Mental health literacy and relational health literacy among college students.

Objective: The aim of the present study was to examine MHL and RHL in a sample of college students in the United States, and to explore linkages among literacies and related constructs. Participants: Participants were 169 (N = 169) participants who were adult college students at a state university in the southern United States. Participants were recruited through an online recruitment management system that allows college students to participate in research studies for participation credit. Method: We analyzed online survey data using descriptive analysis. In effort to develop a measurement tool to measure relational mental health literacy, we conducted an exploratory factor analysis on the Relational Health Literacy Scale (RHLS) that was developed for the present study. Results: Results suggest that college students would be willing to seek mental health resources from some professional sources. Participants were able to more easily identify symptoms of anxiety and depression, and struggled to accurately identify symptoms of mania, bipolar disorder and schizophrenia. Respondents also demonstrated some awareness of relationship health issues. Conclusions: Implications for further research, practice and policy making are presented and discussed.

"Every time the phone rings, my heart stops": Mothers' emotional responses to having a young adult child with a substance use disorder.

When a young adult develops a substance use disorder (SUD), a parent often assumes a caregiving role, and experiences burdens associated with this off-time life event (Kaur et al., 2018). Mothers and children reciprocally influence one another's emotional processes, impacting proximal process (Bronfenbrenner & Evans, 2000; Bronfenbrenner & Morris, 1998). The study purpose was to develop a theory of mothers' experiences of having a young adult child with a SUD. We conducted 14 semi-structured interviews with mothers who sought support from an online forum for parents of individuals with a SUD. We analyzed responses using Strauss and Corbin's (1990) grounded theory and identified three core categories that focused on participants' shift from approaching their child from a stance of anxiety and attempts to control their substance use, to anger, and, finally, acceptance of their loved one's autonomy. Findings imply the importance of mothers' treatment involvement, and specialized services for mothers.

Where is the Family in Young Adult Substance Use Treatment? The Case for Systemic Family Therapy for Young Adults with Substance Use Disorders.

Despite the prevalence of SUDs, many individuals remain untreated (Grant et al., JAMA Psychiatry, 73(1), 39-45, 2016). Substance use disorders (SUDs) in young adults present unique challenges and stressors to parents of these individuals (D'Aniello et al., American Journal of Family Therapy, 2020; Kaur et al., International Journal of Community Medicine and Public Health, 5(6), 2380-2383, 2018; Shumway et al., Alcoholism Treatment Quarterly, 37(1), 75-98, 2019). Parents and caregivers often facilitate their children's care and provide pragmatic and emotional support to their children; this high level of care is challenging to maintain, as with any chronic, relapsing condition. In the case of SUDs, the challenges caregivers face may be exacerbated by the stigma and the blame associated with parents in the development and maintenance of children's SUDs, and the strains that come with navigating barriers related to accessing treatment in the USA. Estimates suggest that healthcare spending for substance use treatment is relatively low and few utilize therapeutic family treatment. This disconnect between widespread SUD prevalence, and service underutilization, indicates that families who need treatment are not accessing it. The present paper synthesizes the extant literature on the role of family members in SUD treatment, as families are a primary context of care for their children's treatment across many chronic, relapsing conditions. Finally, we identify the utility of family therapy in addressing family member's unique needs related to their loved one with a SUD, in the family and in a treatment context.

Psychotherapeutic processes associated with couple therapy discontinuance: An observational analysis using the rapid marital interaction coding system.

Premature discontinuation presents challenges to couple clients and therapists alike. Although couple therapy has demonstrated efficacy and effectiveness, little is known about the mechanisms that contribute to couple therapy completion. This study presents the results of an observational inquiry into the psychotherapeutic processes associated with treatment discontinuance using clinical data. Using observational coding of the Rapid Marital Interaction Coding System (RMICS) researchers sought to examine differences in in-session interactions between couple members in a matched sample of therapy continuers and discontinuers. Results indicate that specifically for female partners, the absence of positive interactions is linked to therapy discontinuation. Clinical implications of these findings are presented and discussed.

A 20-Year Review of Common Factors Research in Marriage and Family Therapy: A Mixed Methods Content Analysis.

Introduced by Sprenkle, Blow & Dickey (1999), common factors in marriage and family therapy (MFT) have been discussed over the past two decades. Although the MFT common factors literature has grown, there are misconceptions and disagreements about their role in theory, practice, research, and training. This content analysis examined the contributions of the common factors paradigm to MFT theory, practice, research, and training over the past 20 years. We identified 37 scholarly works including peer-reviewed journal articles, books, and chapters. Using mixed methods content analysis, we analyze and synthesize the contributions of this literature in terms of theoretical development about therapeutic effectiveness in MFT, MFT training, research, and practice. We provide commentary on the substantive contributions that the common factors paradigm has made to these areas, and we discuss the implications and limitations of the common factors literature, and provide recommendations for moving common factors research forward.

Marriage and Family Therapy Students' Experience with Common Factors Training.

With the increased empirical and theoretical support for common factors in the psychotherapy literature, marriage and family therapy (MFT) scholars have begun discussing the inclusion of common factors in MFT training. However, there is very little empirical research on common factors training or how to include common factors in MFT curricula. The purpose of this phenomenological study was to investigate MFT students' experience with common factors training. Seventeen master's degree students who received training in common factors participated in the study. Data was comprised of participants' journal reflections and focus group interviews on their experience learning about common factors and how this influenced their work with clients. Participants' responses to the training were overwhelmingly positive and highlighted the ways in which studying common factors enhanced their confidence, understanding of MFT models, conceptual abilities, and clinical practice. Additional results and discussion about incorporating common factors in MFT training are presented.

Common Factors' Role in Accredited MFT Training Programs.

Common factors proponents discuss the benefits and methods of including common factors in marriage and family therapy (MFT) training; yet there are no empirical investigations of how common factors are incorporated into MFT curricula. The purpose of this study was to obtain a baseline understanding of common factors' role in MFT training. Thirty-one directors of COAMFTE- and CACREP-accredited MFT training programs responded to a survey about the inclusion of common factors in their training program, as well as the benefits, challenges, and students' reactions to common factors training. Findings show that common factors are regularly included in MFT training programs and have garnered largely positive responses. Additional results are discussed regarding the implications of common factors in MFT training.