Aligning students and counseling centers on student mental health needs and treatment resources.

Probably not a substantial claim: may not pass S3 (load-bearing).

College students are increasingly recognized as a population particularly vulnerable to mental health concerns.

“College students are increasingly being recognized as a population particularly vulnerable to mental health concerns.1,2”

• cites [1] sourceSupported
• cites [2] sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

College counseling center utilization increased from 6.6% in 2007 to 11.8% in 2017.

“According to data from the Healthy Minds Study, in 2007 about 6.6% of students received treatment at a college counseling center. In 2017, this number jumped to 11.8%.12”

• cites [12] sourceSupported

Probably not a substantial claim: may not pass S2 (checkable).

With the increasing number of students utilizing college counseling centers and needing services, it is imperative that researchers and clinicians identify strategies that will improve services and reach the large number of students in need.

“With the increasing number of students utilizing college counseling centers and needing services,12 it is imperative that researchers and clinicians identify strategies that will improve services and reach the large number of students in need.”

• cites [12] sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing).

The potential benefits of using digital mental health tools to supplement care received in college counseling centers have been documented in previous studies.

“The potential benefits of using digital mental health tools to supplement the care received in college counseling centers have been documented in previous studies.29,30”

• cites [29] sourceNot checked — no full text of the source
• cites [30] sourcePartly supported

  The Discussion (page not provided) says websites and apps can provide skills and information outside scheduled sessions, supporting their potential to supplement care. The paper does not establish those benefits specifically for care received in college counseling centers; its provider samples came from other settings. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

• AssumptionRests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.

May combine two claims.

Few studies have described the results and benefits of joining students and counseling center clinicians together to address mental health service delivery, and this paper adds to this emerging literature.

“Few studies have described the results and benefits of joining students and counseling center clinicians together to address mental health service delivery, and this paper adds to this emerging literature.25,26”

• cites [25] sourcePartly supported

  The Discussion (Principal Findings; page unavailable) says very few studies examined campus systems and tested implementation of digital mental health programs. The Results (Uptake and Adoption; page unavailable) likewise reports relatively few studies of campus implementation outcomes. Neither passage establishes that few studies described the results and benefits of students and counseling-center clinicians working together; the statement that the citing paper adds to the literature is the citing authors’ own framing. (LLM, conf=0.79)

  Experimental — accuracy not yet measured
• cites [26] sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The results support the importance of involving students in the process of developing new services, whether a digital mental health tool or another form of support.

“Additionally, our results support the importance of involving students in the process of developing new services, whether it is a digital mental health tool or another form of support.25,34”

• cites [25] sourcePartly supported

  The Discussion (Principal Findings; page not provided) endorses user-centered design and usability testing for digital interventions intended for college students. It does not extend that recommendation to developing other forms of support. (LLM, conf=0.84)

  Experimental — accuracy not yet measured
• cites [34] sourceNot checked — no full text of the source

• AssumptionRests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.

Probably not a substantial claim: may not pass S2 (checkable).

The findings support the suggestion that other strategies are necessary to ensure that college students receive the care they need as soon as possible.

“Our findings support the suggestion that other strategies are necessary to ensure that college students receive the care they need as soon as possible.1,28”

• cites [1] sourceSupported
• cites [28] sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

College students are at a key point in their life when mental health concerns are common, and addressing those concerns is pivotal to their sustained wellbeing.

“College students are at a key point in their life when mental health concerns are common,1 and addressing those concerns is pivotal to their sustained wellbeing.38”

• cites [1] sourceSupported
• cites [38] sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The clinician survey sample included 16 participants from School #1 and 15 from School #2.

“Participants in the clinician survey sample included 16 participants from School #1 and 15 participants from School #2.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Individual interview participants were 89% female.

“Participants were predominantly female (89%) and were ethnically and racially diverse (including 4 participants who identified as Hispanic or Latino, 4 participants as African American, 2 participants as Asian, and 5 participants as more than one race).”

May combine two claims.

Some students experienced the waitlist after intake; others heard about it from peers.

“some students experienced the waitlist directly after they had undergone the intake procedures and then were placed on the waitlist, and others described hearing about the waitlist from peers.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Co-design workshop participants were ethnically and racially diverse, including 4 Hispanic/Latino, 8 African American, and 5 Asian.

“Participants were predominantly female (83%) and were ethnically and racially diverse (including 4 participants who identified as Hispanic or Latino, 8 participants as African American, and 5 participants as Asian).”

Probably not a substantial claim: may not pass S3 (load-bearing).

Co-design workshop participants were 83% female.

“Participants were predominantly female (83%) and were ethnically and racially diverse (including 4 participants who identified as Hispanic or Latino, 8 participants as African American, and 5 participants as Asian).”

Probably not a substantial claim: may not pass S3 (load-bearing).

Clinicians' length of practice ranged from less than 1 year to 32 years.

“Clinicians had been in practice for a wide range of less than 1 year to 32 years.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Individual interview participants were ethnically and racially diverse, including 4 Hispanic/Latino, 4 African American, 2 Asian, and 5 more than one race.

“Participants were predominantly female (89%) and were ethnically and racially diverse (including 4 participants who identified as Hispanic or Latino, 4 participants as African American, 2 participants as Asian, and 5 participants as more than one race).”

Probably not a substantial claim: may not pass S3 (load-bearing).

The co-design workshop sample included 20 students and 10 counseling center clinicians.

“Participants in the co-design workshop sample included 20 students and 10 counseling center clinicians.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Mean length of practice was 10.5 years (SD=9.3).

“The mean length of time in practice was 10.5 years (SD = 9.3).”

Probably not a substantial claim: may not pass S3 (load-bearing).

The clinician survey sample was 77.4% white.

“The sample was predominantly female (74.2%) and predominantly white (77.4%).”

May combine two claims.

School #2 was rural, majority live on campus or periphery, and sprawling campus takes 20+ minutes to walk across, making travel time a barrier.

“School #2 was located in a more rural area, and the majority of students live on campus or in apartments on the periphery of the campus. Due to the sprawling nature of the campus, in which it can easily take 20 minutes or more to walk across campus, travel time also served as a barrier:”

May combine two claims.

Some students believed counseling could be helpful for a wide variety of students, but observed peers viewed it as a last resort.

“This participant, along with others, appeared to believe that counseling could be helpful for a wide variety of students, but observed that their peers typically viewed counseling as an option to pursue only in more dire situations or as a last resort.”

May combine two claims.

At urban School #1, students often live throughout the city and suburbs and did not treat campus as a home base, making commute a barrier.

“Students at school #1, located in an urban setting, often live throughout the city and surrounding suburbs. Consequently, they did not necessarily treat campus as a home base, indicating the commute was a barrier.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The clinician survey sample was 74.2% female.

“The sample was predominantly female (74.2%) and predominantly white (77.4%).”

Probably not a substantial claim: may not pass S3 (load-bearing).

The individual interview sample included 15 students and 4 counseling center clinicians.

“Participants in the individual interview sample included 15 students and 4 counseling center clinicians.”

May combine two claims.

One student found it useful to take screenings online anytime but problematic that they could not make an appointment immediately after, decreasing motivation.

“For example, one student highlighted that it was useful that they could take mental health screenings online at any time, but found it problematic that they were not able to make an appointment immediately after completing the screening, when they identified their own personal need for services, resulting in decreased motivation.”

May combine two claims.

Students are not rejecting traditional services, but rather want to be connected with alternative, lower-burden methods of managing their moods when appropriate.

“As evidenced by the student above, students are not rejecting traditional services, but rather, want to be connected with alternative, lower-burden methods of managing their moods when appropriate.”

May combine two claims.

Twelve participants had an elevated PHQ-9 score and 13 had an elevated GAD-7 score.

“Twelve participants had an elevated score on the PHQ-9 and 13 had an elevated score on the GAD-7.”

May combine two claims.

Of the 16 clinicians surveyed at School #1, 7 recommended internet sites and 9 recommended mobile apps to their patients.

“Of the 16 clinicians surveyed at School #1, 7 respondents indicated they recommend internet sites to their patients and 9 respondents indicated they recommend mobile apps to their patients.”

May combine two claims.

Many clinicians were already recommending digital mental health tools as part of their practice, indicating that they are open and willing to integrate technology into collegiate mental healthcare systems.

“We also found that many clinicians were already recommending digital mental health tools as part of their practice, indicating that they are open and willing to integrate technology into collegiate mental healthcare systems.”

• AssumptionRests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.

May combine two claims.

The co-design workshops allowed students and clinicians to discover and build on their mutually held ideas and to learn from one another.

“In particular, the co-design workshops allowed for students and clinicians to discover and build on their mutually held ideas, as well as to learn from one another.”

May combine two claims.

Our results indicate that students recognize barriers to face-to-face therapy and are eager to engage both in the development and utilization of novel methods of support.

“Our results indicate that students recognize barriers to face-to-face therapy and are eager to engage both in the development and utilization of novel methods of support.”

May combine two claims.

Of the 15 clinicians surveyed at School #2, 14 recommended internet sites and 13 recommended mobile apps to their patients.

“Of the 15 clinicians surveyed at School #2, 14 respondents indicated they recommend internet sites to their patients and 13 respondents indicated they recommend mobile apps to their patients.”

May combine two claims.

Long waitlists, limited hours of service, and inconvenient or unknown locations are structural barriers that keep students from accessing services and can often lead to loss of motivation after students have decided to seek services.

“Long waitlists, limited hours of service, and inconvenient or unknown locations are not only structural barriers that keep students from accessing services, they can often lead to loss of motivation after students have decided to seek services.”

May combine two claims.

In co-design workshops, students were eager to engage in planning and willing to work with counseling center clinicians to generate ideas.

“We found in co-design workshops that students were eager to engage in planning and willing to work with counseling center clinicians to generate ideas.”

Probably not a substantial claim: may not pass S3 (load-bearing).

All participants provided informed consent.

“All study procedures were approved by the authors’ Institutional Review Board before enrolling participants, and all participants provided informed consent.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Two members of the study team read each transcript and discussed preliminary codes.

“Two members of the study team read each transcript, and preliminary codes were discussed.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The coding approach allowed coders to become familiar with data and organize codes into broader topic areas.

“The approach used allowed the coders to become familiar with the data as they organized codes into the broader topic areas that are presented in the results.”

Classified as probably not a substantial claim.

Students were recruited if they scored 10 or greater on PHQ-9 or GAD-7, indicating at least moderate symptoms.

“Students were recruited who indicated at least moderate symptoms of depression or anxiety, as measured by a score of 10 or greater on the Patient Health Questionnaire (PHQ)-922 or the Generalized Anxiety Disorder (GAD)-7,23 respectively.”

• cites [22] Fravell S. Students protest lack of Counseling Center resources. The Shield . 2019. https://usishield.com/31987/news/students-protest-lack-of-counseling-center-resources/. Accessed September 23, 2019.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [23] sourceNot checked — no full text of the source

May combine two claims.

Mental health conditions predict lower GPA and higher risk of dropping out.

“data show that mental health conditions are predictors of lower GPA and higher risk of dropping out.10”

• cites [10] sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Co-design and interview transcripts were first coded separately and then in tandem due to high thematic overlap.

“Co-design workshop transcripts and individual interview transcripts were first coded separately, and then in tandem due to a high level of thematic overlap between responses.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Transcripts were coded and analyzed using a qualitative description approach.

“the transcripts were coded and analyzed by the authors using a qualitative description approach.24”

• cites [24] sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

All study procedures were approved by the authors' Institutional Review Board before enrolling participants.

“All study procedures were approved by the authors’ Institutional Review Board before enrolling participants, and all participants provided informed consent.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

A mixed-methods approach integrating student and clinician perspectives on designing mental health services has potential to improve and innovate service delivery and utilization on college campuses.

“This mixed-methods approach that integrates student and clinician perspectives on designing mental health services has potential to improve and innovate service delivery and utilization on college campuses.”

• AssumptionRests on an assumption: There is a need to better align students and clinicians on mental health needs and resources.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The study employed a sequential mixed methods design where quantitative data were collected before most qualitative data, and both were examined collectively.

“While this study employed a sequential mixed methods design, such that quantitative survey data were collected prior to the majority of the qualitative data, the quantitative and qualitative data were embedded and examined collectively to inform the findings of this study.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Co-design workshop procedures were rooted in human-centered design techniques.

“Procedures for co-design workshops were rooted in human-centered design techniques. This served to bring together a diverse group of participants and engage them in creative thinking and brainstorming activities.21”

• cites [21] Larkin N. Students start petition to change USF’s walk-in counseling services. 2019. http://www.usforacle.com/2019/04/09/students-start-petition-to-change-usfs-walk-in-counseling-services/. Accessed September 23, 2019.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Many students enter college with pre-existing mental health conditions.

“a large number of students enter college with pre-existing mental health conditions.9”

• cites [9] sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The clinician questionnaire was adapted from a previously published questionnaire on mental health providers' interest in web and mobile-based tools.

“The questionnaire was adapted from a previously published questionnaire of mental health providers’ interest in using web and mobile-based tools in their practices.20”

• cites [20] Suleiman N. Student mental health demonstration calls for CMHS reform. 2019. https://dailycampus.com/stories/2019/3/14/student-mental-health-demonstration-calls-for-cmhs-reform. Accessed September 23, 2019.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A codebook was created and coding was completed on all transcripts using NVivo.

“Study team members created a codebook and coding was completed on all transcripts using NVivo software.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Coders met regularly to discuss codes and ensure validity.

“The coders met regularly throughout the analytic process to discuss the codes and ensure validity.”

May combine two claims.

Transition points in the help-seeking process appear to be crucial times for delivering motivational support to students in need, but these times do not necessarily align with how and when services are traditionally delivered.

“To better facilitate connection to services, these transition points appear to be crucial times for delivering motivational support to students in need, but do not necessarily align with how and when services are traditionally delivered.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Discomfort opening up to a new therapist may result from the expectation that college counseling is short-term.

“This participant’s discomfort may be a result of the expectation for college counseling to be short-term (i.e. the student may only access services until they graduate and may only have a limited number of sessions with a clinician).”

May combine two claims.

Structural barriers such as travel time, waitlists, and appointment hours may hinder students from seeking help by limiting access and contributing to a negative representation of the counseling center as unapproachable.

“Taken together, structural barriers such as travel time, waitlists, and appointment hours may hinder students from seeking help as they can both limit students’ ability to access services and contribute to a negative representation of the counseling center as unapproachable.”

May combine two claims.

Mobile mental health tools allow students to access services at any time or place, meaning long wait times, limited hours of service, and issues regarding location could be avoided.

“Mobile mental health tools allow students to access services at any time or place, meaning long wait times, limited hours of service, and issues regarding location could be avoided.”

• AssumptionRests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.

Probably not a substantial claim: may not pass S2 (checkable).

Due to differences in practices at college counseling centers, there is clear value in aligning students' and clinicians' understanding of the services offered so that students are better informed about what is entailed when they present to the counseling center.

“Due to differences in practices at college counseling centers, there is a clear value in aligning the students’ and clinicians’ understanding of the services that are offered so that students are better informed about what is entailed when they present to the counseling center.”

Probably not a substantial claim: may not pass S3 (load-bearing).

These barriers reinforce previously cited barriers in the literature and those reported by students.

“These barriers reinforce previously cited barriers in the literature and that have been reported by students.27”

• cites [27] sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The clinicians taking part in the online survey portion of this study were predominantly female and predominantly white.

“Third, the clinicians taking part in the online survey portion of this study were predominantly female and predominantly white.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Results may be limited by the fact that data were collected at two universities within the same state.

“While results are consistent with past research on college student mental health services, results may be limited by the fact that data for this study were collected at two universities within the same state.”

Probably not a substantial claim: may not pass S3 (load-bearing).

It is possible that students from these schools shared opinions and ideas not held by students in other areas of the US.

“It is possible that students from these schools shared opinions and ideas not held by students in other areas of the US.”

Classified as probably not a substantial claim. May combine two claims.

There is often a knowledge gap between clinicians and students, and providing education around existing on-campus resources would be valuable to students.

“This highlights that there is often a knowledge gap between clinicians and students, and providing education around existing on-campus resources would be valuable to students.”

Probably not a substantial claim: may not pass S2 (checkable).

The negative stigma surrounding counseling services could be decreased by framing digital mental health tools as methods to manage day-to-day stress and low-level anxiety and depression.

“Additionally, the negative stigma surrounding counseling services could be decreased by framing digital mental health tools as methods to manage day-to-day stress and low-level anxiety and depression.”

• AssumptionRests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.

Probably not a substantial claim: may not pass S3 (load-bearing).

Another limitation is the possibility of selection bias within students who agreed to participate in co-design workshops and individual interviews.

“Another limitation is the possibility of selection bias within students who agreed to participate in co-design workshops and individual interviews.”

Classified as probably not a substantial claim.

The emphasis in CBPR on engaging the targeted community in research and development stages is believed to lead to more sustained engagement in and adherence to interventions.

“The emphasis in CBPR in engaging the targeted community in research and development stages is believed to lead to more sustained engagement in and adherence to interventions.35”

• cites [35] sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The present study did not assess the usage rates of non-traditional resources and strategies such as those indicated in Table 2.

“Lastly, the present study did not assess the usage rates of non-traditional resources and strategies such as those indicated in Table 2.”

May combine two claims.

While students were interested and clinicians were supportive of digital services, the main entry point to digital mental health care was interfacing with traditional mental health services that came with a number of barriers.

“So, while students were interested and clinicians were supportive of digital services, the main entry point to digital mental health care was interfacing with traditional mental health services that came with a number of barriers, as evidenced in the prior section.”