Improving the Screening and Management Process for Mental Health Disorders and Health Risk Behaviors in College-Age Students: A Quality Improvement Project

Establishing a standardized electronic screening process for mental health disorders and health risk behaviors is crucial for early identification and intervention before poor outcomes occur. This quality improvement project addresses a gap in care relating to screening practices in a college health services office which primarily relied on a provider-based interview screening processes in students reporting for care. Pre-implementation data showed providers most often screened for Major Depressive Disorder (MDD), alcohol use, and drug use, with inconsistent screening for Generalized Anxiety Disorder (GAD) or tobacco/vaping use. Follow-up screening form administration was also inconsistent, only given 3.3% of the time for a positive provider screening result. Based on the Plan-Do-Study-Act (PDSA) Framework for Quality Improvement, a standardized electronic screening process with a step-wise approach was implemented to better identify the needs of the students. The new screening process was sent to any student making an appointment for a physical over a two-month period; there were 132 participants total. Screening instruments included the Patient Health Questionnaire (PHQ) Tool, General Anxiety Disorder (GAD) Tool, and Tobacco, Alcohol, Prescription medication, and other Substance use Tool (TAPS), which automatically generated further questions for positive screenings. Post-implementation quantitative and qualitative data showed support in the importance of adopting a standardized electronic screening process to bridge this gap in care. Findings highlighted that the new process lead to improved identification of mental health disorders and health risk behaviors among students, and it was more efficient to use in the college health office setting

Toward a conceptual framework on mobile information literacy in higher education

Objective: There has been limited exploration of the relationship between information literacy and mobile learning, especially in the emerging research area of mobile information literacy in higher education. Method: A literature search focused on the convergence of information literacy and mobile learning. Using ATLAS. ti 24 software, qualitative content analysis was carried out through systematic and interpretive approaches, emphasizing the frequency and co-occurrence of various categorized themes. Results: Four key categories: educational, informational, situational, and technological. The educational includes themes related to learning, higher education, students, mobile learning, assessment, and academic disciplines. The informational encompasses themes such as information literacy, the information literacy framework, competencies in information literacy, and mobile information literacy. The situational focuses on themes associated with universities, academic libraries, and stakeholder collaboration. Lastly, the technological highlights mobile technology, mobile devices, and connectivity. These themes form the basis of our proposed conceptual framework for mobile information literacy. Its main components are information literacy and mobile learning. Supporting themes are the framework and competencies related to information literacy, mobile technology, and mobile devices. Structural elements encompass themes such as higher education, learning, disciplines, learning communities, universities, libraries, collaboration, and connectivity. Conclusion: This is an open, flexible, and feedback-driven framework

Phenomenology and Psychotherapy

https://dsc.duq.edu/phen-intro-videos/1016/thumbnail.jp

INCREASING GONORRHEA AND CHLAMYDIA TESTING BY USING UNIVERSAL TRAUMA-INFORMED CARE AND OFFERING SELF-COLLECTED VAGINAL SWABS TO PATIENTS AT A NON-PROFIT INDEPENDENT REPRODUCTIVE HEALTHCARE CENTER

Background & Significance: The sexually transmitted infection (STI) epidemic in the United States remains a public health concern, with over 2.4 million cases in 2023 (Centers for Disease Control and Prevention [CDC], 2024). Increased screening can help prevent complications and enable treatment for the sexual partners of these asymptomatic infections (CDC, 2024). The American College of Obstetrics and Gynecology recommends that obstetrician-gynecology offices aim to provide universal trauma-informed care (TIC) to all patients (McNicholas et al., 2021). Purpose: Universal TIC practices were used to improve acceptance of gonorrhea and chlamydia (GC/CT) testing among at-risk individuals by adding a self-collected vaginal swab (SCVS) testing option alongside the standard gonorrhea and chlamydia tests offered at the center. Intervention: A PDSA model was used to implement a comprehensive approach that trained healthcare providers on GC/CT and SCVS. Universal TIC training was provided to both healthcare providers and staff. Results: Pretest scores ranged from 33.3% to 88%, with an average and median score of 66.67%. After completing the GC/CT education, posttest scores ranged from 77.78% to 100%, with an average of 90%. In 2024, 57.6% of high-risk patients underwent GC/CT testing, compared to 62.7% during the same period in 2025. 100% of those who completed a satisfaction survey stated that they would use SCVS again for GC/CT testing. Conclusion and Implications: A higher rate of GC/CT testing was achieved among individuals at high risk for STIs, along with high levels of patient satisfaction, confidence, and ease in performing the SCVS. Healthcare providers and staff expressed a strong desire to continue improving universal TIC practices at the center through education and related initiatives

An Implementation Study of Phonological Awareness Assessment Tasks for Literacy Development in d/Deaf and Hard of Hearing Students

Minimal auditory input can impact phonological awareness skill acquisition in d/Deaf and hard of hearing (DHH) students. Teachers of the Deaf and speech-language pathologists can assess and instruct DHH students through methods tailored to their needs, but research on effective strategies is limited. This study explores the development and implementation of a linguistically and culturally inclusive set of phonological awareness tasks for DHH students at Western Pennsylvania School for the Deaf (WPSD). Tasks investigate phonological awareness in spoken English (i.e., rhyming, sound matching, blending, etc.) and American Sign Language (i.e., ASL parameters) for nine DHH students. Results indicate the feasibility of the tasks and provide insight into common phonological awareness errors amongst DHH students

Addressing Medical Errors in Nursing Practice Through an Evaluation of the Barcode Medication Administration Program

The barcode medication administration (BCMA) process is complex. When a step is omitted or altered, the risk of a medication error reaching the patient increases, which subsequently increases the chance of the patient experiencing an adverse drug event. A BCMA program evaluation was implemented to address questions related to policy and practice. Dr. Harrington\u27s BCMA checklist provided the framework for the assessment. The Medication Administration System—Nurses Assessment of Satisfaction (MAS-NAS) scale, developed by Hurley et al. (2006), and the BCMA perceived usefulness scale, adopted by Darawad et al. (2019), measured nurses\u27 perception of the program, including technology integration and ease of use. Medication observation was conducted using the LeapFrog Medication Administration Tool, commonly used as a regulatory compliance measure. The survey information, revised checklist, and observations were analyzed, and shortcomings and strengths were reported to nursing leadership

IDENTIFYING THE EXPERIENCES AND PERCEPTIONS OF SCHOOL PSYCHOLOGISTS ON RACIAL DISPARITIES IN AUTISM SPECTRUM DISORDERIDENTIFYING THE EXPERIENCES AND PERCEPTIONS OF SCHOOL PSYCHOLOGISTS ON RACIAL DISPARITIES IN AUTISM SPECTRUM DISORDER

This paper investigates the experiences and perceptions of school psychologists who identify as experts in autism spectrum disorder (ASD) regarding racial and ethnic disparities in ASD identification. Utilizing a convergent embedded mixed-methods design grounded in Consensual Qualitative Research (CQR), the study explores how school psychology practices may have contributed to recent changes in ASD outreach and assessment, as well as persistent disparities, particularly for Black children with co-occurring intellectual disability (ID). Thirteen credentialed school psychologists with extensive experience in diverse educational and clinical settings participated in semi-structured interviews and binary survey items. Findings reveal perceived progress in ASD awareness and outreach; however, significant barriers remain, including systemic inequities, provider bias, and gaps in culturally responsive assessment. Participants emphasized the importance of ongoing professional development in cultural competence, collaborative outreach, and system-level reforms to advance equity. These results highlight the critical role of school psychologists and offer actionable recommendations for promoting more inclusive and effective ASD identification practices

AN INVESTIGATION OF PARENTAL INVOLVEMENT IN THE SAFE PASSAGE INITIATIVE (AN ANTI-VIOLENCE PROGRAM)

This dissertation investigates the issue of parental involvement in Safe Passage, an anti-violence initiative operating within seven Pittsburgh Public Schools. Recognizing the involvement of parents is critical for successful violence prevention, this study explores the barriers hindering meaningful participation and identifies strategies to enhance parent-school-community collaboration. Utilizing qualitative research methods, the study captures insights from parents, educators, and community stakeholders through a reflective Journey Line activity and focus group discussion. Data collected revealed several significant barriers such as inconsistent communication, limited parental availability due to demanding work schedules, mental and emotional exhaustion, cultural disconnects, and a lack of clarity regarding program objectives and opportunities. To effectively address these barriers, the study produced targeted, practical recommendations drawn directly from community input. These included enhancing communication through diversified and consistent outreach, building relational trust between families and institutions, providing flexible engagement opportunities that accommodate parental schedules, and increasing transparency and visibility of program activities and outcomes. Grounded in theoretical frameworks of violence prevention and parental involvement, specifically Dr. Gary Slutkin’s public health model of violence as a disease and Dr. Joyce Epstein’s overlapping spheres of influence, the study emphasizes collaborative and systemic solutions. The findings advocate for a culturally responsive, inclusive, and sustainable approach, highlighting the necessity for parent-school-community partnerships that value and empower family contributions. This research serves as a roadmap for the Safe Passage program and similar initiatives, illustrating that meaningful change in parental involvement requires intentional relationship-building, strategic communication, and responsive engagement practices. Ultimately, this study emphasizes the profound impact of parents as active partners in fostering safer, healthier educational environments for all students

KGLL Annual Report 2024-2025

https://dsc.duq.edu/law-misc-pamphlets/1004/thumbnail.jp

DOCTORAL SUPERVISORS PERCEIVED COUNSELING SELF-EFFICACY AFTER BEING TRAINED ON USING SUPERVISION FOR VICARIOUS GRIEF THROUGH THE DISCRIMINATION MODEL

The purpose of the intended study was to investigate whether training doctoral students on how to handle vicarious grief experiences through the Discrimination Model would impact doctoral supervisors’ counseling self-efficacy when providing supervision on vicarious grief. This was determined by collecting and comparing pre- and post-test scores from 48 doctoral students, from CACREP-accredited Counseling Education and Supervision programs, on a researcher-revised version of the Counselor Self-Efficacy Scale that specifically addresses supervision for vicarious grief (CSES-SVG). Participants were recruited by using convenience sampling through invitation from the researcher via counseling-related listservs (e.g., CESNET, Duquesne’s Canvas/e-mail), or via program directors or site supervisors of doctoral students. The training was online with two embedded attention checks. The demographic questionnaire and pre- and post-test data were collected online. Results of the study, based on a Wilcoxon signed-rank test, revealed that doctoral student participants showed an on-average increase of perceived counseling self-efficacy for vicarious grief. The findings of this study may help to inform future best practice standards for supervisors to address vicarious grief in supervision and draw continued attention in better supporting supervisors and future educators within doctoral counseling education and supervision programs on issues of grief. Future research would benefit from a focus on exploring and understanding the potential impact of background variables on the effectiveness of the training