Rona Miles|Laura A. Rabin|Anjali Krishnan|Evan Grandoit|Kamil Kloskowski
Mental health literacy in a diverse sample of undergraduate students: demographic, psychological, and academic correlates
Brooklyn College|City University of New York|Brooklyn College|City University of New York|Brooklyn College|City University of New York|Brooklyn College|City University of New York|Brooklyn College|City University of New York
abstract background investigating variables associated mental health literacy collegeage population takes us one step closer providing intervention vulnerable group growing rates psychological disorders serious public concern study adds existing literature incorporating within single model multifaceted variables demographic psychological academic contribute mental health literacy demographically ethnically diverse college students methods participants undergraduate students enrolled nine different colleges part large urban public university system total 1213 respondents 620 female 733 nonwhite completed inperson assessment mental health literacy answered questions demographics college experience mental health experience data analyzed identify variables best discriminated high midlevel low performers assessment results discriminant correspondence analysis revealed difference high low performers accounting 9027 total variance driven participants taken least one course related clinical psychology typically majored psychology applied health science fields participants likely report white female ages 2832 fourth year later undergraduate program addition high performers likely diagnosed andor treated psychological disorder experience psychological disorders personal family peer history families open discussing mental health issues conclusion main contributor variation mental health literacy scores taken clinical psychology course followed majoring psychology importantly findings identified high performers also low performers increase knowledge awareness mental health crucial overall psychological wellbeing results important implications design educational interventions aimed improving mental health literacy college level especially students otherwise would exposed information coursework major