Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.12202/8378
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dc.contributor.advisorLane, Shannon R.
dc.contributor.authorCenatus, Rebecca C.
dc.date.accessioned2022-07-27T16:52:29Z
dc.date.available2022-07-27T16:52:29Z
dc.date.issued2022-07
dc.identifier.isbn9798841725374
dc.identifier.urihttps://hdl.handle.net/20.500.12202/8378
dc.identifier.urihttps://ezproxy.yu.edu/login?url=https://www.proquest.com/dissertations-theses/mental-health-literacy-service-utilization-among/docview/2715764469/se-2?accountid=15178
dc.descriptionDoctoral dissertation, PhD / Open Accessen_US
dc.description.abstractThe purpose of this study was to examine the association between mental health curricula content, mental health literacy, help-seeking intentions, and service utilization among Black/African American undergraduate students. This quantitative study sampled (n= 109) undergraduate students enrolled at two four-year institutions. Participants were aged 18 and older who self-identified as Black/African American. For the focus of this study, Black/African American also included people who identified as Black, Black African, African American, African Caribbean, Afro-Caribbean, and/or Afro-Latina/o/x. Participants completed an anonymous online survey through Qualtrics, which included questions pertaining to knowledge of mental illness, risk factors, treatment, help-seeking intentions, and service utilization. This study was also informed by the Theory of Planned Behavior (TPB) and the Relational Cultural Theory (RCT) to provide a supportive framework for the key concepts related to mental health outcomes in this research. Participants that reported being exposed to mental health content were found to have higher mental health literacy scores than those who did not. However, there were no significant differences between mental health literacy scores, help-seeking intentions, and service utilization among this sample population. The results demonstrate a need for additional research to examine the ways in which Black/African American undergraduate students are taught mental health literacy and the factors that aid to increase their help-seeking intentions and service utilization. Results from this study will be used to help inform social work education, practice, policy, and research in order to help improve mental health outcomes.en_US
dc.language.isoen_USen_US
dc.publisherWurzweiler School of Social Work, Yeshiva Universityen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectblack/african americanen_US
dc.subjecthelp-seeking intentionsen_US
dc.subjectmental health literacyen_US
dc.subjectmental health service utilizationen_US
dc.subjectpostsecondary educationen_US
dc.subjectundergraduate studentsen_US
dc.titleMental Health Literacy and Service Utilization among Black/African American Undergraduate Studentsen_US
dc.typeDissertationen_US
Appears in Collections:Wurzweiler School of Social Work: Dissertations

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