Browsing by Author "Salyers, Michelle"

Now showing 1 - 10 of 23
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    A Pilot Study Of A Mental Health Education Program (AMUSE) For Restaurant Employees
    (2024-08) Muth, A. J.; Salyers, Michelle; Cyders, Melissa; Williams, Jane; Rand, Kevin
    Restaurant workers in the United States (US) face multiple stressors and mental health concerns. Additionally, there are indications that restaurant workers may hold stigmatizing mental health beliefs and are less likely to seek help for mental health concerns. Despite this, there have been no interventions assessed that target restaurant workers’ mental health, well-being, and mental health stigma. The purpose of this study is to provide an initial evaluation of one such intervention, a mental health education course (AMUSE) developed by a restaurant nonprofit (CHOW) focused on mental health in the restaurant industry. As an initial pilot study, we assessed the feasibility and acceptability of AMUSE, and sought to identify potential outcomes, and explore potential moderators and confounds. A combination of quantitative (pre and post measures) and qualitative (follow-up interviews) methods were utilized to collect data. Initial indications show that AMUSE is feasible to deliver and well accepted by those who have taken it. Additionally, participants demonstrated positive changes in help-seeking and self-efficacy after completing the course. Positive changes appeared to be moderated by characteristics of participants’ restaurant work. Despite our expectations, no significant changes were observed for stigma, motivation, social support, well-being, psychological distress, or stress. Future directions and recommendations for AMUSE were discussed based on these findings
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    Acceptability and Efficacy of an Adapted School-Based Dialectical Behavioral Therapy Skills Group for Adolescents: A Qualitative Perspective
    (Sage, 2025) Whitener, MacKenzie; Khazvand, Shirin; Carson, Ian; Martin, Anna; Salyers, Michelle; Cyders, Melissa; Aalsma, Matthew; Zapolski, Tamika; Psychology, School of Science
    Adolescence is characterized by heightened emotion dysregulation, impulsivity, and engagement in high-risk behaviors, such as substance use, violence, and unprotected sexual activity. Dialectical Behavioral Therapy for Adolescents (DBT-A) is an evidence-based intervention that targets emotion regulation and impulsivity among adolescents, proven effective at decreasing high-risk behaviors. However, limited research exists on adolescents' perceptions of DBT-A, particularly in schools. The current study aimed to understand adolescents’ perspectives on a DBT-A skills group delivered within urban high schools in a midwestern state. The study sample of 18 youth (mean age 14.7; 66.7% male; 38.9% Black) completed individual semi-structured qualitative interviews assessing their perspectives on the DBT-A skills group. Interview topics included the program’s impact on youths’ daily lives, risk-taking behaviors, skill acquisition, and general feedback about the group. Fifteen of the eighteen participants (86%) reported acceptability of the program, expressing that they enjoyed the content and would recommend the group to peers. Participants observed positive impacts on their daily lives, including self-reported enhanced ability to regulate their emotions, communicate with teachers, effectively adapt their mindsets and motivations, and make healthy relationship decisions. Additionally, some noted an increased feeling of connection to their peers following the group. Delivering the DBT-A skills group in schools was shown to have high rates of acceptability among youth and resulted in improved emotion regulation and reduced impulsivity. Further research is needed to assess long-term effects of this program and to identify best training practices for school staff to implement and sustain the program long-term.
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    Acceptability and Efficacy of an Adapted School-Based Dialectical Behavioral Therapy Skills Group for Adolescents: A Qualitative Perspective
    (Sage, 2025) Whitener, MacKenzie; Khazvand, Shirin; Carson, Ian; Martin, Anna; Salyers, Michelle; Cyders, Melissa; Aalsma, Matthew; Zapolski, Tamika; Psychology, School of Science
    Adolescence is characterized by heightened emotion dysregulation, impulsivity, and engagement in high-risk behaviors, such as substance use, violence, and unprotected sexual activity. Dialectical Behavioral Therapy for Adolescents (DBT-A) is an evidence-based intervention that targets emotion regulation and impulsivity among adolescents, proven effective at decreasing high-risk behaviors. However, limited research exists on adolescents' perceptions of DBT-A, particularly in schools. The current study aimed to understand adolescents' perspectives on a DBT-A skills group delivered within urban high schools in a midwestern state. The study sample of 18 youth (mean age 14.7; 66.7% male; 38.9% Black) completed individual semi-structured qualitative interviews assessing their perspectives on the DBT-A skills group. Interview topics included the program's impact on youths' daily lives, risk-taking behaviors, skill acquisition, and general feedback about the group. Fifteen of the eighteen participants (86%) reported acceptability of the program, expressing that they enjoyed the content and would recommend the group to peers. Participants observed positive impacts on their daily lives, including self-reported enhanced ability to regulate their emotions, communicate with teachers, effectively adapt their mindsets and motivations, and make healthy relationship decisions. Additionally, some noted an increased feeling of connection to their peers following the group. Delivering the DBT-A skills group in schools was shown to have high rates of acceptability among youth and resulted in improved emotion regulation and reduced impulsivity. Further research is needed to assess long-term effects of this program and to identify best training practices for school staff to implement and sustain the program long-term.
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    Addressing Formal Thought Disorder in Psychosis through Novel Assessment and Targeted Intervention
    (2020-08) Marggraf, Matthew P.; Minor, Kyle; Salyers, Michelle; Lysaker, Paul; Stewart, Jesse
    Formal thought disorder (FTD) is a debilitating symptom of psychosis. It is linked to functional deficits and generally demonstrates poor response to interventions. Metacognition has emerged as a potential therapeutic target that may be effective in reducing FTD, as metacognitive deficits and FTD both arise from disruptions in associative thought processes. This study’s primary aim was to determine whether FTD could be reduced with metacognitive therapy. Pre-post changes in FTD severity were assessed using clinician-rated and automated measures in 20 individuals with psychotic disorders who received 12 sessions of evidence-based metacognitive therapy. We also examined whether reductions in FTD were larger when assessed with automated instruments versus clinician-rated measures. Aim two compared associations between FTD and three outcome variables (social functioning, role functioning, metacognition) across FTD-measurement approach. Results indicated that automated FTD, but not clinician-rated FTD, was significantly reduced post-intervention. This effect was more robust within a subsample exhibiting greater levels of FTD. Strength of associations between FTD and outcome variables did not differ across FTD measurement approach. These findings provide initial evidence that a targeted metacognitive intervention can reduce FTD. Effects were strongest for automated instruments, which may be more sensitive to detecting change; however, differences in measurement type did not extend to associations with selected outcome variables. This study provides preliminary support for future efforts to reduce FTD. Large-scale studies with longer intervention periods may further our understanding of the effectiveness of metacognitive intervention on FTD.
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    Availability of Behavioral Health Crisis Care and Associated Changes in Emergency Department Utilization
    (2024-06) Burns, Ashlyn Brooke; Yeager, Valerie; Menachemi, Nir; Vest, Joshua R.; Mazurenko, Olena; Salyers, Michelle
    One in eight emergency department visits involves a behavioral health crisis. Yet, emergency departments are rarely equipped to meet the needs of patients experiencing a behavioral health crisis. Innovative care delivery models, such as behavioral health crisis care services delivered by mental health treatment facilities, offer a promising alternative to the emergency department. As decisions are being made around reimbursement and expansion of behavioral health crisis care models, empirical evidence on the relationship between these services and emergency department utilization is needed. The purpose of this dissertation is to 1) assess availability of behavioral health crisis care services across the United States; 2) identify community-level characteristics associated with availability of behavioral health crisis care services; and 3) quantify changes in emergency department utilization associated with availability of behavioral health crisis care services. In doing so, this dissertation identifies gaps in the nation’s existing behavioral health crisis care system and highlights the value of ensuring access to these life-saving services. As national implementation of the new 988 Suicide and Crisis Lifeline is underway, findings from this dissertation may help inform efforts to transform the crisis continuum and ensure access to care for all individuals experiencing a crisis.
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    Being Pushed and Pulled in Different Directions: Examining People's Ambivalence Toward Transgender-Specific Policies
    (2024-12) Abdul Karim, Muhammad Fazuan; Williams, Jane; Ashburn-Nardo, Leslie; Salyers, Michelle; Stockdale, Margaret (Peggy); Daniel, Jamie Levine
    Objectives: This work examines the dynamic relationships between people’s ambivalence and support for specific transgender policies, namely the bathroom bill and the transgender sports participation policy. Even though attitude ambivalence has been studied extensively in the social psychological research, our current understanding of this topic as it relates to attitudes toward transgender policies remains scant. Method: In Study 1, cisgender participants were surveyed about their values, ambivalence, likelihood of seeking new information, and attitudes toward transgender policies. In Study 2 and Study 3, cisgender participants were asked to report their ambivalence (distinguishing between potential and felt ambivalence), likelihood of seeking new information, and attitude toward the bathroom bill. In Study 4, cisgender participants were randomly assigned to reflect on either one-sided arguments or two-sided arguments of the transgender sports participation policy. Lastly, Study 5 investigated the extent to which cisgender participants’ endorsement of the transgender sports participation policy was a function of social norms. Results: Studies 1-3 revealed that there exist relationships among potential ambivalence, felt ambivalence, likelihood of seeking new information, and attitudes toward the bathroom bill, and these relationships were consistent with the extant literature. Study 4 demonstrated that when asked to reflect on both sides of the transgender sports participation policy, participants reported greater ambivalence than when they were asked to reflect on only one side of the policy arguments. Study 5 revealed that regardless of ambivalence levels, participants’ attitudes toward the transgender sports participation policy changed in accordance with social norms. Conclusion: This body of work allows us to understand the impact of attitudinal ambivalence in predicting support for specific transgender policies. The current work documents how ambivalence could be leveraged to mobilize support for transgender policies but may be less influential compared to social norms, especially in the context of bathroom bill and transgender sports participation policies.
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    Can Hope and Optimism Interventions Be Delivered Online? A Pilot Study in College Students
    (2024-08) Ahamadeen, Naheeda; Rand, Kevin L.; Hirsh, Adam; Salyers, Michelle
    Hope and optimism are associated with many positive life outcomes, including better physical functioning (Cherry et al., 2017), less psychological dysfunction (Shanahan et al., 2021), and general well-being and better academic achievement in college students (Rand et al., 2020). College students in particular are known to struggle with a variety of issues and could benefit from increased hope and optimism. Interventions have been developed to increase hope and optimism, but these have largely been delivered in person. The purpose of this pilot study was to examine the feasibility and acceptability of delivering hope and optimism interventions in an online format to college students. There was mixed evidence of feasibility, but results did suggest online hope and optimism interventions are acceptable to college students. Although 94.3% of participants were retained, only 23% of participants met the active engagement word count requirement across conditions, and only 52.2% of participants adhered to intervention instructions in the hope condition. Acceptability was met across conditions with most participants reporting engagement (89.6%), vividly imagining their scenario (94.3%), thinking carefully about the prompt (95.4%), and putting effort into the task (93.1%). Examining the preliminary efficacy of these interventions showed no differential changes in state measures across conditions, although there were overall changes for hope and optimism across all conditions. Thus, it may be useful to examine these findings further in a fully powered study to determine the efficacy of these interventions.
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    Designing and implementing an intervention for returning citizens living with substance use disorder: discovering the benefits of peer recovery coach involvement in pilot clinical trial decision-making
    (Taylor & Francis, 2021) Victor, Grant; Sightes, Emily; Watson, Dennis P.; Ray, Bradley; Bailey, Katie; Robision, Lisa; Fears, Gina; Edwards, Rhiannon; Salyers, Michelle; Psychology, School of Science
    Peer-facilitated services in behavioral health care remain underutilized within criminal justice-involved community organizations, and there is little guidance for how to best involve peer workers in behavioral health-focused research activities. This paper described lessons learned regarding implementation of peer recovery coaches (PRCs) as part of development and pilot research on Substance Use Programming for Person-Oriented Recovery and Treatment (SUPPORT), a peer-facilitated substance use disorder (SUD) intervention for returning citizens. Qualitative data were collected from learning meetings with key stakeholders and group interviews with SUPPORT clinical trial participants and PRCs. Transcripts were analyzed to identify key decisions made impacting the development, implementation, and/or revision of the SUPPORT intervention and pilot clinical trial protocols. Analysis demonstrated that PRC involvement drove many of the decisions made regarding modifications to the original intervention and trial protocols, while benefitting client-level interactions and by influencing the non-profit agency and its connection to stakeholders. Moreover, PRCs improved the research design by refining the incentive structure and data collection plans. PRC involvement also contributed to the development of more recovery-oriented resources and catering support services to the unique needs of justice-involved individuals. Discussed were the implications for the role of PRCs in justice-involved behavioral health research and treatment.
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    Differential Factors Influencing Hispanic/Latinx Adolescent Engagement in Mind-Body Skills Groups for Depression
    (2021-08) Salgado, Eduardo F.; Salyers, Michelle; Zapolski, Tamika; Aalsma, Matthew
    Major Depressive Disorder is a prevalent and pervasive problem in the United States, and this mental disorder disproportionately affects adolescents of color. In particular, there is little research understanding how Hispanic/Latinx adolescents utilize and engage with mental health services, such as psychotherapy, to reduce their symptoms of depression, including factors that are positively and negatively related to engagement. As such, the aims of this study were to understand whether there were any relationships between presenting characteristics of adolescents seeking therapy for depression and their subsequent engagement with therapeutic services, with a focus on analyses examining trends in Hispanic/Latinx adolescents. To investigate these aims, we utilized data from a pilot study in which adolescents (n=42) received a mind-body intervention for depression called Mind-Body Skills Groups. We examined possible relationships between depression severity, age, Hispanic/Latinx background, and their interactions with engagement, as measured by attendance rates, self-reported motivation, and at-home skills practice. We hypothesized that high depression severity, high age, and being Hispanic/Latinx would all negatively influence engagement; we also hypothesized the depression-engagement and age-engagement relationships would be moderated by Hispanic/Latinx background. Results revealed initial relationships between lower age and being Hispanic/Latinx with higher attendance rates; depression severity was not related to attendance. When these relationships were further analyzed using hierarchical regression, no significant relationships between predictor and outcomes variables, as well as their interactions, were discovered. In an exploratory analysis investigating factors of adolescent depression using subscales, greater interpersonal problems predicted higher attendance rates. Results are interpreted relative to limitations of the small sample size and possible measurement concerns within this study, including a discussion of possible ways to improve related studies on Hispanic/Latinx youth in the future.
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    Evaluating the Impact of Metacognitive Reflection and Insight Therapy on Social Functioning in Schizophrenia
    (2021-12) Mickens, Jessica L.; Minor, Kyle S.; Salyers, Michelle; Lysaker, Paul
    Objective: Social functioning encompasses interactions with people across situations of varying complexity. Given the frequency of observed social impairments in individuals with schizophrenia, there is a need to identify mechanisms that influence social functioning impairments. One proposed mechanism is metacognition, a mental process that enables the integration and interpretation of mental states and experiences. Impaired metacognition can inhibit one’s ability to engage and navigate through our social world. In individuals with schizophrenia, both social functioning and metacognitive deficits are profound. This study examined three hypotheses. Following Metacognitive Reflection and Insight Therapy (MERIT), (1) individuals will show improvements in social functioning; (2) individuals will show improvements in metacognitive abilities; and (3) improvements in social functioning will be associated with improved metacognitive abilities. Method: Using secondary data from a MERIT therapy feasibility study, data collected from the active condition groups (e.g., individuals with schizophrenia, n =16) at pre-and post-assessment were analyzed using paired samples t-tests for primary outcomes and hierarchical linear regressions to assess metacognition as an underlying mechanism of change. Results: Paired samples t-tests found no significant improvement in social functioning or metacognition. In contrast to the hypothesis, metacognitive abilities significantly declined. When subscales were examined, two subscales (self-reflectivity and awareness of others) significantly decreased. The post-hoc analysis found significant improvements in overall symptoms and disorganization. Lastly, metacognition did not significantly predict post-intervention social functioning. Conclusions: Measurement modality and the length of intervention may help explain the null findings observed in this study. The improvement in overall and disorganized symptoms could indicate that symptom reductions precede social functioning and metacognition changes. Given that the results from this trial were not aligned with previous studies, further research is needed to determine the effectiveness of MERIT on social functioning and metacognition in schizophrenia.