The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index; 9 of the 41 sources its claims cite were checked for support.
Aligning students and counseling centers on student mental health needs and treatment resources.
Open accessAbstract
Both students and clinicians recognized a need for stress management and mental health support outside of counseling sessions. Students and clinicians recognize barriers to face-to-face therapy and are eager to collaborate to identify opportunities to address barriers to mental health services.
Overview
Integrity signals
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Verification
Claims the paper makes
52 Own result · 15 Own interpretation · 12 Own method · 8 Sources not found · 5 No full text of the sources · 4 No basis given · 3 Supported so far · 3 Partly supported · 3 Not checked yet · 2 Supported · 1 Couldn’t confirm · accuracy not yet measured
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“Our results support the literature that demonstrates students’ eagerness to be connected with alternative methods of managing mental health concerns.31–33”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
What the sources say
- Not checked — no full text of the sourcecites [31] source
- Could not verifycites [32] sourceExperimental — accuracy not yet measured
The Discussion addresses depression monitoring in primary care and use of a self-administered measure, not students’ preferences for mental-health support. Searches for students’ eagerness and interest in alternative methods found no passage addressing that claim. (LLM, conf=0.76)
- Not checked — no full text of the sourcecites [33] source
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students and clinicians recognize barriers to face-to-face therapy and are eager to collaborate to identify opportunities to address barriers to mental health services.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Abstract > Conclusions:
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both students and clinicians recognized a need for stress management and mental health support outside of counseling sessions.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Abstract > Results:
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Students and clinicians recognize barriers to face-to-face therapy and are eager to collaborate to identify opportunities to address barriers to mental health services.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Abstract > Conclusions:
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean PHQ-9 score was 12.5 and the mean GAD-7 score was 13.2.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“To meet the mental health needs of students, additional forms of mental health support appear to be desired.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These concerns were primarily disclosed through the identification of barriers to receiving services, which were grouped into themes of “structural” and “psychological” barriers.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Throughout the co-design workshops and individual interviews, students voiced concerns about the mental health services that were available on their campus.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Thus, even for students who do make it in for an initial appointment and then get set up with a clinician, problems with fit pose a barrier to remaining in care.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the appointment hours did not consistently match the hours that students perceived themselves as needing support.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 43
- It may state two separate claims as one. 25
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“College students are increasingly being recognized as a population particularly vulnerable to mental health concerns.1,2”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Introduction
What the sources say
- Supportedcites [1] source
The Abstract describes mental health problems as very common among college students and says many experience their first onset or worsening of symptoms during college. The Prevalence of Mental Health Disorders section explains why both traditional and non-traditional students may be vulnerable, while the Abstract notes increased demand for counseling services. Together, these passages support the broad paraphrase. (LLM, conf=0.88)
- Not checked — no full text of the sourcecites [2] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Introduction
What the sources say
- Supportedcites [12] source
The Results report that on-campus service use rose from 6.6% in 2007 to 11.8% in 2016–2017. The Discussion describes the later use as students seeking services at campus counseling, supporting the citing sentence’s wording. (LLM, conf=0.93)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Conclusion
What the sources say
- Supportedcites [12] source
Split into 2 atoms — 2 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
What the sources say
- Not checked — no full text of the sourcecites [29] source
- Partly supportedcites [30] sourceExperimental — accuracy not yet measured
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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
What the sources say
- Partly supportedcites [25] sourceExperimental — accuracy not yet measured
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)
- Not checked — no full text of the sourcecites [26] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
What the sources say
- Partly supportedcites [25] sourceExperimental — accuracy not yet measured
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)
- Not checked — no full text of the sourcecites [34] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.
- Partly supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
What the sources say
- Supportedcites [1] source
The section on early identification and outreach describes low treatment-seeking among college students and recommends web-based screening and treatment to improve access. The Conclusion says it is critical to use outreach programs and strategies that keep students in treatment. Together, these support the cited suggestion that additional strategies are needed to help students receive care promptly. (LLM, conf=0.87)
- Not checked — no full text of the sourcecites [28] source
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Conclusion
What the sources say
- Supportedcites [1] source
Citation 38 attaches to the claim that addressing mental health concerns matters for students’ sustained wellbeing. The Conclusion says untreated problems can become chronic and calls treatment retention and continuity of care critical; the section on age of onset also links early identification and adequate services to better outcomes. The supplied passages do not give page numbers. (LLM, conf=0.88)
- Not checked — no full text of the sourcecites [38] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Participants in the clinician survey sample included 16 participants from School #1 and 15 participants from School #2.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plainn = 16- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Clinicians had been in practice for a wide range of less than 1 year to 32 years.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Participants in the co-design workshop sample included 20 students and 10 counseling center clinicians.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean length of time in practice was 10.5 years (SD = 9.3).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The sample was predominantly female (74.2%) and predominantly white (77.4%).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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:”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The sample was predominantly female (74.2%) and predominantly white (77.4%).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Participants in the individual interview sample included 15 students and 4 counseling center clinicians.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Strategies for providing mental health support outside of traditional face-to-face counseling sessions
boostedSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Twelve participants had an elevated score on the PHQ-9 and 13 had an elevated score on the GAD-7.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Participant Characteristics
plainn = 12- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Strategies for providing mental health support outside of traditional face-to-face counseling sessions
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Bringing together students and clinicians
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Conclusion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Strategies for providing mental health support outside of traditional face-to-face counseling sessions
hedgedn = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“All study procedures were approved by the authors’ Institutional Review Board before enrolling participants, and all participants provided informed consent.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Procedures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Two members of the study team read each transcript, and preliminary codes were discussed.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Data Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Data Analyses
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Procedures
What the sources say
- Not matchedcites [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.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites [23] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“data show that mental health conditions are predictors of lower GPA and higher risk of dropping out.10”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Introduction
What the sources say
- Not checked — no full text of the sourcecites [10] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Data Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“the transcripts were coded and analyzed by the authors using a qualitative description approach.24”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Data Analyses
What the sources say
- Not checked — no full text of the sourcecites [24] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“All study procedures were approved by the authors’ Institutional Review Board before enrolling participants, and all participants provided informed consent.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Procedures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Introduction
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
- Rests on an assumption: There is a need to better align students and clinicians on mental health needs and resources.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Data Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Procedures
What the sources say
- Not matchedcites [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.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“a large number of students enter college with pre-existing mental health conditions.9”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Introduction
What the sources say
- Not checked — no full text of the sourcecites [9] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Procedures
What the sources say
- Not matchedcites [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.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Study team members created a codebook and coding was completed on all transcripts using NVivo software.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Data Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The coders met regularly throughout the analytic process to discuss the codes and ensure validity.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Methods > Data Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Students’ concerns with mental health services
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Bringing together students and clinicians
boostedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“These barriers reinforce previously cited barriers in the literature and that have been reported by students.27”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
What the sources say
- Not checked — no full text of the sourcecites [27] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Third, the clinicians taking part in the online survey portion of this study were predominantly female and predominantly white.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Limitations and Future Directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Limitations and Future Directions
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is possible that students from these schools shared opinions and ideas not held by students in other areas of the US.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Limitations and Future Directions
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Bringing together students and clinicians
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: College students spend much of their time using technology and are already comfortable and familiar with it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Another limitation is the possibility of selection bias within students who agreed to participate in co-design workshops and individual interviews.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Limitations and Future Directions
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“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”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion
What the sources say
- Not checked — no full text of the sourcecites [35] source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Lastly, the present study did not assess the usage rates of non-traditional resources and strategies such as those indicated in Table 2.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Discussion > Limitations and Future Directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Aligning Students and Counseling Centers on Student Mental Health Needs & Treatment Resources > Results > Strategies for providing mental health support outside of traditional face-to-face counseling sessions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The authors state this as an assumption.
Students' support for non-traditional mental health resources requires investigation.
“While these findings suggest that these resources are efficacious, students’ support for them needs investigation.”
The paper relies on this without support.
There is a need to better align students and clinicians on mental health needs and resources.
“During data collection, the need to identify opportunities to better align students and clinicians on needs and resources became clear.”
The paper relies on this without support.
College students spend much of their time using technology and are already comfortable and familiar with it.
“College students spend much of their time using technology, meaning they are already comfortable and familiar with it.”
Citations
Cites
The PHQ-9: Validity of a brief depression severity measure
Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001) · Journal of General Internal Medicine · doi:10.1046/j.1525-1497.2001.016009606.x · Cited by 44,910
A Brief Measure for Assessing Generalized Anxiety Disorder: The GAD-7
Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006) · Archives of Internal Medicine · doi:10.1001/archinte.166.10.1092 · Cited by 31,765
College Students: Mental Health Problems and Treatment Considerations
Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C., & Wilens, T. (2015) · Academic Psychiatry · doi:10.1007/s40596-014-0205-9 · Cited by 1,325 · cited 2×
“population particularly vulnerable to mental health concerns.(1,2) Many factors contribute to the stress-inducing cli-”
BackgroundResultLipson, S. K., Lattie, E. G., & Eisenberg, D. (2019) · Psychiatric Services · doi:10.1176/appi.ps.201800332 · Cited by 947 · cited 1×
“8%.(12) Unfortunately, many counseling centers struggle and are unable to meet this growing demand for services, leaving students concerned.”
BackgroundSelf-citationIsrael, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (2001) · Education for Health: Change in Learning & Practice · doi:10.1080/13576280110051055 · Cited by 936 · cited 1×
“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.(45) One potential method to engage students is forming a student advisory board, which could help to elevate students’ voices and engage them in…”
BackgroundMental Health and Academic Success in College
Eisenberg, D., Golberstein, E., & Hunt, J. B. (2009) · The B.E. Journal of Economic Analysis & Policy · doi:10.2202/1935-1682.2191 · Cited by 929 · cited 1×
“mental health conditions are predictors of lower GPA and higher risk of dropping out.(10) As a result, many colleges and”
BackgroundLattie, E. G., Adkins, E. C., Winquist, N., Stiles-Shields, C., Wafford, Q. E., & Graham, A. K. (2019) · Journal of Medical Internet Research · doi:10.2196/12869 · Cited by 843 · cited 1×
“For example, a systematic review found that the majority of digital mental health interventions for college students were effective in producing changes in psychological outcome variables such as depression and anxiety.(25) Additionally, mindfulness practices such as yoga and mindfulness-based therapy have been shown…”
BackgroundSelf-citationSocial support and mental health among college students.
Hefner, J., & Eisenberg, D. (2009) · American Journal of Orthopsychiatry · doi:10.1037/a0016918 · Cited by 810 · cited 1×
“tal health literacy, given that these students may benefit most from support.(46,47) Third, the clinicians taking part in”
BackgroundSCHULENBERG, J. E., SAMEROFF, A. J., & CICCHETTI, D. (2004) · Development and Psychopathology · doi:10.1017/s0954579404040015 · Cited by 663 · cited 1×
“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.(48) With the increasing”
BackgroundMental Health Service Utilization Among College Students in the United States
Eisenberg, D., Hunt, J., Speer, N., & Zivin, K. (2011) · Journal of Nervous & Mental Disease · doi:10.1097/nmd.0b013e3182175123 · Cited by 633 · cited 1×
“Our findings support the suggestion that other strategies are necessary to ensure that college students receive the care they need as soon as possible.(1,38) Additionally, we found that psychological barriers such as stigma persist around college counseling.”
Result
Research works printed but not linked: 2
- Misra R, 2000, Am J Health Stud, 16, 41
- Robertson-Boersma D, 2015, Yale J Biol Med, 88, 339
Cited by
Sorted by citations
Zidaru, T., Morrow, E. M., & Stockley, R. (2021) · Health Expectations · doi:10.1111/hex.13299 · Cited by 149
Effectiveness of digital mental health interventions for university students: An umbrella review
Harith, S., Backhaus, I., Mohbin, N., Ngo, H. T., & Khoo, S. (2022) · PeerJ · doi:10.7717/peerj.13111 · Cited by 105
College Student Perspectives of Telemental Health: a Review of the Recent Literature
Hadler, N. L., Bu, P., Winkler, A., & Alexander, A. W. (2021) · Current Psychiatry Reports · doi:10.1007/s11920-020-01215-7 · Cited by 93
Effect of COVID-19 outbreak on anxiety among students of higher education; A review of literature
Jehi, T., Khan, R. K., Santos, H. D., & Majzoub, N. (2022) · Current Psychology · doi:10.1007/s12144-021-02587-6 · Cited by 86
Uptake and effectiveness of a self-guided mobile app platform for college student mental health
Lattie, E. G., Cohen, K. A., Hersch, E., Williams, K. D. A., Kruzan, K. P., MacIver, C., Hermes, J., Maddi, K. L., Kwasny, M., & Mohr, D. C. (2021) · Internet Interventions · doi:10.1016/j.invent.2021.100493 · Cited by 81
“The goal of the activities was to understand students' barriers to receiving mental health care, interest in digital mental health tools, and ideas for building a mental health app for college students (Cohen et al., 2020; Lattie et al., 2020a).”
BackgroundInfluentialSelf-citationGbollie, E. F., Bantjes, J. R., Jarvis, L., Swandevelder, S., Plessis, J. D., Shadwell, R., Davids, C., Gerber, R., Holland, N., & Hunt, X. (2023) · Digital Health · doi:10.1177/20552076231216559 · Cited by 69
“25,26 For instance, in a US study, 20 – 25% of students were interested in at-cost digital mental health solutions and 70 – 72% were interested in free digital mental health solutions.”
BackgroundLattie, E., Cohen, K. A., Winquist, N., & Mohr, D. C. (2020) · JMIR Mental Health · doi:10.2196/21075 · Cited by 50
“The adaptation of IntelliCare to form the IntelliCare for College Students program was guided by a series of user-centered design activities with college students and counseling center staff members [10,11].”
MethodSelf-citationDigital Overload among College Students: Implications for Mental Health App Use
Smith, A. C., Fowler, L. A., Graham, A. K., Jaworski, B. K., Firebaugh, M., Monterubio, G. E., Vázquez, M. M., DePietro, B., Sadeh‐Sharvit, S., Balantekin, K. N., et al. (2021) · Social Sciences · doi:10.3390/socsci10080279 · Cited by 56
“…specifically have reported interest in and willingness to engage with digital mental health services (Ahuvia et al. 2021; Cohen et al. 2021), and mHealth has been recommended by college students as a potential strategy for improving mental health care on college campuses (Cohen et al. 2020).”
BackgroundSelf-citationHersch, Cohen, Saklecha, A., Williams, Tan, & Lattie (2024) · Journal of American College Health · doi:10.1080/07448481.2022.2038178 · Cited by 34
“2 As many of the clinicians noted, remote-delivered services enabled students to access care from the convenience of their homes and for some students, led to increased treatment adherence, attendance, and engagement and reduced stigma in accessing care.”
BackgroundMeda, N., Pardini, S., Rigobello, P., Visioli, F., & Novara, C. (2023) · Epidemiology and Psychiatric Sciences · doi:10.1017/s2045796023000550 · Cited by 36
“, 2011) due to various reasons, namely, low rates of the number of counsellors per student (generating long waitlists – (Blanco et al., 2008; Cohen et al., 2022; Lueck and Poe, 2021)), high levels of personal stigma hindering help-seeking behaviours (Eisenberg et al.”
BackgroundBautista, J., & Schueller, S. M. (2022) · JMIR Mental Health · doi:10.2196/43942 · Cited by 28
Deshpande, A. G., Johnson, J. R., Casta, A. M., Marien, M. S., & Reiff, M. (2023) · Journal of American College Health · doi:10.1080/07448481.2023.2198028 · Cited by 39
“40 In addition, as is typical with survey-based questions, this evaluation may be subject to reporting bias.”
Sampogna, G., Lovisi, G. M., Zinno, F., Vecchio, V. D., Luciano, M., Sol, É. G. L., Unger, R. J. G., Ventriglio, A., & Fiorillo, A. (2020) · Medicina · doi:10.3390/medicina57010011 · Cited by 26
Meyerhoff, J., Kornfield, R., Lattie, E. G., Knapp, A. A., Kruzan, K. P., Jacobs, M. L., Stamatis, C. A., Taple, B. J., Beltzer, M., Berry, A. B. L., et al. (2023) · Internet Interventions · doi:10.1016/j.invent.2023.100677 · Cited by 16
Self-citationExamining young adults daily perspectives on usage of anxiety apps: A user study
Balaskas, A., Schueller, S. M., Cox, A. L., Rashleigh, C., & Doherty, G. J. (2023) · PLOS Digital Health · doi:10.1371/journal.pdig.0000185 · Cited by 15
Werntz, A. J., Jasman, M., Simeon, K. M., Gunasekaran, H., Yowell, C. M., & Rhodes, J. E. (2023) · Journal of Technology in Behavioral Science · doi:10.1007/s41347-023-00303-8 · Cited by 16
“There have been increased demands on academic advising (Ammigan & Liu, 2022) and counseling centers (Cohen et al., 2022).”
BackgroundHotez, E., Gragnani, C. M., Fernandes, P., Rosenau, K. A., Wang, K., Chopra, A., Chow, K., Chung, A., Khorasani, L. N., & Kuo, A. A. (2022) · Journal of American College Health · doi:10.1080/07448481.2022.2089842 · Cited by 13
“29 Indeed, research supports the potential efficacy of online anxiety treatment for college students via synchronous video counseling.”
BackgroundWoodson, O., Rungta, R., Smith, N. B., & Meuret, A. E. (2024) · Journal of American College Health · doi:10.1080/07448481.2024.2317187 · Cited by 10
“49,50 Specifically, tele-mental services have allowed for college students to access resources more conveniently and with less fear of stigma, allowing for more college students struggling with their mental health to receive treatment.”
Cao, H., Lin, W., & Chen, P. (2022) · Education Sciences · doi:10.3390/educsci12120866 · Cited by 8
Best Practices for Depression Screening Among College Students: A Literature Review
Garcia, C., Busch, D. W., & Russell, N. G. (2023) · Journal of Psychosocial Nursing and Mental Health Services · doi:10.3928/02793695-20231024-02 · Cited by 8
Role Perceptions of Teachers Concerning Student Mental Health in Higher Education
Douwes, R., Metselaar, J., Korpershoek, H., Boonstra, N., & Pijnenborg, G. H. M. (2024) · Education Sciences · doi:10.3390/educsci14040369 · Cited by 7
Nosè, M., Muriago, G., Turrini, G., Tedeschi, F., Forlani, O., Sartori, R., Badino, M., & Barbui, C. (2025) · Journal of Medical Internet Research · doi:10.2196/69031 · Cited by 12
Digital Tools to Support Post‐Secondary Student Mental Health and Wellbeing
LaMonica, H. M., Hickie, I. B., Capon, W., Ahia, M., Ewing, L., Lee, W., Iorfino, F., Song, Y. J. C., McKenna, S., & Cleverley, K. (2025) · Early Intervention in Psychiatry · doi:10.1111/eip.70094 · Cited by 6
Kiers, A. H., Nishimura, K. M., & Dewa, C. S. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20021280 · Cited by 7
“As mental health issues continue to rise on campuses, college health clinics and counseling services have been struggling to keep up with the demand [24].”
Cohen, K. A., Manikandan, D., Jirsa, M., Gatto, A., & Zhou, S. (2023) · Journal of American College Health · doi:10.1080/07448481.2022.2155469 · Cited by 6
Self-citationApplication of emotion recognition technology in psychological counseling for college students
Li, X. (2024) · Journal of Intelligent Systems · doi:10.1515/jisys-2023-0290 · Cited by 5
“The down-to-earth progress in learning and the pursuit of truth and pragmatism in life cannot be separated from a healthy and positive psychological state [21,22].”
BackgroundLierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420 · Cited by 6
Defining occupational therapy practice for students in higher education: A census from practitioners
Eichler, J. R., & Keptner, K. M. (2023) · British Journal of Occupational Therapy · doi:10.1177/03080226231168008 · Cited by 5
Ground yourself: Using five senses technique to cope with test anxiety among nursing students
Scott, K., Duncan, K. W., & McCoy, T. P. (2025) · Teaching and learning in nursing · doi:10.1016/j.teln.2025.09.022 · Cited by 4
Strategies to Safeguard Mental Health Among Medical and Allied Health Trainees: A Narrative Review
Obeagu, E. I. (2025) · Advances in Medical Education and Practice · doi:10.2147/amep.s564964 · Cited by 4
Ferguson, S. E., Nelson, J. A., & Duffy, M. C. (2024) · Journal of College Student Mental Health · doi:10.1080/28367138.2024.2393394 · Cited by 3
“Recent research has reported college students have heightened stress (Acharya et al., 2018; Ganesan et al., 2018; Ulrich et al., 2023), which affects well-being and health (Cohen et al., 2022).”
Collin, C., Eyraud, C., Martin, P., Michel, M., Roux, É. L., & Alberti, C. (2025) · BMC Medicine · doi:10.1186/s12916-025-04245-1 · Cited by 5
Hersch, E., Taple, B. J., Lakhtakia, T., & Lattie, E. G. (2024) · Journal of Technology in Behavioral Science · doi:10.1007/s41347-024-00410-0 · Cited by 3
“…are often placed on long waitlists due to the limited availability of providers, face logistic barriers that limit the accessibility of campus mental health services, and experience attitudinal barriers such as stigma when attempting to access campus mental health services (Cohen et al., 2020).”
Self-citationThe Role of Digital Therapy in Promoting Post-Secondary Student Mental Health
Austin, S., Bandealy, A., & Cawley, E. (2025) · Journal of Prevention and Health Promotion · doi:10.1177/26320770241280027 · Cited by 3
“Services for students must be affordable, require therapeutic support for those with complex mental health challenges, and function within a student’s academic timetable (Broglia et al., 2016; Cohen et al., 2022; Holm-Hadulla & Koutsoukou-Argyraki, 2015).”
InfluentialLeventhal, E. L., Toner, E. R., Davidson, B., Boukhechba, M., Barnes, L. E., & Teachman, B. A. (2024) · Journal of Technology in Behavioral Science · doi:10.1007/s41347-024-00445-3 · Cited by 4
“Structural barriers such as waitlists, travel time to counseling centers, and limited hours of operation at counseling centers prevent students from pursuing mental health care (Cohen et al., 2022; Frost et al., 2020).”
Supporting college student mental health: A university-wide partnership
Franko, D. L., Civiletto, C. L., Carfi, K., & O’Hara, M. (2025) · Cogent Mental Health · doi:10.1080/28324765.2025.2515432 · Cited by 2
Park, J. J., Brown, S. A., Chu, S. L., Zhou, A. Q., & Abreu, R. L. (2026) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2026.103806 · Cited by 6
Loss of mental health support among college students during the COVID-19 pandemic
Ahuvia, I. L., Dobias, M., Cohen, K. A., Nelson, B. D., Richmond, L. L., London, B. E., & Schleider, J. L. (2023) · Journal of American College Health · doi:10.1080/07448481.2023.2245917 · Cited by 2
Self-citationCohen, D. A., Boyer, B. P., Stevens, L., McCormick, K. A., Morpeth, E., Caporale-Berkowitz, N. A., Brownson, C. B., & Strakowski, S. M. (2023) · Journal of Technology in Human Services · doi:10.1080/15228835.2023.2258513 · Cited by 2
Muttaqin, M. I., Hambali, M., Ismail, A. B., et al. (2024) · AL-TANZIM JURNAL MANAJEMEN PENDIDIKAN ISLAM · doi:10.33650/al-tanzim.v8i2.8470 · Cited by 2
“The results of this research show that students who experience mental health problems receive treatment through a peer-helping or peer counseling approach, as explained by (Cohen et al., 2022).”
BackgroundThabrew, H., Boggiss, A. L., Hunt, P., Lim, D. H., Cavadino, A., & Serlachius, A. S. (2025) · Journal of Mental Health · doi:10.1080/09638237.2025.2460123 · Cited by 2
The initiation or continuation of mental health services in the transition to college
Wenzler, S., & Keeley, J. W. (2022) · Journal of American College Health · doi:10.1080/07448481.2022.2089851 · Cited by 2
“10,41,42 Future research on this topic should assess the degree of mental health symptoms experienced by participants as a predictor of service use, follow a longitudinal design to establish a direction of causality and be performed on a larger scale to increase the sample’s representativeness of…”
Lu, W.-T., Hu, P., Li, N., Wang, L., Wang, R., Wang, Z., Song, M. L., Zhao, T.-Y., Guo, S., Huang, F.-F., et al. (2023) · World Journal of Psychiatry · doi:10.5498/wjp.v13.i5.215 · Cited by 2
Bridging the Digital Gap: A Content Analysis of Mental Health Activities on University Websites
Thaivalappil, A., Stringer, J., Burnett, A., Young, I., & Papadopoulos, A. (2023) · Trends in Higher Education · doi:10.3390/higheredu2030024 · Cited by 2
“The digital space and internet may be partially attributed as a mediator or moderator of some mental health problems among young adults, but these same technologies can and have been leveraged to overcome barriers and deliver mental health resources and services [8,9].”
BackgroundLierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.04 · Cited by 2
1. The Higher Education Landscape
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.01 · Cited by 2
Meda, N., Pardini, S., Rigobello, P., Visioli, F., & Novara, C. (2023) · medRxiv · doi:10.1101/2023.01.29.23285151 · Cited by 2
“Namely, low rates of the number of counselors per student (generating long waitlists – (Blanco et al., 2008; Cohen et al., 2022; Lueck and Poe, 2021)) high levels of personal stigma hindering help-seeking behaviors (Eisenberg et al., 2009), and few systemic interventions to address the determinants…”
BackgroundCole, A. L., Navin, F., & Reid, D. (2024) · doi:10.30688/janzssa.2025-1-01 · Cited by 3
“There is a growing recognition that low-barrier or low-level mental health support services can significantly impact individuals seeking help (Cohen et al., 2020), by reducing the obstacles that they face in accessing mental health support.”
Bomysoad, R. N., King, C., Pozzo, J. D., Hitchcock, S., Vasquez, L., & Morales, I. (2024) · Journal of College Student Mental Health · doi:10.1080/28367138.2024.2311238 · Cited by 1
“Although there are a wide variety of behavioral health services that higher education students may utilize (Osborn et al., 2022), there are also numerous potential structural and psychological barriers to students accessing such care (Cohen et al., 2022).”
Ratajczak, K. (2024) · Journal of School Violence · doi:10.1080/15388220.2024.2335997 · Cited by 1
“There are many barriers specific to health resources, concerns about confidentiality, requiring appointments, and appointment caps (Cohen et al., 2020; Halstead et al., 2018).”
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.00 · Cited by 1
Tu, H. (2025) · New Generation Computing · doi:10.1007/s00354-025-00295-4 · Cited by 1
Clinical Implications of College Students’ Music Listening Habits and Perceptions of Personal Impact
Tague, D. B., Annabi, J., Franklin, R., & Nielson, E. (2025) · Music Therapy Perspectives · doi:10.1093/mtp/miaf008 · Cited by 1
Gomez, M. G. A. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-6960-0.ch006 · Cited by 1
Attridge, M. D., & McDaniel, J. C. (2026) · Journal of Education and Human Development · doi:10.15640/jehd.v15p1
The Development of a Counseling Service Questionnaire: Study of Validation and Reliability
Cao, H., Chiang, M.-T., & Chen, P. (2023) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v23i5.5930 · Cited by 1
“Research has stated that traditional counseling services differ from non-traditional services, defined as virtual counseling using distance technology, but both contribute to the mental health of college students (Cohen et al., 2020).”
BackgroundHarnessing Technology for Enhanced Patient Care and Monitoring
Hodambia, M. (2023) · Journal Wetenskap Health · doi:10.48173/jwh.v4i4.204 · Cited by 1
“Our results support those of research by Batty et al. (2020) and Cohen et al. (2022), showing that the mid-50s is the most common age range and that gender distribution is balanced.”
ResultTechnology meets clinical practice: Keel Mind as a digital therapy platform
Austin, S., Bandealy, A., & Cawley, E. (2024) · Mental Health and Digital Technologies · doi:10.1108/mhdt-02-2024-0006 · Cited by 3
Enhancing Students’ Brain Development through Technology Use and Digital Characteristics
Abdelwahed, N. A. A., & Ramish, M. S. (2024) · OBM Neurobiology · doi:10.21926/obm.neurobiol.2403242 · Cited by 1
Hersch, E., Cohen, K. A., Saklecha, A., et al. (2021) · doi:10.31219/osf.io/3z8rg · Cited by 1
Self-citationChandra, S., Pasupuleti, D., Castaneda, G. C., Zheng, C., Avijeet, P., Dixon, M. J., & Dautenhahn, K. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790706 · Cited by 2
Fostering Resilience and Well-Being Among Pre-Health Students
Frame, L. A., Dyer, K. A., Powell, C. A., Dawson, D., Warren, A., Corr, P. G., & Siglin, M. (2022) · Advances in medical education, research, and ethics (AMERE) book series · doi:10.4018/978-1-6684-5969-0.ch007
Chronicles of the "model minority"
Canty, L.-T. M. (2022) · doi:10.17760/d20439301
How Can Instagram be a Better Space for You?
Burling, M. G. H. (2023) · doi:10.32920/23978808
How Can Instagram be a Better Space for You?
Burling, M. G. H. (2023) · doi:10.32920/23978808.v1
Pilot Study of the Intersection of COVID 19 and Activist Mental Health
Herbert, L., Campbell, L. O., Hilaire, B., & Wright, G. (2023) · Journal for Social Action in Counseling & Psychology · doi:10.33043/jsacp.15.1.32-50
Gregoire, A. H., & Watters, K. N. (2023) · Springer eBooks · doi:10.1007/978-3-031-08956-5_2504-1
He, F. (2024) · International Journal of Social Sciences and Public Administration · doi:10.62051/ijsspa.v2n1.09
Implementation of a computerized tool to address barriers to academic success among college students
Arria, A. M., Parisi, C. E., Bugbee, B. A., & Vincent, K. B. (2024) · Journal of American College Health · doi:10.1080/07448481.2024.2317166
Long, Y. (2024) · Learning and analytics in intelligent systems · doi:10.1007/978-3-031-69457-8_25
A Sibling's Intuition: The Role of Sibling Approval for Romantic Relationships
Langlais, M. R., & Ayers, K. S. (2024) · The Family Journal · doi:10.1177/10664807241280868
3. Institutional Systems, Disability Services, and the Tensions of Self-Advocacy and Disclosure
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.03
2. Terminology, Categories, and Complicating Factors
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.02
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.05
7. Curricular Support Strategies
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.07
6. Intersectional Considerations
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.06
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.08
Lierman, A. (2024) · Open Book Publishers · doi:10.11647/obp.0420.09
Physical Exercise and Academic Burnout: Exploring the Interplay of Type, Intensity, and Frequency
Mu, X. (2025) · Pakistan Journal of Life and Social Sciences (PJLSS) · doi:10.57239/pjlss-2025-23.1.00126
The Impact of Social Media on Mental Health
Premavathi, T., Jain, R., Parmar, K. J., & Palaniappan, D. (2025) · IGI Global eBooks · doi:10.4018/979-8-3693-8392-6.ch006
Saeedinezhad, F., & Vizeshfar, F. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07358-6
Li, Z., & Deng, W. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1473555
Xu, Y., & Wang, H. (2025) · Journal of International Students · doi:10.32674/kp26sk84 · Cited by 3
Shoemaker, S., White, L., & Snyder, S. (2025) · Journal of LGBTQ Issues in Counseling · doi:10.1080/26924951.2025.2472934
Frazier, T., & Lorenz, A. G. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-6350-9.ch009
Al‐Huseini, S., Qutishat, M., Jahan, F., Saadi, A. A., Albalushi, M., Al-Kalbani, M., Al-Ruhail, I., & Al-Maqbali, M. (2025) · Research Square · doi:10.21203/rs.3.rs-7023519/v1
Рафиковна, Х. З., Plotnikov, A., Kelareva, I., & Gani, S. V. (2025) · Communications in computer and information science · doi:10.1007/978-3-032-04958-2_21
Testing an adapted Illness Identity model with post-secondary students with probable PTSD
Siriram, A., Yanos, P. T., & Lu, W. (2025) · Journal of American College Health · doi:10.1080/07448481.2025.2574936
Schmitz, R. M., Gomez, G., Sujet, P. S., Schachle, J., Hunger, K., Cost, K., & Chung, R. (2025) · Journal of American College Health · doi:10.1080/07448481.2025.2583202
“9 Additionally, scholars emphasize the need for culturally informed clinicians to meet diverse student needs, 10 and the traditional face-to-face counseling model can be inaccessible because of scheduling conflicts, financial barriers, or lingering stigma.”
Access to sports psychiatrists and specialized mental health services for NCAA Division I athletes
Strouphauer, E., Sorrels, C., Pluenneke, M., Rosen, J., & Storch, E. A. (2025) · Sports Psychiatry · doi:10.1024/2674-0052/a000127
Moretta, T., Dell’Acqua, C., Patron, E., Bottesi, G., Demo, G., Buodo, G., & Palomba, D. (2025) · Journal of Affective Disorders Reports · doi:10.1016/j.jadr.2025.101017
Shulski, A. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-3907-8.ch010
User-Centered Interface Design Process for Carify: Student Burnout Measurement App
Christianto, S., Destyanto, T. Y. R., & Negara, J. G. P. (2025) · doi:10.1109/icitee66631.2025.11338431
“The activities that raise awareness of mental health issues include holding seminars [5], providing counselling centres [6], and developing student buddy programs, which, fortunately, have been done by several universities.”
Peer Mentoring Students With Intellectual Disability
Frazier, T. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-2767-9.ch011
Gkofa, V., Godfrey, E. L., & Scott, W. (2026) · Journal of Contextual Behavioral Science · doi:10.1016/j.jcbs.2026.100994
Vieson, M., Geil, P., Stefanko, J., & Alagic, A. (2026) · Journal of Chemical Education · doi:10.1021/acs.jchemed.5c01511
Pinho, L. G., Afonso, A., Ryan, L., Daly, E., Morais, A., Engström, M., Nilsson, A., Cubero, J., Jarry, C., Mureșan, M., et al. (2026) · Depression and Anxiety · doi:10.1155/da/8994187
Kumar, T., Pillai, J., & Rawal, A. (2026) · Expert Systems with Applications · doi:10.1016/j.eswa.2026.132927
Barffour, A. (2026) · Journal of College Student Mental Health · doi:10.1080/28367138.2026.2678860
Kim, M., Kim, H., Heo, J.-I., Lee, S., Lahcine, O. F., Lee, S., Kim, H., & Jung, D. (2026) · Journal of Medical Internet Research · doi:10.2196/78930
“However, many students find scheduling appointments in person or over the phone burdensome, especially when experiencing depression-related apathy or social anxiety [27].”
Metadata
- Authors
- Cohen, K. A., Graham, A. K., & Lattie, E. G.
- Affiliations
- Northwestern University (US)
- Corresponding author
- Lattie, Emily G.
- Venue
- Journal of American College Health
- Publisher
- Informa UK Limited
- Published
- 2020-05-20
- Volume
- 70
- Issue
- 3
- Pages
- 724-732
- ISSN
- 0164-4300 (ISSN-L)
- 0744-8481
- 1940-3208
- PMC
- PMC7677163
- OpenAlex
- W3026882852
- Semantic Scholar
- e5a4ffdb3947874174ced649016a899d410f949d
- Cited by
- 110
- References
- 35
- Citations by year
- 2026: 22 · 2025: 25 · 2024: 27 · 2023: 21 · 2022: 9 · 2021: 4 · 2020: 2
- FWCI
- 8.13
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of American College Health (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (K08MH112878, P50MH119029)
- National Institute of Diabetes and Digestive and Kidney Diseases (K01DK116925)
- Topics
- Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
- Health Sciences › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- college counseling centers, student mental health, barriers to mental health care, digital mental health tools, co-design workshops, treatment resources
- MeSH terms
- Counseling, Humans, Mental Health, Mental Health Services, Students, Universities
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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