TY - JOUR
T1 - A constructive understanding of mental health facilitators and barriers through Online Photovoice (OPV) during COVID-19
AU - Tanhan, Ahmet
AU - Arslan, Gökmen
AU - Yavuz, K. Faith
AU - Young, J. Scott
AU - Çi̇çek, İlhan
AU - Akkurt, Mehmet Nurullah
AU - Ulus, İhsan Çağatay
AU - Görünmek, Ebru Talibe
AU - Demi̇r, Ramazan
AU - Kürker, Fatma
AU - Çeli̇k, Cihat
AU - Akça, Mehmet Şirin
AU - Ünverdi̇, Büşra
AU - Ertürk, Hamza
AU - Allen, Kelly-Ann
PY - 2021
Y1 - 2021
N2 - We (1) used Online Photovoice (OPV) to examine mental health facilitator and concerns for counseling students during Covid-19, (2) advocated to support wellbeing and address mental health issues; (3) investigated the students’ attribution of facilitators and barriers to different systems; and, (4) tested the use of already adapted Turkish version of OPV. We used OPV in Turkish to understand the students’ lived experiences and Online Interpretative Phenomenological Analysis (OIPA) for analyzing the students’ reponses. We had 98 (63 female and 35 male) students’ responses for the final analyses. We found 17 main facilitator (e.g., support of family and friends and socialization with them, 32%, n = 31; spending time in/with nature, 31%, n = 30; benefitting from books, 18%, n = 18) and 14 barrier main themes (restriction of freedom, 29%, n = 28; psychosocial and spiritual issues, 20%, n = 20; and not being able to physically come together with others, 19%, n = 19). We discussed our results and provided functional and meaningful implications in research, education, mental health, and advocacy areas.
AB - We (1) used Online Photovoice (OPV) to examine mental health facilitator and concerns for counseling students during Covid-19, (2) advocated to support wellbeing and address mental health issues; (3) investigated the students’ attribution of facilitators and barriers to different systems; and, (4) tested the use of already adapted Turkish version of OPV. We used OPV in Turkish to understand the students’ lived experiences and Online Interpretative Phenomenological Analysis (OIPA) for analyzing the students’ reponses. We had 98 (63 female and 35 male) students’ responses for the final analyses. We found 17 main facilitator (e.g., support of family and friends and socialization with them, 32%, n = 31; spending time in/with nature, 31%, n = 30; benefitting from books, 18%, n = 18) and 14 barrier main themes (restriction of freedom, 29%, n = 28; psychosocial and spiritual issues, 20%, n = 20; and not being able to physically come together with others, 19%, n = 19). We discussed our results and provided functional and meaningful implications in research, education, mental health, and advocacy areas.
M3 - Article
SN - 2717-7637
VL - 21
SP - 214
EP - 249
JO - Ekonomik ve Sosyal Araştırmalar Dergisi
JF - Ekonomik ve Sosyal Araştırmalar Dergisi
IS - 2
ER -
