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Research demonstrating student mental distress typically focuses on mental wellbeing by combining questionnaire responses from students studying a variety of disciplines [see Ibrahim, A. K., S. J. Kelly, C. E. Adams, and C. Glazebrook. 2013. "A Systematic Review of Studies of Depression Prevalence in University Students." "Journal of Psychiatric Research" 47 (3): 391-400; Bewick, B., G. Koutsopoulou, J. Miles, E. Slaa, and M. Barkham. 2010. "Changes in Undergraduate Students' Psychological Well-being as they Progress Through University." "Studies in Higher Education" 35 (6): 633-645]. Little is known about how student mental health varies as a function of degree type. Psychology students are of interest here, as Psychology is one of few degrees where mental health is a topic of study. Semi-structured interviews were conducted with 20 undergraduate psychology students with mental health difficulties from a UK University. Thematic analysis showed that previous mental health problems were a motivator for studying psychology. The delivery of taught mental health content exacerbated pre-existing symptoms, induced concern and challenged perceptions of treatments. Students also experienced unique challenges when accessing a variety of University support networks. Findings can be used to inform policy changes to improve these students' university experiences.

This article contributes to a social psychological understanding of identity by identifying some features of the interactional organization of self-praise. Early conversation analytic work on the epistemics of self-assessment and constraints against self-praise has shown that praising oneself is an interactionally delicate matter that may leave one vulnerable to "unfavorable character assessment" or accusations of bragging (Pomerantz 1978:89). Drawing on data examples from a range of settings, this article develops Pomerantz's work and examines the role of reported third-party compliments (e.g., "she... said "you look really lovely"") in objectifying self-praise. Analyzing instances in which speakers initiate repair on their self-descriptions in favor of reported third-party compliments, I provide evidence of practices suggesting a norm against direct self-praise and an interactional preference for embedding positive self-descriptions within a third-party attribution. I consider the implications of these analyses for a social psychological understanding of identity and its measurement. (Contains 10 extracts and 9 footnotes.)

The psychological concept of "microaggression" has refocused interest on what counts as prejudicial action. It redirects attention from standard socio-cognitive explanations of overt prejudice among social groups toward recipients' perspectives of largely unwitting and subtle everyday racism. Microaggression studies define common implicit identity challenges faced by minority groups, including kinship carers. However, criticisms of the "microaggressions program" raise difficulties inherent in establishing prejudicial action from accounts of necessarily ambiguous actions, and contend that reliance on self-reporting inevitably lacks validity. This conversation analytic (CA) study offers a complementary approach: from videos of ten kinship carer support groups it shows how participants construct accountabilities for prejudicial actions in their retrospective reports of questions, challenges and suspicions in ways that build these actions as microaggressive. It addresses methodological shortcomings in microaggression studies, and extends CA research on accountability in offense construction, and on prejudicial social actions that are contested and difficult to analyze. [ABSTRACT FROM AUTHOR]

Background: Method of levels (MOL) is a cognitive therapy with an emerging evidence base. It is grounded in perceptual control theory, and its transdiagnostic nature means techniques are widely applicable and not diagnosis‐specific. This paper contributes to psychotherapy process research by investigating a key technique of MOL, asking about disruptions, and in doing so aims to explore how the technique works and aid the understanding of related techniques in other psychotherapies. Method: Conversation analysis (CA) is applied to asking about disruptions in 12 real‐life therapeutic interactions. Findings: Analyses explore how and when therapists ask about disruptions, with examples presented according to their degree of adherence to the MOL approach. The majority of identified instances project responses consistent with MOL aims, encouraging further talk, focused on the client's problem, and with a shift to metalevel commentary. Also presented are examples of therapist and client influence on disruptions. Conclusion: The paper provides support for a number of MOL practices, with clinical implications and links to other psychotherapies highlighted. [ABSTRACT FROM AUTHOR]

Describes a computer program designed to manage statistics about online searches which reports the number of searches by vendor, purpose, and librarian; calculates charges to departments and individuals; and prints monthly invoices to users with standing accounts. (CLB)

Describes a study that examined the necessity for prerequest bibliographic verification for interlibrary loans by identifying request error patterns and critical bibliographic elements. The discussion analyzes the effectiveness of a modified verification process, in which the interlibrary loan technician decides which requests to verify, in terms of accuracy and time. (CLB)

Background: Cognitive behavioural treatments are recommended for people with psychosis. Core beliefs regarding the self and others are a key part of the models underpinning cognitive behavioural therapy but detailed understanding of these putative beliefs in people with psychosis are limited. A greater understanding of these mechanisms is necessary to improve and refine treatments. Aims: This study utilized a qualitative approach to explore core schematic beliefs in psychosis (strongly held positive and negative beliefs about the self and others) and their relation to hallucinations and delusions. Method : Twenty individuals with psychosis participated in individual semi-structured interviews. Inductive thematic analysis was used to analyse the interviews. Results : Four emergent themes were identified: (i) the solidity and permanency of core beliefs, (ii) the causes and development of core beliefs, (iii) a synergistic relationship between core beliefs and symptoms, and (iv) core beliefs associated with images and their influence on psychotic symptoms. Conclusions : This study provides new insights into the range and character of core beliefs in psychosis and provides important data to guide ongoing and future development of treatment approaches for psychosis. [ABSTRACT FROM AUTHOR]