Health Model Intervention

Theoretical Framework

Alexis Heard

Columbus State University

Program in Design Kinesiology

March 01, 2022

Dr. G. Palevo

Theoretical Framework

The mental health program for college students focuses on promoting social-emotional learning and endurance, and also preventing collective, psychological, and behavioral challenges, such as risk behaviors. As a result, the theoretical framework depicts college mental health as a single major topic, depending on available information on psychological health promotion and management. Social, emotional, and behavioral difficulties are avoided.

The framework is further described in the following sections of the study by addressing the primary domains in connection to psychological health consequences and the various developmental mechanisms. I also include a set of critical goal abilities and behaviors for both students and teachers, as well as a summary of the primary theoretical components addressed.

Interpersonal, emotional, and behavioral challenges refer to a wide range of behaviors that college students can acquire to varying levels, which can be internalizing or externalizing. Depression, criminality, social disengagement, self-harm, anxiety,  drug usage, rule-breaking, and violent behavior are commonly targeted in school programs to reduce emotional, behavioral, and social difficulties.

The Theory of Planned Behavior can be used to forecast a person's willingness to participate in a given behavior at a particular moment and location. The hypothesis was designed to describe all behaviors over which humans can exercise self restraints (Ajzen & Schmidt, 2020). Behavioral intention is a significant element of this paradigm; motives are impacted by one's view about the probability that the conduct will produce the anticipated result, as well as one's subjective assessment of the dangers and advantages of that result.

The Theory of Planned Behavior has been effectively utilized to forecast and describe a variety of mental health-related behaviors and motives amongst students, such as smoking, alcoholism, health-care utilization (Lipson et al., 2019), and substance abuse, among many other things. According to the Theory of Planned Behavior, behavioral success is determined by both motive and potential. The ability to undertake the behavior successfully is contingent not just on a positive purpose, but also on a suitable level of behavioral control.

The Theory of Planned Behavior proposes that measuring one's mindset regarding the conduct, subjective standards connected with the behavior, and apparent influence over completing it might anticipate one's motives to execute it (McKenzie et al., 2009)The TPB emphasizes the need of using a multifaceted strategy to understand what influences a person's purpose to undertake a behavior. If a participant's desire to pursue psychological assistance is swayed primarily by subjective values that are hostile to PHS, a study's effort to persuade this individual's motive to obtain psychological assistance might be disappointed if behavior modification is the only target of treatment.

Interventions can be used on a broad level, involving every student, or at a more focused rate, with students who are at risk of establishing or have already manifested, modest mental health issues. Preventive measures that are available to everyone are thought to be less alienating. Moreover, both general and focused preventative programs exhibit equal impact values, demonstrating that both general and specialized preventive interventions are needed. Systematic studies of general interventions in college students, specifically, found that internalizing psychological health disorders like anxiety, stress, and depression indicators were significantly reduced (Lattie et al., 2019). Research on the efficacy of preventative strategies for externalizing disorders has a lot in common. Considerable reductions in specified behavioral difficulties were found, with impacts extending for one year.

The students who took participated in a short cognitive education session experienced significant reductions in anxiety and tension. In a group of students who performed yoga, levels of stress levels are less, and general mental well-being is higher, as contrasted to a regulated group.

The goals of this study were to look at the psychological health of college students to contribute to a better comprehension of the term and to give a thorough theoretical framework for psychological health management at colleges that consider students' needs into account.

References

Ajzen, I., & Schmidt, P. (2020). Changing behavior using the theory of planned behavior. The handbook of behavior change, 17-31.

Lattie, E. G., Adkins, E. C., Winquist, N., Stiles-Shields, C., Wafford, Q. E., & Graham, A. K. (2019). Digital mental health interventions for depression, anxiety, and enhancement of psychological well-being among college students: systematic review. Journal of medical Internet research, 21(7), e12869.

Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2019). Increased rates of mental health service utilization by US college students: 10-year population-level trends (2007–2017). Psychiatric services, 70(1), 60-63.

McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2009). Planning, implementing, and evaluating health promotion programs: A primer (p. 496). San Francisco, CA: Pearson/Benjamin Cummings.