Strengthening College Students' Mental Health Knowledge, Awareness, and Helping Behaviors: The Impact of Active Minds, a Peer Mental Health Organization

The impact of cancer prevention education on the mental health of college students based on the difference-in-differences method

Background and objective

Cancer, as the second leading cause of death worldwide, poses significant challenges to human health and socio-economic development. In recent years, the incidence of cancer has shown a trend toward younger populations, drawing attention to cancer prevention education among college students. However, research on the specific impact of cancer prevention education on the mental health of college students is limited. This study aims to explore the impact of cancer prevention education on the mental health of college students, revealing the mediating role of disease awareness and the moderating roles of psychological resilience and cultural differences.

Methods

A difference-in-differences (DID) approach was used, involving 1,670 freshmen from a Chinese university, divided into an experimental group (n = 835) and a control group (n = 835). The experimental group received a semester-long cancer prevention education program. Data were collected monthly from November 2022 to June 2023 using the Depression Anxiety Stress Scales (DASS-21) and a custom Disease Awareness Scale.

Results

The study found a significant improvement in mental health scores among the experimental group, with an average increase of 14.738 points on the DASS-21 scale (p < 0.001), representing a 23% reduction in stress, anxiety, and depression levels compared to the control group. Disease awareness in the experimental group improved by 17%, as measured by the Disease Awareness Scale, with a mediation effect of 3.563 points (p < 0.001). Furthermore, psychological resilience and cultural differences moderated the impact of the education program, with those scoring higher in resilience showing an additional 8% improvement in mental health scores (moderation effect = 0.892, p < 0.001), and cultural differences accounting for a 5% variance (moderation effect = 0.756, p < 0.001) in the outcomes.

Conclusion

This study demonstrates that systematic and scientific cancer prevention education has a significant positive impact on the mental health of college students. Universities should promote comprehensive and personalized health education strategies to improve disease awareness, foster psychological resilience, and emphasize cultural differences, thereby enhancing the overall physical and mental health of college students and promoting their holistic development. This finding provides important empirical support and theoretical basis for the design and implementation of health education in universities.

Posttraumatic Stress and Alcohol Use Among Hispanic/Latinx University Students: A Moderated Indirect Effect Model of Coping-Related Drinking and Anxiety Sensitivity

OBJECTIVE

Posttraumatic stress symptoms (PTSS) and anxiety sensitivity (AS) are associated with increased alcohol use and coping-motivated drinking among university students. This study among trauma-exposed Hispanic/Latinx university students sought to examine the indirect effect of PTSS on alcohol use severity through coping-motivated drinking and test the moderating role of AS and AS subfacets.

METHODS

University students who identified as Hispanic/Latinx (N = 830) were recruited from a large, urban, southern university and completed online, self-report questionnaires.

RESULTS

A significant interactive effect of PTSS and AS on coping-motivated drinking emerged. PTSS exerted a significant indirect effect on alcohol use severity, through coping-motivated drinking. Simple slope analyses revealed that PTSS was associated with coping-motivated drinking across all levels of AS. Post hoc results revealed unique biological sex differences in probable diagnosis odds ratios.

CONCLUSIONS

These findings indicate that PTSS and AS are associated with coping-motivated drinking and alcohol use severity in trauma-exposed, Hispanic/Latinx university students.

Student intentions to engage instructors in mental health-related conversations: An application of the theory of planned behavior

OBJECTIVE

Considering that college students experience mental health issues and college counseling centers are overwhelmed, this study identifies instructors as a potential mental health resource for students. This study utilizes the theory of planned behavior to investigate the relationship between students' attitudes, injunctive and descriptive norms, perceived behavioral control, and their intentions to engage their instructors in mental health conversations.

PARTICIPANTS

Participants were 311 undergraduate students at a small, private university in Southern California.

METHODS

Participants were recruited through a Communication subject pool and completed an online survey about engaging instructors in these conversations.

RESULTS

Results of a regression analysis indicate that all theoretical constructs positively predict students' intentions to discuss mental health with an instructor.

CONCLUSIONS

By providing insight into students' intentions to utilize instructors as mental health resources on campus, these findings yield practical implications for better preparing universities and their faculty to engage in students' mental health.

Understanding University Students' Perspectives towards Digital Tools for Mental Health Support: A Cross-country Study

Background

Organisational and individual barriers often prevent university students from seeking mental health support. Digital technologies are recognised as effective in managing psychological distress and as a source of health-related information, thus representing useful options to address mental health needs in terms of accessibility and cost-effectiveness. However, university students' experiences and perspectives towards such interventions are little known.

Objectives

We thus aimed to expand the existing base of scientific knowledge, focusing on this special population.

Methods

Data were from the qualitative component of "the CAMPUS study", longitudinally assessing the mental health of students at the University of Milano-Bicocca (Italy) and the University of Surrey (UK). We conducted in-depth interviews and thematically analysed the transcripts using the framework approach.

Results

An explanatory model was derived from five themes identified across 33 interviews (15 for Italy, 18 for the UK). Students perceived that social media, apps, and podcasts could deliver relevant mental health content, ranging from primary to tertiary prevention. Wide availability and anonymity were perceived as advantages that make tools suitable for preventive interventions, to reduce mental health stigma, and as an extension of standard treatment. These goals can be hindered by disadvantages, namely lower efficacy compared to face-to-face contact, lack of personalisation, and problematic engagement. Individual and cultural specificities might influence awareness and perspectives on the use of digital technologies for mental health support.

Conclusion

Although considering some specific features, digital tools could be a useful instrument to support the mental health needs of students. Since personal contact remains crucial, digital tools should be integrated with face-to-face interventions through a multi-modal approach.

Associations between college students' personal experience with mental health issues and their mental health literacy: a strengths-based perspective

BACKGROUND

Mental health literacy (MHL) programs are a promising approach to help prevent mental health issues (MHI) among college students; however, there is an increasing need to understand individual factors that influence the development of students' MHL.

AIMS

Following a strengths-based approach, we examined if college students' individual characteristics and MHI experience were associated with students' MHL.

METHODS

Using two vastly different college samples (Sample 1, N = 617; Sample 2, N = 306), we used the Mental Health Awareness and Advocacy framework, guided by the health belief model and social-cognitive theory, to investigate associations between students' mental health literacy, demographic factors, and their previous experience with MHI.

RESULTS

Results from nested regression analyses suggest that personal experiences with MHI are associated with higher MHL (knowledge, self-efficacy, and behaviors), even after controlling for key individual characteristics. Prior experience with having an MHI and receiving therapy appeared to be most important in explaining MHL behaviors.

CONCLUSIONS

Students with personal experience with an MHI may be one of the most valuable resources for increasing MHL and utilization of mental health resources on college campuses. Additional implications and future research directions are offered.

Encouraging "Positive Views" of Mental Illness in High Schools: An Evaluation of Bring Change 2 Mind Youth Engagement Clubs

"Bring Change 2 Mind" (BC2M) high school clubs may destigmatize mental illness among club members, but clubs' (1) reach and impact on non-club members at the same school, (2) connection to student help-seeking attitudes, and (3) mechanisms by which they destigmatize mental illness, are unknown. This community-partnered evaluation involved pre/post surveys of predominantly Latino (72%) students at three urban public schools and focus groups and interviews with a sample of club members (n = 26/65, 40%) and all club staff (n = 7, 100%). Multivariate regressions tested relationships between variables. In 84% of the student body responded in the Fall (n = 1,040) and Spring (n = 1,031). Non-club member engagement in BC2M (reach) increased from 25% (Fall) to 44% (Spring) (p < .01). Engagement with BC2M clubs was associated with decreased stigma among members (p < .05) but not non-members (p = .19). Decreased stigma was associated with help-seeking attitudes (p < .01). Possible BC2M mechanisms identified by students and staff include the following: (1) fostering a positive campus climate, (2) normalizing mental health discussions, (3) increasing peer support and help-seeking, and (4) increasing awareness of positive coping behaviors. While BC2M clubs likely reduce stigma for members, effects did not reach non-members, challenging the potential of BC2M clubs as a schoolwide strategy to destigmatize mental health services. Future projects could investigate how to reach non-BC2M members, complement BC2M with other school climate interventions to increase impact, and measure BC2M impact alongside other outcomes relevant to schools, such as academic achievement.

The role of adverse childhood experiences (ACEs) in predicting academic problems among college students

BACKGROUND AND OBJECTIVE

The complex associations between adverse childhood experiences (ACEs) and academic performance among college students are not well understood. The following aims were examined in this longitudinal study: the direct association of ACEs on academic problems after 4 years without (1) and with accounting for other academic risk factors (2a), the possible mechanisms linking ACEs and academic problems (2b).

PARTICIPANTS AND SETTING

First-semester freshmen (N = 268; 71.3% female; Mage = 18.30; 76.9% White, 14.6% Asian, 3.7% Black, 2.6% multiracial, 1.1% Native American, and 1.1% other) were recruited from a Midwestern U.S. university.

METHODS

Participants reported their ACEs, intrinsic motivation, psychological distress, and financial status as first-semester freshmen. Administrative records (i.e., SAT/ACT scores, GPA, courses taken not counted toward degree progress, and graduation) were collected prospectively over 4 years. Structural equation modeling was used to test the research aims. Post-hoc analyses without SAT/ACT scores were conducted.

RESULTS

ACEs were associated with academic problems assessed 4 years later, when studied in isolation (β = 0.36, p < .001) but not after adjusting for other risk factors (β = 0.08, p = .278). Psychological distress and SAT/ACT scores during the first semester predicted academic problems 4 years later (β = 0.33 and - 0.38, p < .001). There was an indirect effect of ACEs on academic problems through psychological distress (β = 0.13, p < .001).

CONCLUSIONS

There is a need to expand mental health services and address barriers to utilization on college campuses.

Mental health and help-seeking among college students during the COVID-19 pandemic: Roles of campus mental health climate and institutional support

Objective: This study aimed to examine college students' perceived mental health and help-seeking behaviors during the COVID-19 pandemic, as well as to determine the roles of campus mental health climate and institutional support on students' help-seeking behaviors and well-being. Participants: The sample included 123 students from a Northeastern United States University. Methods: Using a web-based survey and convenience sampling, data were collected in late 2021. Results: Most participants retrospectively reported a perceived decline in their mental health during the pandemic. Sixty-five percent of the participants reported that they did not receive professional help at a time when they needed it. Both campus mental health climate and institutional support were negatively related to anxiety symptoms. Greater institutional support predicted less social isolation. Conclusions: Our findings highlight the importance of campus climate and support on students' well-being during the pandemic and the need for increasing students' access to mental health care.

Young adults' adoption and use of mental health apps: efficient, effective, but no replacement for in-person care

Objective: Millions of people use mobile phone or computer-based applications-apps-to maintain their mental health and connect with treatment providers through text- and video-based chat functions. The present study sought to understand young adults' motivations for adopting this technology using the unified theory of acceptance and use of technology (UTAUT), how they use mental health apps, and the gratifications they receive from using mental health apps. Participants: One hundred-eighteen mental health app users responded to an online survey. Methods: A survey was conducted with students at a Midwestern university. The survey included questions regarding current mental health services, mental health apps used, UTAUT and gratifications survey items. Results: A regression analysis suggested users' performance expectancies, effort expectancies, and facilitating conditions predicted the adoption of mental health apps. Young adults most often use mental health apps for stress relief. While they preferred in-person treatment, users described mental health apps as efficient and helpful. Conclusion: Overall, the results reinforce the sense of optimism for the future of mental health apps, suggesting the potential for apps to supplement-but not necessarily replace-in-person care.

Perceptions of peer mental health: impact of race and student-athlete status

Objective: This study used a multi-faceted methodological approach to examine if peer perceptions of stereotyped student groups' mental health needs varied by target race and student-athlete status.Participants: In Study 1, 502 university students completed an online experiment. Study 2 data were drawn from the American College Health Association (ACHA)-National College Health Assessment (N = 65,167) and Healthy Minds Study (N = 43,487).Methods: Study 1 participants rated the severity of various mental health concerns for Black non-student-athletes, White non-student-athletes, Black student-athletes, or White student-athletes. Study 2 conceptualized peer perceptions vis-à-vis mental health patterns in national data.Results: Study 1 generally revealed lower perceived severity of mental health concerns for Black non-student-athletes. In contrast, Study 2 patterns revealed more variations across student status groups, including that Black non-student-athletes exhibited relatively high prevalence rates of numerous mental health concerns.Conclusions: Results may suggest mental health under-/over-pathologizing, with implications for training and peer-to-peer mental health interventions.

Exploring the association between mental health climate and depression: the protective role of positive mental health and sense of belonging among Black college students

Objective: To explore relationships between mental health climate, positive mental health, sense of belonging, and depression among a U.S. national sample of Black college students. Participants: 1303 Black undergraduate and graduate students from 15 colleges and universities throughout the U.S. Methods: Data were from the 2018-2019 Healthy Minds Study. Analysis included hierarchical regression models. Results: A more positive perception of mental health climate and higher levels of both positive mental health and sense of belonging were significantly associated with lower levels of depression. Significant interactions existed between positive mental health and climate and sense of belonging and climate with buffering effects being most pronounced for students reporting high levels of positive mental health. Conclusion: Black college students' perceptions of an institution's mental health climate are associated with psychological outcomes. College health stakeholders should consider the buffering effects of protective factors on mental health when designing initiatives for Black college students.

Support marshaling strategies among college students with anxiety and depression

Objective: The purpose of this study is to identify ways in which college students use support-seeking strategies to improve mental health-related goals. Participants: Participants included college students from a Mid-Atlantic university who identified as having experienced anxiety or depression in their lifetime. Method: Using a support marshaling framework and thematic analysis, this paper analyzed qualitative responses (n = 330) that detailed individuals' experiences with network members when trying to gain support or avoid barriers surrounding their mental health. Results: This analysis revealed new support marshaling strategies specific to a mental health context. Participants frequently employed indirect avoidance strategies (e.g., decreased interaction time; 12.66%) and direct approach strategies (e.g., soliciting mental health support; 43.33%). Conclusions: College students equally experience opposition and support when trying to achieve mental health-related goals. Future research might consider which network members express support and opposition, and how these newly identified strategies apply in support marshaling contexts outside mental health.

Student support in higher education: campus service utilization, impact, and challenges

Worldwide, university student support services facilitate student performance, contribute to students' success, and increase students' chances of degree completion. Student support services programs' success depends on students' help-seeking behavior. This study explores the help-seeking behavior of Foundation Program and Undergraduate students at Qatar University (QU) through their use of campus services to better understand students' use of these services. The study examines the association between help-seeking behavior, as indicated through services, on student success and persistence in two consecutive semesters, Spring 2019 and Fall 2019. Findings report a significant association between students' services and student success and persistence. A significant difference was reported between at-risk students' majors and at-risk students in STEM and non-STEM majors. Also, there was a difference in the help-seeking behavior among males and females, nationals and non-nationals, and student classifications.

Program Considerations and Addressing At-Risk Populations in Active Minds Clubs: A Brief Report

Active Minds, a national non-profit, was created to combat suicide and mental health stigma among youth and young adults. Research has indicated that Active Minds has been effective in positively changing students' attitudes and behaviors towards mental health. This study seeks to understand what else Active Minds can do to address mental health barriers and help-seeking within student populations and how Active Minds can better support at-risk populations in their wellness. This study consisted of four focus groups, and 13 participants completed a Brief Questionnaire and answered open-ended questions from a semi-structured interview guide. The narrative was coded and categorized, and thematic analysis was utilized. Eight themes were identified: (a) creating shared safe spaces (b) mental health stigma among Native American and Hispanic/Latinx students (c) the vulnerability of LGBTQ + student populations (d) addressing special populations in Active Minds programming (e) the role of gender and religion in mental health (f) cultural education and resources (g) normalizing mental health through education and family conversation, and (h) promotion of Active Minds and accessibility of counseling. Because the sample size only consisted of 13 participants the results cannot be generalized to students, but the results are transferable to student populations. The researchers recommend that Active Minds use a peer support model and develop curriculums that address mental health stigma and cultural education in diverse populations. Future research is needed to uncover those strategies that might engage males in mental health education.

Exploration on the collaborative innovation path of college students' ideological education and psychological education

As a highly practical educational activity, mental health education must be guided by rich theories to maintain the steady development of mental health education. Ideological education plays a predictive role in college students' crisis management, which can improve college students' psychological crisis management ability. This paper proposes an early warning index system and applies it to the construction of an early warning mechanism, completes the qualitative and quantitative analysis of early warning information evaluation, and changes the situation that information evaluation only stays at the level of qualitative analysis in traditional methods. Quantitative analysis is more conducive to accurately predict the occurrence of psychological crisis. Through empirical research, this paper finds that there is a significant interaction between stressors and coping styles in the process of affecting mental health. The result of interaction is not only equal to the superposition of the influence of a single factor, but also greater or lesser than the superposition of the influence of a single factor. The study found that there was a significant correlation between stressors and mental health. It is one of the many factors that affect mental health, and it is also the main reason to induce college students' psychological crisis. Mature coping styles are significantly positively correlated with mental health, while immature coping styles are significantly negatively correlated with mental health. This paper tests students, which is more conducive to the timely warning of psychological crisis.

The Impact of Education Based on New Internet Media Technology on College Students' Mental Health and Biomedical Diagnosis

There has been an upsurge in signs of gloom, tension, dietary problems, and other dysfunctional behaviors in undergrad populaces lately. At the same time, the need for advisory services is constantly increasing. Some have interpreted these patterns as mental health emergencies that require immediate investigation and the development of possible treatments to meet the needs of students. Later, other studies have linked the observed increase in side effects to shape individual shape enhancement, especially the widespread use of web-based entertainment, and the time spent on such development is clearly a decrease in psychological well-being. Showed to be related while the use of personalized computing innovations has drastically changed the scene in which undergrads interact with one another and appears to have a significant impact on emotional wellness. Similar advances also offer various opportunities for psychological well-being improvement and dysfunctional behaviour treatment. In this segment, we examine the hardships and open doors for undergrad psychological wellness that PC gadgets give. We accentuate potential for extra examination in this field, as well as ways for people and associations to draw in more benefits with these advances in valuable and health-advancing ways.

Influence of Multiple Music Styles and Composition Styles on College Students' Mental Health

The purpose is to reduce students' psychological pressure and improve their quality of study and life. Here, 400 language-impaired students in the public elective psychology course at Northwestern University and the undergraduate psychology class at Xi'an Foreign Studies University in the 2018-2019 academic year are randomly selected as the research objects for this music psychology experiment. The students were divided into different experimental groups using the Questionnaire Survey (QS) method to analyze the students' psychological reactions to Baroque, classical, and romantic music styles. Then, it further discusses the students' emotional response and audiovisual synaesthesia, as well as their recognition and choice of music style. The results show that there are significant differences in the same emotional response intensity of the subjects to different styles of music creation. The music expression is consistent with the actual feelings of the subjects. The tonality and color density of audiovisual synaesthesia vary with the style of music creation. Different music creation styles generate different associations in students' minds, thus showing different psychological reactions. The QS results indicate that soft and soothing music can relieve students' learning pressure most, while music with a strong sense of rhythm and vitality has no significant effect. Therefore, different music creation styles affect students' learning pressure differently. This work discusses the influence of different music creation styles on the mental health of contemporary college students and provides a reference for music therapy to relieve students' learning pressure in the future.

People who need people: the relationship between adverse childhood experiences and mental health among college students

ObjectiveThis study investigates the association between adverse childhood experiences (ACEs) and mental health among a sample of college students. It also explores whether health behaviors and social support may help to explain the link between ACEs and mental health. Participants: Participants were students at a large public university in the Southwest (n = 404). Methods: A survey captured ACEs, diet, exercise, smoking, binge drinking, perceived social support, depression, anxiety, and demographics. Results: Respondents with four or more ACEs had significantly higher rates of depression and anxiety than respondents with lower ACE scores. We found significant differences in social support, but not health behaviors for the two groups. Finally, social support emerged as a strong predictor of depression/anxiety and a mediator between childhood adversity and mental health outcomes. Conclusions: Our findings confirm the importance of adverse childhood experiences for college student health and indicate a need for interventions for socially isolated students.

Aligning students and counseling centers on student mental health needs and treatment resources

ObjectiveTo recognize gaps between students' expectations of college counseling centers and centers' current practices and to identify strategies to improve care from both clinicians and students. Participants: As part of an ongoing study on mobile technologies for stress management, we gathered data from counseling center clinicians and students at two large Midwestern universities. Methods: Clinicians completed online questionnaires on their current practices and interest in digital mental health tools. Students and clinicians completed co-design workshops. In subsequent individual interviews, students identified barriers to care. Results: Both students and clinicians recognized a need for stress management and mental health support outside of counseling sessions. Conclusions: Students and clinicians recognize barriers to face-to-face therapy and are eager to collaborate to identify opportunities to address barriers to mental health services. We discuss digital mental health tools as a potential opportunity for support and benefits of including students in discussions of treatment resources.

Prevalence and Associated Factors of Complains on Depression, Anxiety, and Stress in University Students: An Extensive Population-Based Survey in China

Mental health issues are becoming increasingly prevalent amongst university students. However, research on the psychological profile of the general university population is relatively limited. Thus, this study analyses the current state of university students' psychological conditions; the demographic differences in depression, anxiety, and stress and the influencing factors. The objectives are to provide additional appropriate guidance in mental health for university students with different demographic characteristics. A cross-sectional study of 6,032 university students nationwide was conducted from October 2020 to January 2021. A randomized whole-group sampling method was used to select the study participants, and the 21-item Depression, Anxiety, and Stress Scale (DASS) was used. P < 0.05 in the final model were considered statistically significant. The number of university students with no complain of depression, anxiety, or stress was 3,751 (62.2%). The odds of developing complain of depression were higher amongst anxious respondents (AOR = 23.417, 95% CI: 19.706, 27.826) and senior year (AOR = 2.210, 95% CI: 1.657, 2.947) than their counterparts. Students with "myopia" were 1.263 times more likely to be anxious (AOR = 1.263, 95% CI: 1.042-1.530). In terms of "impaired" or not, impaired is defined as any injury, such as sprain, strain, and fracture, "impaired" university students were 1.321 times more likely to be anxious (AOR = 1.321, 95% CI: 1.064-1.641). Furthermore, history of impairment and myopia increased the odds of stress by 1.305 (AOR = 1.305, 95% CI: 1.022-1.667) and 1.305 (AOR = 1.305, 95% CI: 1.012-1.683), respectively. Myopia, physical-activity-related injury (PARI) and irrational eating habits are risk factors for complain of anxiety and stress. Males, upper grades, low parental education, and irrational eating habits are risk factors for complain of depression. Low physical activity levels are also an influential factor for complain of depression. DASS consists of interchangeable risk factors and multiple complains of DASS may coexist.

Good Food, Good Mood: Perspectives on the Relationship Between Nutrition and Mental Health With Division I Collegiate Athletic Programs

Research has shown a strong relationship between nutrition and mental health. Packed schedules and little rest time may make student-athletes more susceptible to mental health issues than the general population, but few athletes are fully aware of the effects that nutrition can have on their mental health. While collegiate athletic programs are beginning to recognize the individual contributions of nutrition and mental health to performance and are hiring sport dietitians and psychologists for their athletes, it is unclear whether these topics are ever discussed within the same context. The goal of this study was to understand the perspectives of different athletic personnel on the relationship between nutrition and mental health. 17 athletic personnel (11 Female, 6 Male) from 6 NCAA Division I universities were recruited for a 30-45-min semi-structured WebEx interview. Participants included athletic trainers, coaches, dietitians, sport psychologists, strength and conditioning coaches, and sports medicine physicians. Participants were asked questions about their educational backgrounds, resources, and perspectives on the integration of nutrition and mental health in their programs. Transcribed responses were sorted into four themes: (1) Resources, (2) Education, (3) Department Integration or Collaboration, and (4) Student and Coach Engagement. All participants reported a need for greater monetary resources and staffing. Around 59% of the participants felt they had little more than general or personal interest-level knowledge on topics pertaining to nutrition or mental health, with the exception of sports dietitians or psychologists. Each school varied in the degree to which their athletic staff regularly communicated about their work and athlete health statuses. Athletes were reportedly more or less likely to utilize the resources provided depending on coach attitudes toward nutrition or mental health. Regardless of size, reputation and annual spending, each university was reported to be in the early stages of integrating nutrition and mental health programs into their existing athletic departments. Implications of this work may be to help schools plan for ways to reallocate funding for nutrition or mental health programming.

WITHDRAWN: Mental health risk assessment and intervention of vocational college students with the assistance of mental health education

Ahead of Print article withdrawn by publisher.

The influence of physical exercise on college students' mental health and social adaptability from the cognitive perspective

BACKGROUND

the relationship between physical exercise (PE) and mental health (MH) had been an important research topic in exercise psychology. With the development of society, the increasingly fierce social competition had put forward higher and higher requirements for college students' social adaptability (SA). As members of the new era, college students were expected to not only have innovative knowledge concept, solid knowledge foundation, and healthy psychology, but also have the ability to adapt to the changes in the environment, know how to get along with others, and deal with problems alone.

OBJECTIVE

this study aimed to evaluate the PE, MH, and SA of college students, and to analyze the internal relationships among PE, MH, and SA.

METHODS

based on questionnaire survey, college students were randomly selected for investigation and the data were statistically processed.

RESULTS

there were significant differences in the MH of students of different genders, majors, grades, and origins. There was a significant difference between the amount of exercise and the MH of college students. The amount of exercise was positively correlated with the MH level of college students, and there was also a positive correlation between PE and MH. The SA of the physical exercisers was average, but the SA of the non-physical exercisers was poor. There was a significant difference between the SA of the physical exercisers and the non-physical exercisers. There were significant differences in the SA between physical exercisers and non-physical exercisers of different genders, majors, grades, and origins. Physical exercisers who participated in team sports were more socially adaptable. There was no significant difference in the SA of physical exercisers of different genders, majors, and origins, and the SA of senior students was stronger.

CONCLUSIONS

PE had a positive effect on college students' MH and social adaptation ability. Colleges and universities could improve their MH and social adaptation ability by arranging appropriate PE.

Helping students cope with adversity: the influence of a web-based intervention on students' self-efficacy and intentions to use wellness-related resources

To investigate the effects of an online wellness intervention on college students' self-efficacy, intentions to seek help, general resilience and whether adverse childhood experiences (ACEs) act as a moderating variable. Participants: Three-hundred and eighty-two undergraduate students. Method: Students were assigned to two conditions: treatment or control. The treatment group participated in an online intervention designed to enhance student wellness, the control group did not. Both groups completed an online questionnaire. Results: Students exposed to the intervention reported greater self-efficacy, a higher likelihood to engage in self-help activities and greater intention to use campus resources. Additionally, among students with more ACEs, those who were exposed to the site were more likely to recommend resources. Conclusion: The online intervention presented here may be an effective tool to reduce barriers for students seeking help for mental health and may increase student wellness.

Students as leaders in supporting campus well-being: Peer-to-peer health promotion in higher education

ISSUE ADDRESSED

This study aimed to analyse the relationship between peer-delivered health promotion programmes and student well-being and to expand the limited body of research examining peer-to-peer mental health promotion as experienced by student leaders.

METHODS

The study was cross-sectional and focused on the experience of participants of a Sydney-based University Mental Health Day event, including student leaders, student participants, university staff and industry partners. It adopted a mixed-method approach to data collection, including a quantitative and a qualitative phase.

RESULTS

Results from the quantitative phase demonstrate the benefits of peer-delivered health promotion programmes to students who receive the event. Results from the qualitative phase of the study provide a deeper insight into the delivery of the event, from both a student leader perspective, and also from the perspective of other stakeholders, who worked closely with student leaders. Two main themes emerged from the qualitative material and are explored in detail: enabling leadership and creating a sense of purpose.

CONCLUSION

The study concludes that, while there is mounting evidence of the benefits of student-led mental health programmes for both leaders and their peers, more research needs to be carried out to better understand how to optimise these experiences and unlock their full potential with reference to student mental health. SO WHAT?: With the ongoing pressure on university student services to support student well-being not being met with appropriate resourcing, peer-to-peer programmes, like the Mental Health and Well-being Student Ambassador Programme, have a real opportunity to make strides in supporting and promoting student mental health.

Stigma associated with mental health problems among young people in India: a systematic review of magnitude, manifestations and recommendations

BACKGROUND

Globally, 20% of young people experience mental disorders. In India, only 7.3% of its 365 million youth report such problems. Although public stigma associated with mental health problems particularly affects help-seeking among young people, the extent of stigma among young people in India is unknown. Describing and characterizing public stigma among young people will inform targeted interventions to address such stigma in India, and globally. Thus, we examined the magnitude and manifestations of public stigma, and synthesised evidence of recommendations to reduce mental-health-related stigma among young people in India.

METHOD

A systematic review and meta-analysis of observational studies was conducted. Nine electronic databases were searched and 30 studies (n = 6767) met inclusion criteria.

RESULTS

Most studies (66%) focused on youth training to become health professionals. One-third of young people display poor knowledge of mental health problems and negative attitudes towards people with mental health problems and one in five had actual/intended stigmatizing behavior (I2>=95%). Young people are unable to recognize causes and symptoms of mental health problems and believe that recovery is unlikely. People with mental health problems are perceived as dangerous and irresponsible, likely due to misinformation and misunderstanding of mental health problems as being solely comprised of severe mental disorders (e.g. schizophrenia). However, psychiatric labels are not commonly used/understood.

CONCLUSION

Public education may use symptomatic vignettes (through relatable language and visuals) instead of psychiatric labels to improve young people's understanding of the range of mental health problems. Recommended strategies to reduce public stigma include awareness campaigns integrated with educational institutions and content relevant to culture and age-appropriate social roles.

Empowering the Next Generation to End Stigma by Starting the Conversation: Bring Change to Mind and the College Toolbox Project

OBJECTIVE

To examine outcomes in a 4-year college pilot program built on stigma change research. U Bring Change to Mind (UBC2M) was developed and launched at Indiana University (IU) in 2014 as an institutionally supported, student-led organization to make campuses "safe and stigma-free zones." The accompanying College Toolbox Project (CTP) assessed change in student prejudice and discriminatory predispositions as well as perceptions and behaviors at follow-up.

METHOD

All entering Class of 2019 students were invited to complete a Web-based survey (N = 3,287; response rate = 44.6%). In their third year, students were sent a follow-up survey. Stigma indicators for 1,132 students completing both waves were analyzed using descriptive statistics and multivariate regressions. Models controlled for social desirability, prior contact, socio-demographics, and self-reported mental illness. Participation was examined for potential biases.

RESULTS

Statistically significant positive changes in attitudes and behavioral predispositions emerged. Although fewer students with prior contact endorsed stigma items initially, they reported significant reduction at follow-up. UBC2M active engagement was associated with lowering prejudice. Both passive and active engagement predicted change in discriminatory predispositions as well as current inclusive behaviors and positive perceptions of campus mental health culture.

CONCLUSION

A long-term, community-based, student empowerment approach with institutional supports is a promising avenue to reduce stigma on college campuses, to develop the next generation of mental health leaders, and to potentially reduce societal levels of stigma in the long run. CTP provides evidence that both contact and contextual visibility matter, and that UBC2M offers a nationally networked organizational strategy to reduce stigma.

Public Awareness, Beliefs, And Attitudes Toward Bipolar Disorder In Saudi Arabia

OBJECTIVES

To examine public's knowledge, beliefs, and attitudes toward bipolar disorder (BP) in Saudi Arabia (SA).

METHODS

A cross-sectional survey was performed in 2016 in Riyadh, SA. The survey included sociodemographic characteristics and BP awareness scale.

RESULTS

Of 416 participants, 49.5% had prior knowledge of BP, mainly from internet and social media, and 57% considered it to be common in SA. About half believed BP is caused by a neurophysiological or neurochemical imbalance and that it can be treated with psychiatric medications. Supernatural causes, weak faith, and weakness of character were considered causes of BP by 55%, 48%, and 40% of participants, respectively. Recreational activities and head bandaging by traditional therapists were considered viable treatment options by 55% and 41% of participants, respectively. Students and healthcare professionals scored significantly higher on awareness scale. Regarding attitude, a majority believed that persons with BP can work effectively ‎(86%)‎, have to pull themselves together to get over it (47%), and consider it a shame to mention that someone in a family is affected by BP (32%). Regarding relationships, 22% were not willing to maintain a friendship and 39.3% were not willing to marry someone with BP.

CONCLUSIONS

This study revealed suboptimal public awareness towards BP in SA. It identified several misconceptions and negative attitudes toward patients with BP. Further studies are needed to investigate potential public interventions to improve literacy of BP.

Technology and College Student Mental Health: Challenges and Opportunities

In recent years, there has been an increase in symptoms of depression, anxiety, eating disorders, and other mental illnesses in college student populations. Simultaneously, there has been a steady rise in the demand for counseling services. These trends have been viewed by some as a mental health crisis requiring prompt investigation and the generation of potential solutions to serve the needs of students. Subsequently, several studies linked the observed rise in symptoms with the ubiquitous rise in use of personal computing technologies, including social media, and have suggested that time spent on these types of technologies is directly correlated with poor mental health. While use of personal computing technologies has dramatically shifted the landscape in which college students connect with one another and appears to have some detriments to mental health, the same technologies also offer a number of opportunities for the enhancement of mental health and the treatment of mental illness. Here, we describe the challenges and opportunities for college student mental health afforded by personal computing technologies. We highlight opportunities for new research in this area and possibilities for individuals and organizations to engage with these technologies in a more helpful and wellness-promoting manner.

A Trauma-Informed Approach to Building College Students' Resilience

PURPOSE

This paper describes the development of a new psychoeducational universal prevention resilience program ( https://strong.fsu.edu ) designed to complement existing mental health services at a large public university. The first set of descriptive data (n = 229) from the project's student surveys is discussed.

METHODS

A voluntary and anonymous online questionnaire was used to determine student attitudes toward the new program.

RESULTS

A large majority of participants (more than 80%) perceived the website to be credible, rating it as believable, trustworthy, and accurate. 90% believe the university resources included in the project would help themselves and others overcome struggles and challenges. Other results are also discussed.

DISCUSSION

This data from a unique project shows the promise of using an online, integrative tool for a campus resilience initiative. The project is dynamic; analysis of student responses will inform ongoing revisions and refinements.