristics. Prior experience with having an MHI and receiving therapy appeared to be most important in explaining MHL behaviors. CONCLUSIONS Students with personal experience with an MHI may be one of the most valuable resources for increasing MHL and utilization of mental health resources on college campuses. Additional implications and future research directions are offered.
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Affiliation(s)
- Ty B Aller
- Center for Persons with Disabilities, Utah State University, Logan, UT, USA
| | - Elizabeth B Fauth
- Department of Human Development and Family Studies, Utah State University, Logan, UT, USA
| | - Heather H Kelley
- Department of Human Development and Family Studies, Utah State University, Logan, UT, USA
| | - Sarah Hodgskiss
- Department of Human Development and Family Studies, Utah State University, Logan, UT, USA
| | - Andres L Brown
- Department of Human Development and Family Studies, Utah State University, Logan, UT, USA
| | - Rylan Hellstern
- Department of Human Development and Family Studies, Utah State University, Logan, UT, USA
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Aller TB, Russo RB, Kelley HH, Bates L, Fauth EB. Mental Health Concerns in Individuals With Developmental Disabilities: Improving Mental Health Literacy Trainings for Caregivers. Intellect Dev Disabil 2023; 61:49-64. [PMID: 36706003 DOI: 10.1352/1934-9556-61.1.49] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 08/18/2022] [Indexed: 05/16/2023]
Abstract
Although approximately a third of individuals with intellectual and developmental disabilities (IDD) also experience a mental health concern, caregivers often miss early identification of these issues. In this perspective piece, we present an outline for a mental health literacy program that can enhance existing training approaches for caregivers of individuals with IDD. We describe three processes of the Mental Health Awareness and Advocacy (MHAA) curriculum and detail how it provides a strong preventative model to train caregivers to increase their mental health literacy. In describing these processes, we provide illustrative examples and conclude by providing a brief vignette that highlights how this process could be used by caregivers to help reduce mental health concerns in individuals with IDD.
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Affiliation(s)
- Ty B Aller
- Ty B. Aller, Raechel B. Russo, Heather H. Kelley, Lexi Bates, and Elizabeth B. Fauth, Utah State University
| | - Raechel B Russo
- Ty B. Aller, Raechel B. Russo, Heather H. Kelley, Lexi Bates, and Elizabeth B. Fauth, Utah State University
| | - Heather H Kelley
- Ty B. Aller, Raechel B. Russo, Heather H. Kelley, Lexi Bates, and Elizabeth B. Fauth, Utah State University
| | - Lexi Bates
- Ty B. Aller, Raechel B. Russo, Heather H. Kelley, Lexi Bates, and Elizabeth B. Fauth, Utah State University
| | - Elizabeth B Fauth
- Ty B. Aller, Raechel B. Russo, Heather H. Kelley, Lexi Bates, and Elizabeth B. Fauth, Utah State University
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Lee YG, Hales E, Kelley HH. Financial Behaviors, Government Assistance, and Financial Satisfaction. Soc Indic Res 2023; 166:85-103. [PMID: 36687501 PMCID: PMC9841485 DOI: 10.1007/s11205-022-03051-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 12/03/2022] [Accepted: 12/10/2022] [Indexed: 06/17/2023]
Abstract
Using data from the 2018 National Financial Capability Study (NFCS), this study examined the relationships between poor financial behaviors, receiving government assistance, and financial satisfaction while accounting for adverse financial experiences. The logistic regression results showed that both poor financial behaviors and adverse financial experiences increased the likelihood of receiving government assistance. The OLS results indicated that receiving government assistance significantly increased levels of financial satisfaction, whereas poor financial behaviors significantly decreased levels of financial satisfaction. While the magnitude of these associations for both receiving government assistance and poor financial behaviors was small, adverse financial experiences had a stronger influence on the levels of financial satisfaction. When we combined poor financial behaviors and receiving government assistance into a categorical variable, we gained additional insights into the connections between these constructs that warrants further research.
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Affiliation(s)
- Yoon G. Lee
- Department of Human Development and Family Studies, Utah State University, 308C Family Life 2905 Old Main Hill, 84322-2905 Logan, UT USA
| | - Emily Hales
- Department of Human Development and Family Studies, Utah State University, 308C Family Life 2905 Old Main Hill, 84322-2905 Logan, UT USA
| | - Heather H. Kelley
- Department of Human Development and Family Studies, Utah State University, 308C Family Life 2905 Old Main Hill, 84322-2905 Logan, UT USA
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Chelladurai JM, Kelley HH, Marks LD, Dollahite DC. Humility in family relationships: Exploring how humility influences relationships in religious families. J Fam Psychol 2022; 36:201-211. [PMID: 33829802 DOI: 10.1037/fam0000860] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
In this article, we explored how humility influences family relationships in religious families. We used a qualitative methodology and interviewed a religiously, ethnically, and geographically diverse sample of 198 highly religious families (N = 476). Family-level data were collected by using multiple informants through joint interviews with family members. Semistructured interviews regarding how religion influenced family life were conducted in the participants' homes. Interview transcripts were analyzed using qualitative data analysis software, team-based coding, and grounded theory procedures. Findings included four themes: (1) Pride as an obstacle to relational well-being, (2) the influence of religious beliefs on humility, (3) the influence of religious practices on humility, and (4) humility in practice. Together, these themes suggest that humility can be both grounding and empowering for individuals and relationships. Implications and future directions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Aller TB, Kelley HH, Fauth EB, Barrett TS. A Non-randomized, Quasi-Experimental Comparison of Effects Between an In-person and Online Delivery of a College Mental Health Literacy Curriculum. Prev Sci 2022; 23:1208-1215. [PMID: 35157225 PMCID: PMC8853089 DOI: 10.1007/s11121-022-01350-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/29/2022] [Indexed: 11/24/2022]
Abstract
Mental health literacy (MHL) training is essential in college environments. These programs are commonly delivered in-person via workshops or for-credit courses. Campuses now seek high-quality online options. We compare the effectiveness of a for-credit MHL course against a comparison course, focusing on whether online asynchronous delivery was as effective as in-person synchronous delivery. This quasi-experimental pretest/posttest treatment/comparison study included 1049 participants across five semesters (pre-COVID-19) who were 18 years or older and self-selected enrollment in a Mental Health Awareness and Advocacy (MHAA) course (treatment; n = 474) or a general lifespan development course (comparison; n = 575). Using linear mixed effect modeling, changes in MHL were compared across groups and across online/in-person modalities. Students in the treatment group significantly increased their MHL knowledge (βIdentifying = .49, p < .001; βLocating = .32, p < .001; βResponding = .46, p < .001) and self-efficacy (β = .27, p < .001), and treatment effects did not differ across modalities. With increased concern regarding mental health issues of isolated college students during the COVID-19 pandemic, this study supports the efficacy of delivering MHL courses online.
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Affiliation(s)
- Ty B Aller
- Institute for Disability Research, Policy, and Practice, Utah State University, 6800 Old Main Hill Logan, Logan, UT, 84322, USA.
| | - Heather H Kelley
- Department of Human Development and Family Studies, Utah State University, Logan, USA
| | - Elizabeth B Fauth
- Department of Human Development and Family Studies, Utah State University, Logan, USA
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Kelley HH, Lee Y, LeBaron-Black A, Dollahite DC, James S, Marks LD, Hall T. Change in Financial Stress and Relational Wellbeing During COVID-19: Exacerbating and Alleviating Influences. J Fam Econ Issues 2022; 44:34-52. [PMID: 36820278 PMCID: PMC9931994 DOI: 10.1007/s10834-022-09822-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/12/2022] [Indexed: 06/02/2023]
Abstract
Guided by the family adjustment and adaptation response (FAAR) model and using a panel survey of 1510 adults in the US administered during the summer of 2020 and a mixed methods approach, we explored associations between changes in financial stress related to COVID-19 and relational wellbeing. Regression analyses showed that, compared to those who maintained their levels of financial stress, those who reported increased financial stress reported increased conflict and those who reported decreased financial stress reported decreased conflict. However, decreased financial stress was also associated with decreases in emotional closeness and relationship happiness, suggesting that changes in financial stress can lead to both maladaptation and bonadaptation in families. Qualitative findings provide insights into factors that may exacerbate or help alleviate financial stress related to COVID-19.
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Affiliation(s)
- Heather H. Kelley
- Department of Human Development and Family Studies, Utah State University, Logan, USA
| | - Yoon Lee
- Department of Human Development and Family Studies, Utah State University, Logan, USA
| | | | | | - Spencer James
- School of Family Life, Brigham Young University, Provo, USA
| | - Loren D. Marks
- School of Family Life, Brigham Young University, Provo, USA
| | - Tyler Hall
- School of Child and Family Sciences, University of Southern Mississippi, Hattiesburg, MS USA
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Kelley HH, LeBaron-Black A, Hill EJ, Meter D. Perceived Family and Partner Support and the Work-Family Interface: A Meta-analytic Review. Revista de Psicología del Trabajo y de las Organizaciones 2021. [DOI: 10.5093/jwop2021a15] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Kelley HH, LeBaron AB, Hill EJ. Family Matters: Decade Review from Journal of Family and Economic Issues. J Fam Econ Issues 2021; 42:20-33. [PMID: 32895603 PMCID: PMC7467144 DOI: 10.1007/s10834-020-09706-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
This article reviews research regarding economic influences on a variety of family matters published in Journal of Family and Economic Issues from 2010 to 2019. As finances permeate nearly every facet of everyday life, scholarly research related to finances and family issues has spanned a wide array of topics. We briefly review research focused on the following 11 areas related to finances and family matters: (a) family formation decisions, (b) gender and relational power in family finances and relationships, (c) finances and fathers, (d) finances and mothers, (e) finances and parenting, (f) finances and elderly family members, (g) finances and couple relationships, (h) supporting family members financially, (i) how economic policy affects family, (j) economic roots of migration by family members, and (k) family financial socialization. As we enter a new decade, emphasis to directions for future research is given and integrated throughout. Recommendations specific to each of these topics are integrated into the discussion of the topic. Additional and more general recommendations for future research are offered as we conclude our review.
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Affiliation(s)
- Heather H. Kelley
- Human Development and Family Studies, Utah State University, Logan, UT USA
| | - Ashley B. LeBaron
- Family Studies and Human Development, University of Arizona, Tucson, AZ USA
| | - E. Jeffrey Hill
- School of Family Life, Brigham Young University, Provo, UT USA
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Abstract
The financial socialization individuals receive is associated not only with their future financial wellbeing but also relational, mental, and physical wellbeing. This paper is a review of the literature on financial socialization, especially papers published between 2010 and 2019 in the Journal of Family and Economic Issues. We first review family financial socialization theory and then review empirical documentation for the theory, organized by (a) family socialization processes (e.g., parent financial modeling, parent-child financial discussion, and experiential learning as three primary methods of financial socialization) and (b) financial socialization outcomes (e.g., financial attitudes, financial knowledge, financial behaviors, and financial wellbeing). Finally, we discuss future directions for the field.
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Abstract
This article introduces the concept of “stimulus field” and describes the role it plays in understanding common thought and language. A stimulus field specifies the psychophysical reality of any particular domain of phenomena. Consistent with various writings in “ecological psychology,” this article proposes that cognition about interpersonal phenomena is adapted to the stimulus field of those phenomena and, therefore, that our understanding of the relevant thoughts and language should specify and take account of that reality. The central assumption of this article is that, in the absence of knowing the true stimulus field for interpersonal phenomena, interdependence theory can fruitfully serve as a provisional specification of that field. After an overview of interdependence theory, this article summarizes some of the implications of this strategy. It shows that the theory helps us understand some of the presently known facts about the cognition of interpersonal phenomena and suggests hypotheses about other features of such cognitions. It highlights the abstract level at which interpersonal events are often viewed and identifies advantages and disadvantages of such thought. It suggests the basic terms in which schematic representations of interpersonal relations are cast. It suggests the bases in the stimulus field for the distinctions that people make between “person,” “situation,” and “interaction“ and for the differentiations they make within each of those broad categories. At the same time, it shows why these distinctions are often blurred, identifies the connections in the stimulusfield that underlie the implicit meanings of words and the stories people construct, and illustrates how the various connections enter into common assumptions and attributions.
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Affiliation(s)
- H H Kelley
- Department of Psychology, University of California, Los Angeles 90095-1563, USA.
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Harvey JH, Kelley HH. Sense of own judgmental competence as a function of temporal pattern of stability-instability in judgment. J Pers Soc Psychol 1974; 29:526-38. [PMID: 4818324 DOI: 10.1037/h0036219] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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Shomer RW, Davis AH, Kelley HH. Threats and the development of coordination: further studies of the Deutsch and Krauss trucking game. J Pers Soc Psychol 1966; 4:119-26. [PMID: 5969137 DOI: 10.1037/h0023553] [Citation(s) in RCA: 31] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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