Staff view for Syllabus Tone, More Than Mental Health Statements, Influence Intentions to Seek Help

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        Background:
        Mental health issues are increasing in higher education and finding ways for students to get help when needed is important.
        Objective:
        We tested if the tone of a short syllabus and the presence of a special statement addressing mental health would increase intentions to approach instructors for help.
        Method:
        We used a 2 (Tone: warm vs. cold) × 2(Statement: present vs. absent) experimental design. Participants (N = 257) read one of four, two-page syllabi, and rated intentions to reach out for help and the instructor.
        Results:
        We found a main effect for tone on three Reach Out statements and ratings of the instructor. Presence of the statement influenced likelihood to reach out for help with personal problems.
        Conclusions:
        Both the tone of a short syllabus and the presence of statements normalizing reaching out for help can influence student intentions to contact instructors for help.
        Teaching Implications:
        Writing a warm toned syllabus and addressing stress and mental health with a university statement may increase student’s intentions to ask for help.
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      - Gurung, Regan A. R.
      - Galardi, Noelle R.
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      title:
      - Syllabus Tone, More Than Mental Health Statements, Influence Intentions to
        Seek Help
      - Teaching of psychology
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        Background:
        Mental health issues are increasing in higher education and finding ways for students to get help when needed is important.
        Objective:
        We tested if the tone of a short syllabus and the presence of a special statement addressing mental health would increase intentions to approach instructors for help.
        Method:
        We used a 2 (Tone: warm vs. cold) × 2(Statement: present vs. absent) experimental design. Participants (N = 257) read one of four, two-page syllabi, and rated intentions to reach out for help and the instructor.
        Results:
        We found a main effect for tone on three Reach Out statements and ratings of the instructor. Presence of the statement influenced likelihood to reach out for help with personal problems.
        Conclusions:
        Both the tone of a short syllabus and the presence of statements normalizing reaching out for help can influence student intentions to contact instructors for help.
        Teaching Implications:
        Writing a warm toned syllabus and addressing stress and mental health with a university statement may increase student’s intentions to ask for help.
      creator:
      - Gurung, Regan A. R. ; Galardi, Noelle R.
      subject:
      - Health services utilization ; Mental health care ; Stress ; University students
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      title:
      - Syllabus Tone, More Than Mental Health Statements, Influence Intentions to
        Seek Help
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        Background:
        Mental health issues are increasing in higher education and finding ways for students to get help when needed is important.
        Objective:
        We tested if the tone of a short syllabus and the presence of a special statement addressing mental health would increase intentions to approach instructors for help.
        Method:
        We used a 2 (Tone: warm vs. cold) × 2(Statement: present vs. absent) experimental design. Participants (N = 257) read one of four, two-page syllabi, and rated intentions to reach out for help and the instructor.
        Results:
        We found a main effect for tone on three Reach Out statements and ratings of the instructor. Presence of the statement influenced likelihood to reach out for help with personal problems.
        Conclusions:
        Both the tone of a short syllabus and the presence of statements normalizing reaching out for help can influence student intentions to contact instructors for help.
        Teaching Implications:
        Writing a warm toned syllabus and addressing stress and mental health with a university statement may increase student’s intentions to ask for help.
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      - Teaching of psychology
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      - Galardi, Noelle R.
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