This is a comprehensive request, and designing such a survey requires careful planning across multiple domains. Let's break it down step-by-step.

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College Student Mental Health and Service Utilization Survey Design

Target N = 500

1) Research Questions and Hypotheses

Overarching Research Goal: To understand the prevalence of mental health challenges among college students, their attitudes towards and utilization of mental health services, and the perceived barriers to seeking help.

Research Questions (RQs):

• What is the prevalence of symptoms of depression and anxiety among college students?


• Sub-question: Do demographic factors (e.g., gender identity, race/ethnicity, academic year) moderate the prevalence of these symptoms?


• What is the level of perceived stress among college students?


• Sub-question: How does perceived stress correlate with symptoms of depression and anxiety?


• What is the current rate of mental health service utilization among college students?


• Sub-question: What types of services are most frequently accessed (e.g., on-campus counseling, off-campus therapy, informal support)?


• What are the primary perceived barriers that prevent college students from seeking mental health support?


• Sub-question: Do these barriers differ based on symptom severity or demographic characteristics?


• What are college students' attitudes towards seeking professional psychological help and their perceptions of mental health stigma?


• Sub-question: How do attitudes and stigma relate to service utilization?


• How do mental health symptoms impact academic performance and social functioning?

Hypotheses (Hs):

• H1 (Prevalence): A significant proportion of college students (e.g., >30%) will report clinically significant symptoms of depression (PHQ-9 score ≥ 10) and anxiety (GAD-7 score ≥ 10).


• H1a: Students identifying as a gender minority or racial/ethnic minority will report higher rates of depression and anxiety symptoms.


• H2 (Stress-Symptom Link): There will be a positive correlation between perceived stress levels (PSS-10) and the severity of depression (PHQ-9) and anxiety (GAD-7) symptoms.


• H3 (Utilization): Less than 50% of students reporting clinically significant symptoms of depression or anxiety will have utilized formal mental health services in the past 12 months.


• H3a: On-campus counseling services will be the most frequently utilized formal mental health resource.


• H4 (Barriers): Perceived stigma and financial cost will be among the most frequently endorsed barriers to seeking mental health services.


• H4a: Students from lower socioeconomic backgrounds will report financial cost as a more significant barrier.


• H5 (Attitudes & Utilization): More positive attitudes towards seeking professional help and lower perceived stigma will be associated with a higher likelihood of mental health service utilization.


• H6 (Impact): Students with higher scores on the PHQ-9 and GAD-7 will report a greater negative impact of their mental health on their academic performance and social interactions.

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2) Selected Validated Scales

In addition to your chosen scales, I recommend a few others to address the full scope of your research questions.

• Depression: Patient Health Questionnaire (PHQ-9)


• Purpose: Screens for depression severity and probable depressive disorder.


• Number of Items: 9


• Scoring: 0-4 (None), 5-9 (Mild), 10-14 (Moderate), 15-19 (Moderately Severe), 20-27 (Severe). A score of 10 or greater indicates probable major depression.


• Source: Spitzer, Williams, Kroenke (1999)


• Anxiety: Generalized Anxiety Disorder 7-item (GAD-7)


• Purpose: Screens for generalized anxiety disorder severity.


• Number of Items: 7


• Scoring: 0-4 (Minimal), 5-9 (Mild), 10-14 (Moderate), 15-21 (Severe). A score of 10 or greater indicates probable GAD.


• Source: Spitzer, Kroenke, Williams, Lowe (2006)


• Perceived Stress: Perceived Stress Scale (PSS-10)


• Purpose: Measures the degree to which situations in one's life are appraised as stressful.


• Number of Items: 10


• Scoring: Higher scores indicate higher perceived stress. Ranges from 0-40.


• Source: Cohen, Kamarck, Mermelstein (1983)


• Help-Seeking Attitudes: Attitudes Toward Seeking Professional Psychological Help Scale – Short Form (ATSPPHS-SF)


• Purpose: Assesses beliefs about and attitudes towards seeking psychological help.


• Number of Items: 10


• Scoring: Higher scores indicate more positive attitudes.


• Source: Fischer & Farina (1995)


• Note: If this is too long, consider selecting 3-5 custom items on perceived stigma.


• Social Support (Optional, but useful context): Multidimensional Scale of Perceived Social Support (MSPSS)


• Purpose: Measures perceived social support from family, friends, and a significant other.


• Number of Items: 12


• Scoring: Higher scores indicate greater perceived social support.


• Source: Zimet, Dahlem, Zimet, Farley (1988)


• Note: If survey length is a concern, use 1-2 custom items about general social support satisfaction.

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3) Clear, Unbiased Questions (Draft)

Section A: Informed Consent (First Page of Survey)

• Crucial for IRB. See Draft IRB Protocol below for detailed content.


• Must include: Purpose, Voluntary Participation, Confidentiality/Anonymity, Risks/Benefits, Right to Withdraw, Time Commitment, Contact Information, Crisis Resources.


• Question: "Do you agree to participate in this study?" (Yes/No)


• Skip Logic: If No, thank them and end survey.

Section B: Eligibility & Demographics

• "Are you currently enrolled as a student at [University Name]?" (Yes/No)


• Skip Logic: If No, thank them and end survey.


• "Are you 18 years of age or older?" (Yes/No)


• Skip Logic: If No, thank them and end survey (due to minor consent requirements).


• "What is your age in years?" (Open-ended numerical entry)


• "Which of the following best describes your current academic year?" (Select one)


• Freshman / First Year


• Sophomore / Second Year


• Junior / Third Year


• Senior / Fourth Year


• Graduate Student


• Other (please specify): \\\\\_


• "What is your primary major(s)?" (Open-ended text entry)


• "Which gender do you identify with?" (Select all that apply)


• Woman


• Man


• Non-binary


• Genderqueer


• Agender


• Two-Spirit


• Prefer to self-describe: \\\\\_


• Prefer not to say


• "Which of the following best describes your racial and/or ethnic identity?" (Select all that apply)


• American Indian or Alaska Native


• Asian / Asian American


• Black / African American


• Hispanic / Latinx


• Middle Eastern or North African


• Native Hawaiian or Pacific Islander


• White / Caucasian


• Prefer to self-describe: \\\\\_


• Prefer not to say


• "What is your current living situation?" (Select one)


• On-campus dormitory/residence hall


• Off-campus apartment/house with roommates


• Off-campus apartment/house alone


• Living with family (parents/guardians)


• Other (please specify): \\\\\_


• "Do you identify as an international student?" (Yes/No)


• "Which of the following best describes your academic performance (GPA) over the last semester?" (Select one)


• 3.5 - 4.0 (Excellent)


• 3.0 - 3.49 (Good)


• 2.5 - 2.99 (Average)


• 2.0 - 2.49 (Below Average)


• Below 2.0 (Poor)


• Not applicable (e.g., first semester)


• "To what extent do you feel financially secure?" (Select one)


• Very secure


• Moderately secure


• Somewhat insecure


• Very insecure


• Prefer not to say

Section C: Mental Health Symptomatology & Impact

• PHQ-9 (9 items): "Over the last 2 weeks, how often have you been bothered by any of the following problems?" (Not at all, Several days, More than half the days, Nearly every day)


• GAD-7 (7 items): "Over the last 2 weeks, how often have you been bothered by any of the following problems?" (Not at all, Several days, More than half the days, Nearly every day)


• PSS-10 (10 items): "In the last month, how often have you felt..." (Never, Almost Never, Sometimes, Fairly Often, Very Often)


• Academic/Social Impact (Custom):


• "In the past 12 months, has your mental health (e.g., stress, anxiety, low mood) negatively impacted your academic performance (e.g., grades, attendance, concentration)?" (Yes/No)


• Skip Logic: If Yes, "To what extent has it impacted your academic performance?" (Slightly, Moderately, Significantly, Very Significantly)


• "In the past 12 months, has your mental health negatively impacted your social relationships or engagement in campus activities?" (Yes/No)


• Skip Logic: If Yes, "To what extent has it impacted your social relationships/engagement?" (Slightly, Moderately, Significantly, Very Significantly)

Section D: Service Utilization

• "In the past 12 months, have you sought mental health support, counseling, or therapy from any source (formal or informal)?" (Yes/No)


• SKIP LOGIC:


• If YES, proceed to D2.


• If NO, skip to Section E (Barriers to Seeking Help).


• "From which of the following sources did you seek mental health support in the past 12 months? (Select all that apply)"


• Campus Counseling Center


• Off-campus therapist/psychiatrist


• Primary care physician / Student Health Services


• Faculty or Staff member at [University Name]


• Peer support group (on or off campus)


• Family member(s)


• Friend(s)


• Religious or spiritual advisor


• Online mental health apps/websites (e.g., Calm, BetterHelp)


• Crisis hotline/text line


• Other (please specify): \\\\\_


• "Thinking about the primary source of formal support (e.g., campus counseling, off-campus therapist) you accessed, how satisfied were you with the services you received?" (1-Very Dissatisfied to 5-Very Satisfied)


• "Approximately how many sessions of formal mental health support (e.g., therapy, counseling) did you attend in the past 12 months?" (Select one)


• 1-2 sessions


• 3-5 sessions


• 6-10 sessions


• More than 10 sessions


• Not applicable (did not use formal services)


• "What was your primary reason for seeking mental health support?" (Open-ended or pre-defined categories like: Anxiety, Depression, Academic stress, Relationship issues, Identity exploration, Trauma, etc.)

Section E: Barriers to Seeking Help (Only for those who answered NO to D1)

• "You indicated you have NOT sought mental health support in the past 12 months. What were the primary reasons for this? (Select all that apply)"


• Too expensive / Concerns about insurance coverage


• Too busy / Lack of time


• Didn't know where to go or what services were available


• Believed my problems weren't serious enough


• Preferred to handle problems on my own


• Concerned about privacy / Confidentiality


• Worried about what others might think (stigma)


• Concerned about negative impact on academic record/future career


• Had a bad experience with mental health services in the past


• Didn't believe therapy/counseling would help


• Didn't feel comfortable talking about my problems


• Cultural or family beliefs discouraged seeking help


• Lack of transportation


• Language barriers


• Other (please specify): \\\\\_

Section F: Attitudes and Perceptions

• ATSPPHS-SF (10 items): "Please indicate your agreement with the following statements..." (Strongly Disagree to Strongly Agree)


• Custom Stigma/Awareness Questions (if ATSPPHS-SF is too long):


• "I would feel comfortable seeking mental health counseling if I needed it." (Strongly Disagree to Strongly Agree)


• "I believe there is a stigma associated with seeking mental health help among college students." (Strongly Disagree to Strongly Agree)


• "I am aware of the mental health services available on campus at [University Name]." (Strongly Disagree to Strongly Agree)


• "If a friend needed mental health support, I would encourage them to seek professional help." (Strongly Disagree to Strongly Agree)


• "I believe seeking mental health support is a sign of strength, not weakness." (Strongly Disagree to Strongly Agree)

Section G: Open-Ended Feedback & Debriefing

• "Is there anything else you would like to share about your mental health experience as a college student at [University Name], or about mental health services, that this survey did not cover?" (Open-ended text box)


• Debriefing Statement: Thank you for your participation. Provide crisis resources (on-campus counseling, crisis hotlines) and contact information for the research team. Reiterate confidentiality.

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4) Design Skip Logic and Branching (Recap)

• Initial Consent: "Do you agree to participate?" (If No, End Survey).


• Eligibility: "Are you a student at [University Name]?" (If No, End Survey). "Are you 18 or older?" (If No, End Survey).


• Service Utilization: "In the past 12 months, have you sought mental health support...?" (If Yes, go to D2-D5. If No, skip to Section E: Barriers to Seeking Help).


• Academic/Social Impact: Follow-up questions only if the initial "Yes" is selected.

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5) Sampling Strategy and Recruitment

• Sampling Strategy:


• Method: A convenience sampling approach will likely be most feasible for reaching 500 students, supplemented by efforts to increase representativeness. While true random sampling of the entire student body can be logistically challenging and resource-intensive, we will strive for broad outreach.


• Inclusion Criteria: Currently enrolled undergraduate or graduate student at [University Name], 18 years or older.


• Exclusion Criteria: Students under 18 years of age.


• Recruitment Strategy:


• University-Wide Email: Collaborate with Student Affairs, Dean of Students, or other relevant departments to send out an official invitation email to the entire student body listserv (if permitted). This email will include a brief explanation of the study, the survey link, and information about the incentive.


• Classroom Announcements/Faculty Endorsement: Reach out to faculty across various departments (especially those with large undergraduate enrollments) and ask them to make brief announcements in their classes or post the survey link on their course management systems (e.g., Canvas, Blackboard). This can help reach a more diverse range of students across majors.


• Student Organizations: Partner with diverse student organizations (e.g., cultural groups, academic clubs, student government, wellness groups) to disseminate the survey link through their internal communications.


• Social Media: Post the survey link on official university social media channels (e.g., Facebook, Instagram, Twitter) and relevant student-run pages/groups.


• Campus Flyers/Posters: Distribute flyers with QR codes linked to the survey in high-traffic campus locations (e.g., library, student union, dining halls, academic buildings, residence halls).


• Incentive: Offer a strong incentive to encourage participation. A raffle for several $50 gift cards (e.g., 10-15 gift cards) or a smaller, guaranteed incentive (e.g., entry into a drawing for a $5 gift card per 50 participants) can significantly boost response rates. Participants enter the raffle by providing their email in a separate survey (or a separate section of the main survey that is immediately disassociated from their responses to maintain anonymity).

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6) Response Rates Needed

• Target Sample Size (n): 500 complete responses.


• Estimated College Survey Response Rate: Response rates for online college student surveys vary widely depending on incentives, topic salience, and distribution method. A realistic range for a survey with incentives could be 15% to 25%. Without strong incentives or official endorsement, it can be much lower (5-10%).


• Calculation:


• If we aim for a 20% response rate: To get 500 complete responses, you would need to invite approximately 500 / 0.20 = 2,500 students.


• If we aim for a 15% response rate: To get 500 complete responses, you would need to invite approximately 500 / 0.15 = 3,333 students.


• Conclusion: You need to reach out to a minimum of 2,500-3,500 students through your recruitment channels to realistically achieve 500 completed surveys. This highlights the importance of using multiple recruitment strategies and official university channels.

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7) Plan Survey Distribution (Qualtrics)

• Survey Creation:


• Build the survey in Qualtrics, carefully entering all questions, scales, and ensuring correct question types (e.g., multiple choice, Likert scale, open text).


• Implement all specified skip logic and branching.


• Add validation (e.g., force response, range validation for age) where appropriate.


• Ensure all scale items are correctly coded for easy analysis later.


• Anonymity/Confidentiality Settings:


• Set the survey to anonymous responses by default.


• If using an incentive, create a separate Qualtrics survey link for prize entry (which only collects email addresses) at the end of the main mental health survey. This ensures participant responses remain entirely separate from their identifying information for the raffle.


• Testing:


• Thoroughly test the survey multiple times from start to finish, including all skip logic and branching paths.


• Have colleagues or pilot testers review for clarity, potential biases, flow, and technical issues.


• Distribution Strategy:


• Unique Link Generation: For broad distribution (emails, social media, flyers), generate a single anonymous public link for the survey.


• Email Distribution: If an official university listserv is used, the email will include this public link. Qualtrics' internal email distributor can be used if you obtain a list of student emails and the IRB approves this method (though often external email distribution through official university channels is preferred for privacy).


• Reminder Emails: Plan to send 2-3 reminder emails over a 2-3 week period to non-responders (if using Qualtrics' email distribution) or general reminders through university channels.


• Data Monitoring:


• Regularly monitor response rates and survey progress in Qualtrics.


• Check for partial responses, data quality issues, or common drop-off points.


• Data Export:


• Upon completion of the data collection period, export the raw data from Qualtrics (e.g., CSV, SPSS format).


• Ensure data is securely stored (e.g., encrypted drive, institutional research server).

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8) Draft IRB Protocol

Institutional Review Board (IRB) Protocol: College Student Mental Health and Service Utilization

1. Project Title: Understanding Mental Health and Service Utilization Among College Students at [University Name]

2. Principal Investigator (PI): [Your Name, Department, Contact Info]
Co-Investigators (if any): [Name(s), Department(s), Contact Info]

3. Introduction and Background:
Mental health challenges are prevalent among college students, with national data indicating high rates of anxiety, depression, and stress. The college years are a critical developmental period marked by unique stressors (academic pressure, financial strain, social adjustment, identity formation). Untreated mental health issues can lead to significant negative consequences, including academic failure, social isolation, and increased risk of suicide. While many institutions offer mental health services, utilization rates often remain low, suggesting barriers to access. This study aims to provide a comprehensive understanding of the mental health landscape at [University Name], specifically examining the prevalence of depression, anxiety, and stress, current service utilization patterns, and the perceived barriers and attitudes towards seeking mental health support among our student population. The findings will inform university mental health programming and support services.

4. Research Questions & Hypotheses: (See Section 1 above)

5. Research Design:
This study employs a cross-sectional, quantitative survey design. Data will be collected through an anonymous online survey using Qualtrics.

6. Participants:

• Target Population: Undergraduate and graduate students enrolled at [University Name].


• Sample Size: N = 500 complete responses.


• Inclusion Criteria:


• Currently enrolled as a student at [University Name].


• 18 years of age or older.


• Exclusion Criteria:


• Students under 18 years of age.


• Recruitment Strategy: (See Section 5 above - copy recruitment details)


• Initial invitation via university-wide email listservs (Student Affairs, Dean of Students, specific departments).


• Announcements in classes (with faculty permission).


• Dissemination through student organizations and official university social media channels.


• Campus flyers with QR codes.

7. Procedures:

• Recruitment: Potential participants will receive an invitation containing a brief description of the study, an estimate of time commitment (15-20 minutes), and a direct link to the Qualtrics survey.


• Informed Consent: Upon clicking the survey link, participants will first be presented with the online informed consent form (see Appendix A). They must actively click "Yes, I agree to participate" to proceed. If they decline, the survey will terminate.


• Survey Completion: Participants will complete the anonymous online survey, which includes demographic questions, validated mental health scales (PHQ-9, GAD-7, PSS-10, ATSPPHS-SF), and custom questions regarding service utilization, barriers, and perceived impact of mental health. Skip logic will be implemented to ensure participants only see relevant questions.


• Incentive (Optional but Recommended): At the end of the survey, participants will be provided with a separate link to an optional, entirely distinct Qualtrics survey where they can provide their email address to enter a raffle for [e.g., ten $50 gift cards]. This separation ensures complete anonymity of survey responses from identifying information.


• Debriefing: After completing the survey (and optionally, the incentive entry form), participants will be presented with a debriefing statement (see Appendix B) that thanks them for their participation, reiterates confidentiality, and provides immediate access to mental health resources on campus (e.g., Campus Counseling Center) and national crisis hotlines.

8. Measures:

• Demographics: Age, academic year, major, gender identity, racial/ethnic identity, living situation, international student status, GPA, financial security.


• PHQ-9: Patient Health Questionnaire-9 (9 items).


• GAD-7: Generalized Anxiety Disorder 7-item scale (7 items).


• PSS-10: Perceived Stress Scale-10 (10 items).


• ATSPPHS-SF: Attitudes Toward Seeking Professional Psychological Help Scale – Short Form (10 items).


• Custom Questions: Academic/social impact of mental health, service utilization patterns, types of services used, satisfaction with services, perceived barriers to seeking help, awareness of campus resources, and open-ended feedback.

9. Data Analysis Plan:

• Descriptive Statistics: Frequencies, percentages, means, and standard deviations will be calculated to describe the demographic characteristics of the sample, prevalence of mental health symptoms, service utilization rates, and perceived barriers.


• Inferential Statistics:


• Correlations: Pearson correlation coefficients will be used to examine relationships between continuous variables (e.g., perceived stress and symptom severity, attitudes towards help-seeking and utilization).


• Group Comparisons: Independent samples t-tests or ANOVAs will be used to compare mental health outcomes and service utilization across different demographic groups (e.g., gender, race/ethnicity, academic year).


• Regression Analysis: Logistic or linear regression may be used to identify predictors of service utilization or symptom severity based on demographic factors, perceived stress, and attitudes.


• Qualitative Analysis (for open-ended): Thematic analysis may be used to identify recurring themes in the open-ended responses.

10. Potential Risks and Benefits:

• Risks:


• Minimal Psychological Distress: Some questions about mental health symptoms, experiences, and barriers may evoke temporary discomfort, stress, or sadness for some participants.


• Mitigation: The survey is anonymous. Participation is voluntary, and participants can skip any question or withdraw at any time without penalty. A comprehensive debriefing statement with immediate access to campus and national mental health resources will be provided at the end of the survey. Researchers are not therapists and will not provide direct clinical advice or intervention.


• Breach of Confidentiality/Anonymity: Although responses are anonymous, there is a very remote theoretical risk of identification if open-ended responses contain highly specific personal details.


• Mitigation: The survey is designed for anonymity. No direct identifying information (name, student ID) will be collected with survey responses. Email addresses for raffle entry are collected via a separate survey link and immediately disassociated from survey data. Data will be stored on secure, password-protected university servers/Qualtrics.


• Benefits:


• To Participants: May gain increased self-awareness regarding their mental health and awareness of available mental health resources. Small incentive via raffle.


• To Science/Community: The findings will contribute to the understanding of mental health challenges, service utilization, and barriers specific to the [University Name] student population. This data can inform the development or improvement of campus mental health services, outreach programs, and support initiatives, ultimately benefiting the broader university community.

11. Confidentiality and Data Security:

• All survey responses will be collected anonymously via Qualtrics. No identifying information will be linked to participant responses.


• Data will be stored on secure, password-protected university servers/Qualtrics, accessible only to the PI and approved research team members.


• Raw data files will be de-identified if any unique identifiers are inadvertently present in open-ended responses.


• De-identified data will be kept for [e.g., 5 years] post-publication, then securely destroyed.


• Any publication or presentation of results will report aggregate data, ensuring no individual participant can be identified.

12. Informed Consent Process:
Participants will be presented with a detailed online informed consent form (Appendix A) at the beginning of the survey. The form will clearly outline the study's purpose, procedures, risks, benefits, confidentiality measures, voluntary nature of participation, and right to withdraw. Participants must actively click a button indicating their agreement to proceed with the survey.

13. Debriefing:
Upon completion of the survey, all participants will receive a debriefing statement (Appendix B) that reiterates the study's purpose, thanks them for their participation, and most importantly, provides a list of mental health resources available on campus and national crisis hotlines.

14. Compensation/Incentives:
Participants who complete the survey will have the option to enter a raffle for [e.g., ten $50 gift cards]. Entry into the raffle requires providing an email address in a separate, distinct survey link at the end of the main study, ensuring the anonymity of their survey responses.

15. Timeline:

• IRB Submission: [Date]


• IRB Approval: [Date]


• Data Collection: [Start Date] - [End Date] (e.g., 3-4 weeks)


• Data Analysis: [Date] - [Date]


• Report Writing/Dissemination: [Date] - [Date]

16. Appendices:

• Appendix A: Informed Consent Form


• Appendix B: Debriefing Statement and Resource List


• Appendix C: Full Survey Instrument (including all validated scales and custom questions)


• Appendix D: Recruitment Materials (email invitation, social media posts, flyer drafts)

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Appendix A: Draft Informed Consent Form

Study Title: Understanding Mental Health and Service Utilization Among College Students at [University Name]

Principal Investigator: [Your Name], [Your Department]
Contact Information: [Your Email Address]

Introduction:
You are invited to participate in a research study about college student mental health and mental health service utilization at [University Name]. We are conducting this study to better understand the experiences of students, including common mental health challenges, how students access support, and any barriers they face. Your participation is voluntary.

Purpose of the Study:
The purpose of this study is to gather information about the prevalence of mental health symptoms (like depression and anxiety), levels of stress, and students' experiences with and attitudes towards mental health services. The findings will help [University Name] enhance its support services for students.

Procedures:
If you agree to participate, you will complete an anonymous online survey. The survey will ask questions about your demographic background, your feelings and experiences related to stress, anxiety, and depression, whether you have sought mental health support, and your opinions on campus mental health services. The survey is expected to take approximately 15-20 minutes to complete.

Risks:
Some questions in this survey ask about sensitive topics related to mental health, which may cause temporary discomfort, stress, or sadness for some participants. If you feel distressed at any point, you are welcome to skip any question you don't wish to answer or stop the survey at any time. A list of mental health resources will be provided at the end of the survey.

Benefits:
Direct benefits to you may include increased self-awareness regarding your own mental health and awareness of available resources. The primary benefit of your participation is contributing to a better understanding of student mental health at [University Name], which can lead to improved support services for all students.

Confidentiality and Anonymity:
This survey is completely anonymous. We will not collect any personally identifiable information (such as your name, student ID, or email address) with your survey responses. Your responses cannot be linked back to you. Data will be collected and stored securely on Qualtrics and later on password-protected university servers, accessible only by the research team.

Voluntary Participation:
Your participation in this study is entirely voluntary. You are free to choose whether or not to participate. You may also skip any question you do not wish to answer or withdraw from the study at any time without penalty or loss of benefits.

Compensation/Incentives:
Upon completion of the survey, you will have the option to enter a raffle for one of [Number] $50 gift cards. To maintain anonymity, the link to enter the raffle will be separate from the survey, and your email address will not be connected to your survey responses.

Contact Information:
If you have any questions about this study, you may contact the Principal Investigator, [Your Name], at [Your Email Address].
If you have questions about your rights as a research participant, you may contact the [University Name] Institutional Review Board (IRB) at [IRB Contact Information].

By clicking "Yes, I agree to participate" below, you confirm that you are 18 years of age or older, have read and understand this consent form, and voluntarily agree to participate in this research study.

[ ] Yes, I agree to participate
[ ] No, I do not wish to participate (clicking this will end the survey)

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Appendix B: Draft Debriefing Statement and Resource List

Thank You for Your Participation!

Thank you for taking the time to complete our survey on college student mental health and service utilization. Your input is invaluable in helping us understand the experiences of students at [University Name] and improve mental health support services.

We understand that some of the questions in this survey may have touched upon sensitive or personal topics. If you experienced any distress or would like to learn more about mental health resources, please know that support is available.

Mental Health Resources Available:

[University Name] Resources:

• Campus Counseling Center: [Phone Number], [Website Link], [Location]


• Provides free and confidential counseling services, workshops, and crisis support for students.


• Student Health Services: [Phone Number], [Website Link]


• Offers medical care and referrals for mental health concerns.


• Dean of Students Office: [Phone Number], [Website Link]


• Can provide support and connect students to various campus resources.

National Crisis Resources:

• 988 Suicide & Crisis Lifeline: Call or text 988 anytime for free and confidential support.


• Crisis Text Line: Text HOME to 741741 from anywhere in the US, anytime, about any type of crisis.


• The Jed Foundation (JED): [Website Link]


• Promotes mental health and suicide prevention among teens and young adults.


• The Trevor Project: 1-866-488-7386 (for LGBTQ youth), [Website Link]

Your responses are completely anonymous and will be kept confidential. We appreciate your contribution to this important research.

If you wish to enter the raffle for a $50 gift card, please click on the following link:
[Link to separate Qualtrics survey for raffle entry]
Please note: This raffle entry link is separate from your survey responses to ensure your anonymity.

Sincerely,
The Research Team
[Your Department/University]

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This comprehensive plan should provide a strong foundation for your survey design and IRB submission. Remember to tailor specific details (e.g., university names, specific resource contacts, raffle numbers) to your context.