Dissertation Defence: The Development and Evaluation of “Being There”, an Online Well-Being Program for Support Networks of Rural Adults 50 Years and Older with Mental Health Concerns
July 24 at 9:30 am - 1:30 pm
Carley Erin Paterson, supervised by Dr. Carolyn Szostak, will defend their dissertation titled “The Development and Evaluation of ‘Being There’, an Online Well-Being Program for Support Networks of Rural Adults 50 Years and Older with Mental Health Concerns” in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology – Clinical Psychology.
An abstract for Carley Erin Paterson’s dissertation is included below.
Examinations are open to all members of the campus community as well as the general public. Registration is not required for in-person exams.
Abstract
Social support in relationships is crucial for the wellbeing of adults aged 50 and older with mental health concerns (MHCs), particularly in rural communities with limited resources. Family and friends who provide this support, referred to as support partners, often feel overwhelmed and may benefit from additional resources. This dissertation includes two studies focused on the development and evaluation of Being There, a self-guided online program designed to improve support partner well-being and mental health literacy. The program included six modules that addressed psychoeducation, stress, coping strategies, communication, resources, and included community building components. Study I evaluated the feasibility and acceptability of the program in a small sample. Support partners of adults aged 50 and older with MHCs living in rural British Columbia (n = 9) completed pre- and post-program surveys and participated in a focus group. Overall, the program was found to be feasible and acceptable, though participants suggested changes to program content and logistics. Quantitative data showed variability in outcomes, consistent with qualitative feedback highlighting diverse individual needs in online learning. The program was revised based on this feedback. Study II evaluated the feasibility, acceptability, and effectiveness of the revised program using similar procedures. Participants (n = 21) again rated the program as feasible and acceptable, though learning needs and accessibility challenges varied. Qualitative feedback emphasized key takeaways and highlighted both strengths and weaknesses of the program’s social components, including Coffee Chats and the Discussion Board. Attrition analyses indicated that participants experiencing more emotional distress at baseline were more likely to drop out, suggesting that those who may benefit most from the program may also face greater barriers to participation. Paired samples t-tests revealed limited program effectiveness. There was a significant increase in mental health literacy and a trend toward reduced guilt about experiencing negative emotions towards others. Exploratory regression analyses found that improvements in communication and emotion regulation were associated with reductions in caregiver burden. Although the small sample size limited statistical power, findings underscore the importance of revising the program further to better support participants with elevated distress, and enhancing engagement through targeted skill development sessions.
