1. Promoting Positive Schemas: A Course-Based Mental Health Intervention
Sarah-Lynn Boyle, BSc; Amanda Cox, MA; Alexandra Shrifrin, BA; & Margaret N. Lumley, Ph.D, C.Psych
Background
Post-secondary education is a period marked by stressors and challenges (e.g., academic, financial, social). (Hamaideh, 2011)
The number and severity of mental health challenges within this population appears to be increasing.
Curricular based interventions provide a unique opportunity to address this need. (Hunt et al., 2010)
Fostering positive schemas through a course-based intervention may have important implications for students with identified mental health challenges.
I can adapt to new situations
If I try I will succeed
I trust other people
I believe things will turn out well
I value myself
Positive Schemas
Schemas are mental frameworks that determine an individual’s comprehension, organization, and evaluation of their experiences. (James et al., 2007; Keyfitz et al., 2013)
“Change the way you see things, and the things you see will change”
-- Wayne Dyer
Current Study
Purpose: To examine the impact of a for-credit mental health course (PSYC*1400) on students’ positive schemas over one semester.
Hypothesis: PSYC*1400 will foster students’ positive schemas over the semester.
Method
Participants: N = 52 undergraduate students
(85% female) aged
(M = years, SD = 4.60).
Enrolled in PSYC*1400 at the University of Guelph.
Have an identified mental health challenge.
Measure: Positive Schema Questionnaire
(PSQ; Keyfitz et al., 2013)
20-item self report questionnaire measuring positive
schemas rated from 1 (completely untrue of me)
to 6 (describes me perfectly). T1 α = 0.93 , T2 α = 0.93.
Procedure: Participants completed self-report measures at the beginning (T1) and end (T2) of the course.
PSYC 1400
Increase positive mental health
Increase positive schemas
Gain coping strategies
Decrease self-stigma
Increase academic self-efficacy
Self-Efficacy
Success
Interpersonal Trust
Optimism
Worthiness
Results
Conclusions & Implications
PSYC*1400 is associated with increases in positive schemas (self-efficacy, interpersonal trust, optimism, and worthiness) and may promote schemas for individuals with mental health difficulties.
These results are noteworthy given associations between positive schemas and mental health outcomes (e.g., life satisfaction, resilience, happiness, and reduced psychopathology). (Keyfitz et al., 2013; Tomlinson et al., 2017)
Limitations & Future Directions
Reliance on self-report measures (need for multi-method, multi-informant designs)
Small sample size
Lack of control group
Need for long-term follow-up on the impact
References available upon request.
Contact Information:
Sarah-Lynn Boyle, BSc (Hons.)
MA Student; Clinical Psychology
University of Guelph
RESILIENT YOUTH RESEARCH GROUP
CENTRE FOR INNOVATION IN
Campus Mental Health
Change in total Positive Schemas
Change in Positive Schemas Themes
d = .42**
d = .36*
d = .40**
d = .41**
d = .49**
** p < .01
*p < .05, ** p < .01