Date

10-16-2024

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Laura Beiler

Keywords

Positive Psychology Interventions, Depression, Anxiety, Stress, College Students, Well-Being

Disciplines

Counseling | Psychiatry and Psychology

Abstract

The purpose of this qualitative collective case study was to understand the barriers that colleges face implementing positive psychology interventions (PPIs) to reduce depression, anxiety, or stress (DAS) in college students. The problem was the lack of utilizing PPIs to reduce DAS in college students, despite increased reports of symptoms among this population. Several research studies have supported the use of PPIs to reduce. DAS in college students. However, no prior research was identified regarding barriers to initiating these interventions. The three research questions that guided this study were fueled by previous empirical studies that revealed three barriers to implementing sustainable mental health programs on college campuses. Funding, knowledge, and structure barriers were identified in this study. This qualitative research methodology approach involved 11 participants. The participants were selected using purposeful sampling methods that pinpointed the specific population of individuals required for the study. The setting for this study was 4-year colleges/universities on the U.S. East Coast. The states represented were North Carolina, South Carolina, Virginia, Maryland, and Pennsylvania. Multiple sources of data collection were utilized, including in-depth interviews, a focus group, and document analysis. This study identified specific barriers, such as funding barriers, -100% knowledge barriers regarding poor access to information, - 92%, and structural barriers associated to space and other constraints, -80%. The implications of abolishing the identified barriers will increase PPI use and reduce DAS.

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