Scholarship @ Claremont Scholarship @ Claremont

A Phenomenological Study of Students Experiences in Understanding Mental Health Campaign Messanges on Instagram

This study aims to explain  how college students interpret  mental health  campaign messages on Instagram, focusing on the accounts @catatan_psikologis and @wantja. Using a phenomenological qualitative approach, participants were selected through purposive sampling and interviewed in depth; the data were then analyzed...

Telepsychology and digital mental health communication: an exploratory mixed-methods study of tikTok content

Background Telepsychology consolidated as a mainstream mental health care modality following the COVID-19 pandemic, supported by evidence of clinical efficacy comparable to in-person therapy and a recognized potential to democratize access to care. Against this evolving clinical landscape, social media platforms have s...

System-Level Tensions in Scaling Digital Mental Health: A Qualitative Study of STARS in Jordan

Background: Adolescents and young adults in Jordan experience high levels of psychological distress amid persistent stigma, limited mental health literacy, and shortages of specialist services. Although task-shared interventions have expanded access, their dependence on in-person delivery and sustained human resources...

Dungeons & Dragons in Schools: An Underexplored Opportunity for Early Anxiety Support

Adolescent anxiety presents a growing challenge for schools, with emotional difficulties affecting educational engagement, attendance and wellbeing before some pupils meet thresholds for specialist mental health support. This creates a need to investigate accessible and non-stigmatising forms of early support within sc...

Breaking Boundaries: Uniting Minds Across Borders and Disciplines

Protecting Face in the L2 Corrective Moment: Positive Teacher Interpersonal Behaviors and the Reconfiguration of Credibility

This study investigates how positive teacher interpersonal communication behaviors operate when learner error places face at risk in real-time L2 classroom interaction. It reframes error correction as a relational event rather than a purely linguistic or cognitive one, examining the conditions under which correction ca...