Problem areas of students at a university psychological counselling centre: a 16-year analysis

Mental health initiatives: Providing stress management, wellness, and mindfulness workshops on college campuses

Objective: College students experience stressors that can increase the risk for mental health concerns and negatively impact retention rates. It is crucial for practitioners working on college campuses to find creative ways to meet the needs of their students and cultivate a campus culture that is dedicated to bolstering mental health. The purpose of this study was to explore if implementing 1-h mental health workshops covering stress management, wellness, mindfulness, and SMART goals was feasible and advantageous for students. Participants: Researchers hosted 1-h workshops in 13 classrooms. Participants included 257 students who completed the pretest and 151 students who completed the post-test. Methods: A quasi-experimental 1-group pre- and post-test design was utilized. Results: Means and standard deviations were utilized to examine knowledge, attitudes, and intentions in each domain. Results indicated statistically significant improvements in each. Conclusion: Implications and interventions are provided for mental health practitioner working on college campuses.

Mental Health Problems Among Graduate Students in Turkey: a Cross-Sectional Study

In this study, depression/anxiety and academic distress were investigated among graduate students in Turkey. The study sample comprised 459 graduate students who voluntarily completed an online survey (294 women, 64%). Independent t-tests and multivariate analyses were performed to examine group differences. The results confirmed that depression/anxiety and academic distress scores varied according to sociodemographic variables. Whereas depression/anxiety and academic distress did not show significant differences in terms of gender and place of residence, students who had previously sought psychological help had higher levels of depression/anxiety and academic distress. Younger age, being a master's student, and being single increased the risk of having higher levels of depression/anxiety and academic distress. University counseling centers may benefit from these findings in efforts to identify graduate students at risk and apply appropriate prevention and intervention strategies.

Starting University at the Time of COVID-19: Psychoemotional Adjustment of a Group of Italian Students

The transition from school to university typically occurs during emerging adulthood; this coming together of multiple challenging development tasks at the same time may be stressful for some students. The coronavirus disease 2019 (COVID-19) pandemic, and above all the health measures implemented to deal with it, may have been an additional factor contributing to the difficult adaptation of first-year students to academic life. This study evaluated the role played by emotional processing and differentiation of self for psychological well-being in a sample of 218 Italian students (78.4% women) who began their 1st year of college during the pandemic. The results showed that higher levels of differentiation of self, combined with fewer signs of unprocessed emotions, predicted lower psychological distress. The data support the importance of these variables as protective factors in promoting psychological well-being along with the transition to adulthood and adaptation to new life challenges. These findings draw attention to the relevance of support services aimed at university students and of emerging adults in general in considering and promoting the role of self-differentiation and the style of emotional processing for addressing well-being and mental health during the transition to adult life.

The Investigation of Major Predictors of Well-Being in a Sample of Romanian University Students in the Post-Covid-19 Period

"The Coronavirus-induced pandemic has had a significant impact on the physical and psychological functioning of the entire world’s population. Research has indicated that besides the physical threat to health itself, the implications of constant uncertainty, separation from and/or loss of loved ones, loss of freedom to travel, shortage of food and financial resources, disruptions of usual life-routines, changing work and learning habits, further aggravate the effect of initial stressors, leading to increased levels of depressive symptoms, anxiety, PTSD, insomnia, lowered levels of well-being, and confusion. Unfortunately, just as the two-years long pandemic ended, the Ukrainian war started, and the Romanian population, since our country borders Ukraine, has experienced a novel type of stress, that of the possibility of being attacked, affected economically. Almost simultaneously, the online education has returned to classical form of teaching, amidst semester, being another stress factor for students. Our results indicated that the two-year long pandemic was considered as having the greatest impact by almost two-thirds of the students. Furthermore, the lack of self-efficacy component of perceived stress was a constant and strong predictor of all components of well-being (subjective and psychological), and perceived helplessness for subjective well-being. Regarding emotion regulation strategies refocus on planning, positive reevaluation, self- and other blame, withdrawal and actively approaching the source of stress proved to be the most important predictors. The results of our investigation may be beneficial for the tailoring of future prevention and intervention programs that would target the enhancement of psychological adaptation of students. Keywords: stress, depressive symptoms, uncertainty, emotion regulation strategies, subjective and psychological well-being, post COVID-19. "

Student mental health in higher education: the contextual influence of "cuts, competition & comparison"

BACKGROUND

The mental health of students in UK higher education (HE) is receiving increased attention, and support services for students are under increased pressure.

AIMS

Drawing on ecological systems theory (EST), this study sought to explore possible contextual influences, over time, on student distress within HE.

METHOD AND SAMPLES

We conducted a two-stage Delphi study, first asking UK professionals (n = 236) from primary, secondary, further education, and HE to provide possible reasons for increases in student distress. The material was reduced to 58 representative statements across all sectors with a further 10 specific to HE. In stage 2, 89 participants rated each statement in terms of whether it: (1) takes place and (2) contributes to distress.

RESULTS

The results suggest multiple contextual influences potentially contributing to student distress. They can be summarized using the words: cuts, competition, and comparison. Education professionals in our sample reported that, upstream from HE, pressures on schools and colleges have led to a narrowing of curricula, with a more singular focus on assessment. Reduced teaching teams and pressurized staff unintentionally embed an assessment focus within students who unhelpfully compare themselves with peers while also struggling with wider societal cuts, austerity, and political uncertainty.

CONCLUSIONS

The discussion draws on the peer-reviewed literature and relevant reports, discussing them in the context of EST, finding considerable support for these influences. The potential importance of adopting a contextual approach and incorporating this knowledge into the way we understand and tackle students' distress and their preparedness for HE is discussed.