Psychology and Counseling Publications (UMKC)
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Items in this collection are the scholarly output of the Department of Psychology and Counseling faculty, staff, and students, either alone or as co-authors, and which may or may not have been published in an alternate format.
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Item Initial Development of the Adolescent Mental Health Literacy Scale(University of Missouri -- Kansas City, 2023) Burgin, Tacia; Marszalek, JacobAlthough African Americans make up 13% of the U.S. population, they also represent nearly 20% of persons with a mental illness diagnosis. Additionally, 58% of African Americans have average to below average health literacy. Studies suggest that low mental health literacy may result in higher levels of mental health-related stigma (MHS), limited access to mental health information, limited discussion regarding mental health, and lower rates of professional mental health service use. African American youth tend to not seek mental health services due to negative comments and a fear of being teased by their friends, family and community. African American parents and caregivers of youth believe that these negative beliefs and experiences could be the result of having a lack of mental health literacy (MHL). There is extensive research on adult MHL but, measuring health literacy of children and adolescents has been scarce. There is also little representation of African Americans in each sample. The Adolescent Mental Health Literacy Scale aimed to understand adolescent’s MHL and be used across different demographics. This scale was created by researching meta-analysis of current adolescent MHL scales and combining principles and questions from each. It was edited by three subject matter experts and has three domains: ability to recognize disorders (symptomology), knowledge of risk factors and causes, and reducing mental health stigma. The sample included 28 adolescents (average age 16.5, 82.1% AA; 71.4% female). The depression, eating disorders, risks, and stigma subscales had moderate reliability, the anxiety subscale had low reliability and the access to information subscale had high reliability. It is imperative to understand how youth conceptualize mental health in order to know create and implement prevention interventions for MHS and professional treatment seeking. This is particularly important for racial/ethnic minorities who are disproportionally affected by mental healthcare barriers such as African American adolescents.Item Associations between Caregiver and Child Self-Regulation(University of Missouri -- Kansas City, 2021) Schott, Kaia; Mader, Luisa; Hambrick, ErinSelf-regulation, the control of behavior through self-monitoring, self- evaluation, and self- reinforcement, enable a child to manage their behavior and emotions in adaptive ways. This skill is key for school eadiness, the ability to develop and maintain healthy relationships, and general socioemotional functioning. Historically, researchers have found that a parent’s self-regulation indicates their child’s (Lobo Lunkenheimer, 2020). This can happen in various ways, such as through coregulation, parenting strategies, sensitive guidance, etc. Generally, the parent’s self-regulation and components of their self-regulation (self-efficacy, personal agency, self-management, and self-sufficiency) has been established as influential in their child’s development of this skill. The current study initially sought to examine the relationship between parent and child self-regulation longitudinally, to confirm findings from prior literature.Item Assessment of Students’ Learning and Perceptions of Task Value of a Physical Pharmacy Laboratory Course(International Journal of Pharmacy Education and Practice, 2011) Marszalek, Jacob M.Objective: To assess student learning and perceived task value of physical pharmacy wet laboratory sessions conducted at two separate campuses within a school of pharmacy. Methods: Anonymous archival course evaluation and assessment data from 130 students enrolled in a pharmaceutics course were used. The evaluation surveyed students about the task value of five wet laboratory sessions, and assessment data were of pre- and post lab knowledge. Campuses differed in lecture delivery (in-person vs. video-conferencing), but labs were the same. Results: Most students felt that the quality and organization of the lab sessions were good, that the lab sessions allowed them to better understand pharmaceutics concepts, and that the time spent in lab was worthwhile. Most students also indicated that they preferred wet labs over virtual labs or no labs. The proportion of students achieving mastery on knowledge assessments increased significantly from prelab to postlab. No meaningful differences were found between locations. Conclusion: Wet laboratory exercises are a useful supplement for learning physical pharmacy concepts.Item Sample size in psychological research over the past 30 years(2011) Marszalek, Jacob M.Item Motivational Interviewing for encouraging quit attempts among unmotivated smokers: Study protocol of a randomized, controlled, efficacy trial.(2012-06-19) Catley, Delwyn; Harris, Kari J; Goggin, Kathy; Richter, Kimber P.; Williams, Karen; Patten, Christi; Resnicow, Ken; Ellerbeck, Edward; Bradley-Ewing, Andrea; Malomo, Domonique; Liston, RobinAbstract Background Although the current Clinical Practice Guideline recommend Motivational Interviewing for use with smokers not ready to quit, the strength of evidence for its use is rated as not optimal. The purpose of the present study is to address key methodological limitations of previous studies by ensuring fidelity in the delivery of the Motivational Interviewing intervention, using an attention-matched control condition, and focusing on unmotivated smokers whom meta-analyses have indicated may benefit most from Motivational Interviewing. It is hypothesized that MI will be more effective at inducing quit attempts and smoking cessation at 6-month follow-up than brief advice to quit and an intensity-matched health education condition. Methods/Design A sample of adult community resident smokers (N = 255) who report low motivation and readiness to quit are being randomized using a 2:2:1 treatment allocation to Motivational Interviewing, Health Education, or Brief Advice. Over 6 months, participants in Motivational Interviewing and Health Education receive 4 individual counseling sessions and participants in Brief Advice receive one brief in-person individual session at baseline. Rigorous monitoring and independent verification of fidelity will assure the counseling approaches are distinct and delivered as planned. Participants complete surveys at baseline, week 12 and 6-month follow-up to assess demographics, smoking characteristics, and smoking outcomes. Participants who decide to quit are provided with a self-help guide to quitting, help with a quit plan, and free pharmacotherapy. The primary outcome is self-report of one or more quit attempts lasting at least 24 hours between randomization and 6-month follow-up. The secondary outcome is biochemically confirmed 7-day point prevalence cessation at 6-month follow-up. Hypothesized mediators of the presumed treatment effect on quit attempts are greater perceived autonomy support and autonomous motivation. Use of pharmacotherapy is a hypothesized mediator of Motivational Interviewing’s effect on cessation. Discussion This trial will provide the most rigorous evaluation to date of Motivational Interviewing’s efficacy for encouraging unmotivated smokers to make a quit attempt. It will also provide effect-size estimates of MI’s impact on smoking cessation to inform future clinical trials and inform the Clinical Practice Guideline. Trial registration ClinicalTrials.gov NCT01188018