An exploratory analysis of moderating effects in a non-randomized, quasi-experimental evaluation of a college-based mental health literacy curriculum-Reference-Cited by-同舟云学术

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An exploratory analysis of moderating effects in a non-randomized, quasi-experimental evaluation of a college-based mental health literacy curriculum

Published:2024-06-07 Issue: Volume: Page:1-9
ISSN:0744-8481
Container-title:Journal of American College Health
language:en
Short-container-title:Journal of American College Health

Author:

Aller Ty B.¹²^ORCID,Kelley Heather H.¹²,Barrett Tyson S.³,Fauth Elizabeth B.²⁴

Affiliation:

1. Institute for Disability Research, Policy & Practice, Utah State University, Logan, Utah, USA

2. Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA

3. Department of Psychology, Utah State University, Logan, Utah, USA

4. Alzheimer’s Disease and Dementia Research Center, Utah State University, Logan, Utah, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/07448481.2024.2351413

Reference26 articles.

1. A meta-analysis of indicated mental health prevention programs for at-risk higher education students.

2. “Mental health literacy”: a survey of the public's ability to recognise mental disorders and their beliefs about the effectiveness of treatment

3. Mental health literacy: Empowering the community to take action for better mental health.

4. Do Web-based Mental Health Literacy Interventions Improve the Mental Health Literacy of Adult Consumers? Results From a Systematic Review

5. Systematic review and meta-analysis of Mental Health First Aid training: Effects on knowledge, stigma, and helping behaviour

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