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Gowling H, O'Keeffe F, Eccles FJR. Stigma, coping strategies, distress and wellbeing in individuals with cervical dystonia: a cross-sectional study. PSYCHOL HEALTH MED 2024; 29:1313-1330. [PMID: 38254270 DOI: 10.1080/13548506.2024.2305172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Accepted: 01/09/2024] [Indexed: 01/24/2024]
Abstract
Cervical dystonia (CD) is a movement disorder which causes sustained muscle contractions in the neck leading to abnormal postures and repetitive movements. As it is a highly visible condition, people with CD can experience stigma, which may lead to unhelpful coping strategies and increased psychological distress. This study investigated whether adaptive and maladaptive coping strategies mediate the relationship between stigma and psychological outcomes in people with CD. A total of 114 adults with CD completed measures of stigma, coping, health-related quality of life (HRQOL), psychological distress (depression, anxiety, stress), and psychological wellbeing at one time point. Participants' levels of distress were high, compared to the general population. Correlational analyses showed increased stigma and maladaptive coping (e.g. substance use, behavioural disengagement) were both significantly related to increased distress, lower wellbeing and lower HRQOL, whereas higher adaptive coping (e.g. acceptance, humour) was only related to higher wellbeing. In a parallel mediation model, maladaptive coping strategies mediated the relationship between stigma and distress, HRQOL and wellbeing, but adaptive coping strategies did not. These findings suggest that maladaptive coping may play an important role in explaining the relationship between stigma and some aspects of distress and wellbeing in CD. Interventions which focus on reducing different aspects of maladaptive coping may be helpful to improve wellbeing as well as reducing stigma.
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Affiliation(s)
- Helen Gowling
- Division of Health Research, Lancaster University, Lancaster, UK
| | - Fiadhnait O'Keeffe
- Department of Psychology, St Vincent's University Hospital, Dublin, Ireland
| | - Fiona J R Eccles
- Division of Health Research, Lancaster University, Lancaster, UK
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2
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McKinney C, Rogers MM, Stearns M, Steele EH. Family Functioning Profiles in Emerging Adults: Associations with Personal and Parental Psychological Problems. Child Psychiatry Hum Dev 2024; 55:954-962. [PMID: 36310305 DOI: 10.1007/s10578-022-01459-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/09/2022] [Indexed: 11/03/2022]
Abstract
Although recent research has examined family profiles in younger children, emerging adults have not been examined as extensively despite evidence that families continue to be important to emerging adults. The current study examined family functioning profiles and associated psychological problems of both offspring and parents from the perspective of 585 college-attending emerging adults. Results supported six profiles where lower functioning groups generally had more psychological problems relative to higher functioning groups and with specific maternal and paternal differences. The current study advances family functioning research by demonstrating that family profiles can be identified and associated with psychological problems for both parents and emerging adults.
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Affiliation(s)
- Cliff McKinney
- Department of Psychology, Mississippi State University, Starkville, Mississippi State, USA
| | - Mary M Rogers
- Department of Psychology, University of South Carolina, Aiken, SC, USA
| | - Melanie Stearns
- School of Medicine, University of Missouri, Columbia, MO, USA
| | - Ellen H Steele
- Department of Psychology, Mississippi State University, Starkville, Mississippi State, USA.
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3
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Storey QK, Hewitt PL, Ogrodniczuk JS. Managing daily responsibilities among collegiate student-athletes: Examining the roles of stress, sleep, and sense of belonging. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024; 72:1834-1840. [PMID: 35816747 DOI: 10.1080/07448481.2022.2093610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 06/19/2022] [Indexed: 06/15/2023]
Abstract
Objectives: Student-athletes are unique in their undertaking of full-time academic and athletic roles. Their dual roles impose a multitude of responsibilities in their daily lives, yet little is known about the factors that may negatively impact their ability to effectively manage these responsibilities. Participants: Data from a large sample of Canadian varsity athletes (N = 1,353) were used for the present study. Methods: The association between stress and difficulties managing daily responsibilities, while simultaneously investigating the roles of sleep difficulties and sense of belonging as contributing factors was examined. Results: Findings indicated that the moderated mediation model was significant, revealing that sleep difficulties were a significant mediator in the relationship between stress and difficulties managing daily responsibilities and that sense of belonging moderated the relationship between stress and sleep difficulties. Conclusions: The results expose complex ways that student-athletes' performances (academic and athletic) can be impaired, signaling the need to develop strategic actions toward prevention and management of stress among student-athletes.
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Affiliation(s)
- Quinn K Storey
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | - Paul L Hewitt
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | - John S Ogrodniczuk
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada
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Cody K, Scott JM, Simmer-Beck M. Examining the mental health of university students: A quantitative and qualitative approach to identifying prevalence, associations, stressors, and interventions. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024; 72:776-786. [PMID: 35380931 DOI: 10.1080/07448481.2022.2057192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 10/22/2021] [Accepted: 03/19/2022] [Indexed: 06/14/2023]
Abstract
ObjectiveTo identify the prevalence of anxiety, depression, and suicidal ideation that would place university students at risk for mental health disorders. To explore the source of stressors and possible interventions that may benefit student mental health in a university setting. PARTICIPANTS University students (n = 483) who had been learning remotely due to the COVID-19 pandemic. METHODS A mixed-methods cross-sectional survey was administered in 2020. RESULTS Students were at an increased rate of depression, anxiety and suicidal ideation as compared to the general population. Female gender, lack of social support, living alone, being a first-generation college student and COVID-19 were significantly associated with mental health disorders. Stressors were identified and categorized into themes and interventions were recognized that may improve student well-being. CONCLUSION Students enrolled in university programs appear to experience significant amounts of anxiety, depression, and suicidal ideation. Additional mental health education, resources, and support is needed.
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Affiliation(s)
- Kristine Cody
- Department of Dental Public Health and Behavioural Sciences, University of Missouri-Kansas City School of Dentistry, Kansas City, MO, USA
| | - JoAnna M Scott
- Office of Research and Graduate Programs, University of Missouri-Kansas City School of Dentistry, Kansas City, MO, USA
| | - Melanie Simmer-Beck
- Department of Dental Public Health and Behavioural Sciences, University of Missouri-Kansas City School of Dentistry, Kansas City, MO, USA
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5
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McElwee C, Lopez Hernandez DW. The influence of early life socio-environmental factors on executive performance in a healthy adult sample. APPLIED NEUROPSYCHOLOGY. ADULT 2024:1-12. [PMID: 38447195 DOI: 10.1080/23279095.2024.2323630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/08/2024]
Abstract
OBJECTIVE Attempts have been made (with research efforts encouraged) to deconstruct the "race" concept into language, cultural, and life experience variables that can help explain performance differences found between ethnic groups (Romero et al., 2009). The extant empirical literature reveals that early environmental factors and life experiences (e.g., socioeconomic status) are related to cognitive test performance in adulthood (Byrd et al., 2006). This study examined the explanatory value of early life childhood resources in the relationship between ethnicity and neuropsychological test performance in adulthood. PARTICIPANTS/ METHODS Neurologically and psychologically healthy African American (n = 40), Caucasian (n = 14), and Hispanic (n = 107) college students ranging from 19-38 years of age. On average, participants had completed around 13 years of education, indicating that the majority were in the early stages of their undergraduate studies and mostly consisted of females (72%). Each participant completed a comprehensive neuropsychological battery that included tests of executive function and an extensive background questionnaire. RESULTS A one-way analysis of variance (ANOVA) revealed that the CA group was significantly older (F (2, 160) = 18.38, p = .045) compared to the AA and H groups, but the groups did not differ in terms of number of years of educations or gender. Also, an ANOVA revealed significant group test performance differences on the Stroop-C [F (2, 160) = 1.53, p = .047], but not on the TMT-B and COWAT. Furthermore, a Tukey post hoc revealed that there were no significant differences in test performance on Stroop-C between the groups. Hierarchical multiple regression analyses revealed that group performance differences on executive function tests were medium or non-existent and only partially explained by years of education and early life financial resources. CONCLUSION The results are discussed in light of the existing literature, study strengths and limitations, as well as directions for future research. This research can aid in pinpointing variables crucial for interpreting differences in neuropsychological assessments among diverse populations, holding potential implications for intervention research and policy settings. It is particularly relevant in the context of the continuously evolving social, political, and economic landscapes of societies.
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Affiliation(s)
- C McElwee
- Department of Psychology, University of California, Riverside, CA, USA
| | - D W Lopez Hernandez
- Department of Psychology, California State University, Dominguez Hills, CA, USA
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6
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Álvarez-Godos M, Ferreira C, Vieira MJ. A systematic review of actions aimed at university students with ADHD. Front Psychol 2023; 14:1216692. [PMID: 37484095 PMCID: PMC10361779 DOI: 10.3389/fpsyg.2023.1216692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 06/19/2023] [Indexed: 07/25/2023] Open
Abstract
University students with Attention Deficit Hyperactivity Disorder (ADHD) need to have a range of actions at their disposal that are tailored to their needs. The aim of this study is to analyse the actions of support for university students with ADHD by means of a systematic review of ERIC, WOS, and Scopus from 2017 to 2022, following the PICOC and PRISMA guidelines. A sample of 24 studies are analysed through the MAXQDA 2022 software. The results show two types of studies, on the one hand, supporting actions offered directly by universities to their students and, on the other, intervention programs from which university students have benefit but outside the university settings. Concerning the first type, universities mainly offer accommodations linked to exams, tutoring and online courses adapted to ADHD students. About the second type, programmes focused on cognitive-behavioural therapy, coaching and mindfulness have proven to be useful with ADHD university students. In this sense, further research is needed to analyze the viability of including these intervention programs for ADHD students at universities.
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Jeftic I, Furzer BJ, Dimmock JA, Wright K, Boyd C, Budden T, Rosenberg M, Kramer B, Buist B, Fitzpatrick I, Sabiston C, de Jonge M, Jackson B. Structured exercise programs for higher education students experiencing mental health challenges: background, significance, and implementation. Front Public Health 2023; 11:1104918. [PMID: 37181716 PMCID: PMC10167056 DOI: 10.3389/fpubh.2023.1104918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 04/04/2023] [Indexed: 05/16/2023] Open
Abstract
The incidence of mental illness is greatest among young adults, and those enrolled in higher education may be particularly vulnerable compared to the general young adult population. Many higher education institutions employ student support staff tasked with implementing strategies to improve student wellbeing and mental illness. However, these strategies tend to be focused on clinical therapies and pharmacological interventions with limited lifestyle approaches. Exercise is an effective method for addressing mental illness and promoting wellbeing, yet widespread provision of structured exercise services to support treatment options for students with mental health challenges has not been fully realized. In an effort to guide exercise strategies for student mental health, we synthesize considerations for developing and delivering exercise programs in higher education settings. We draw directly from the evidence base on existing exercise programs in higher education; and the broader behavior change, exercise adherence, health psychology, implementation science, and exercise prescription literatures. Our broad considerations cover issues regarding program engagement and behavior change, exercise 'dose' and prescription, integration with other on-campus services, and robust research and evaluation. These considerations may provide impetus for widespread program development and implementation, as well as informing research focused on protecting and improving student mental health.
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Affiliation(s)
- Ivan Jeftic
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - Bonnie J. Furzer
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - James A. Dimmock
- Department of Psychology, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
| | - Kemi Wright
- Department of Exercise Physiology, School of Health Sciences, Faculty of Medicine & Health, University of New South Wales, Sydney, NSW, Australia
| | - Conor Boyd
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Timothy Budden
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - Michael Rosenberg
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Ben Kramer
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - Brett Buist
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Ian Fitzpatrick
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Catherine Sabiston
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
| | - Melissa de Jonge
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
| | - Ben Jackson
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
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Kaftanski W, Hanson J. Suffering, authenticity, and meaning in life: Toward an integrated conceptualization of well-being. Front Psychol 2022; 13:1079032. [PMID: 36562064 PMCID: PMC9763890 DOI: 10.3389/fpsyg.2022.1079032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 11/16/2022] [Indexed: 12/12/2022] Open
Abstract
Most conceptions of well-being either ignore suffering or assume an ideal version of human life in which suffering would be eliminated. This trend is especially emblematic of positive psychology. Recent research on well-being indicates a mediating function of meaning in life between suffering and well-being demonstrating that making sense of past experiences is significantly correlated with high presence of meaning in life. Hence, meaning-making serves the role of an active coping mechanism that alleviates suffering. This and related strategies of defining, measuring, and augmenting well-being however overlook a form of suffering that is ineliminable and in fact essential to personal growth. In this paper the insights of the existentialist philosopher Søren Kierkegaard are developed to formulate an integrated conceptualization of well-being that regards "negative" affects as crucial for a rich and complete life. The complexity of the relationship between meaning in life, suffering, and authenticity concerning well-being are discussed. A synthetic perspective on the subjective dimension of the experience of suffering and on the objective nature of human limitations that often cause suffering is discussed in relation to the notions of meaning in life and authenticity. Finally, an integrated conceptualization of well-being is posited. It entails suffering as constitutive of meaning in life and authenticity, which are key components of a well-lived life.
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Mushquash AR, Grassia E. Coping during COVID-19: examining student stress and depressive symptoms. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:2266-2269. [PMID: 33513079 DOI: 10.1080/07448481.2020.1865379] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 10/26/2020] [Accepted: 12/13/2020] [Indexed: 06/12/2023]
Abstract
Objective: College students have faced widespread changes and challenges as a result of the novel coronavirus disease of 2019 (COVID-19) pandemic. How students cope with these disruptions is important in determining the ongoing impacts of the pandemic on mental health and well-being. We evaluated the associations between COVID-19 stress, coping responses, and symptoms of depression. Participants: A sample of 131 students (106 female; 25 male) was recruited throughout May 2020. Methods: Participants completed online self-report measures of study constructs. Results: As predicted, students experiencing more stress related to COVID-19 endorsed more symptoms of depression. Student stress was also associated with less use of engagement coping responses. Primary engagement and secondary engagement coping responses mediated the relationship between COVID-19 stress and symptoms of depression. Conclusions: Students lacking in adaptive, engagement coping responses may be particularly at risk for psychopathology when faced with high levels of stress related to COVID-19.
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10
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Cushman GK, West KB, Davis M, LaMotte J, Eaton CK, Gutierrez-Colina AM, Suveg C, Blount RL. The role of executive functioning, healthcare management, and self-efficacy in college students' health-related quality of life. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:2356-2364. [PMID: 33400895 PMCID: PMC8255329 DOI: 10.1080/07448481.2020.1862128] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Revised: 09/14/2020] [Accepted: 12/06/2020] [Indexed: 06/12/2023]
Abstract
Objective: Examine how executive functioning (EF), healthcare management, and self-efficacy relate to college students' health-related quality of life (HRQOL). Participants: Undergraduates completed questionnaires at baseline (Time 1; n = 387) and 18-24 months later (Time 2; n = 102). Methods: Participants reported on their EF and healthcare management skills at Time 1 and self-efficacy and mental and physical HRQOL at Time 2. Results: Students with fewer EF problems reported higher mental and physical HRQOL at both timepoints and those with higher healthcare management skills had higher mental and physical HRQOL at Time 1. Higher self-efficacy mediated the relation between EF and mental HRQOL, and the relation between healthcare management and mental HRQOL. Conclusions: Findings illustrate two potential pathways by which self-management, in healthcare settings or daily living, contributes to mental HRQOL during emerging adulthood. Assessing EF and healthcare management could help identify those at risk of low HRQOL and provide information that can inform interventions in college settings.
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Affiliation(s)
| | - Kara B West
- The University of Georgia, Athens, Georgia, USA
| | - Molly Davis
- Penn Center for Mental Health, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania, USA
| | - Julia LaMotte
- Children's Hospital of Philadelphia, 3401 Civic Center Boulevard, Philadelphia, Pennsylvania, USA
| | - Cyd K Eaton
- Johns Hopkins University School of Medicine, 5501 Hopkins Bayview Circle, Baltimore, Maryland, USA
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11
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Saeedyan M, Mohammadi MA, Mirzaei A, Mozaffari N. Predictors of problem-solving skills among emergency medical services staff in Iran: A cross-sectional correlational study. Front Psychol 2022; 13:934569. [PMID: 35967681 PMCID: PMC9363788 DOI: 10.3389/fpsyg.2022.934569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 06/24/2022] [Indexed: 11/13/2022] Open
Abstract
Background and aims Pre-hospital emergency technicians face many problems in the workplace daily, so the ability to solve or overcome them in the workplace is essential. This article aimed to assess the predictors of problem-solving skills among emergency medical services staff in Iran. Methods This study was cross-sectional correlational research. Using convenience sampling methods, 140 emergency medical services (EMS) staff were enrolled in the study. Response time was assessed using ASAYAR software, problem-solving skills (PSS) were measured using the Hepner Petersen Problem Solving Questionnaire (PSI), and cognitive emotion regulation strategies were assessed using the Garnfsky Cognitive Emotion Regulation Questionnaire. Descriptive statistics, t-test, one-way analysis of variance (ANOVA), Pearson's r correlation coefficient, and multiple linear regression analysis were applied using SPSS 14.0. Results The results of our study showed that the total mean score for problem-solving skills was 136.84 (14.65) (range, 175–107 points). Multiple linear regression indicated that refocusing on planning, positive evaluation, stress management courses, delays and their causes, positive refocusing, catastrophizing, and acceptance were effective predictors of problem-solving skills in emergency personnel, accounting for 54% of the total variances. Conclusion This study is one of the first studies in this field. Based on our findings, individuals who consider their emotions and feelings when solving problems are better able to use the process of thinking and problem-solving skills. Therefore, by training people in the field of emotional regulation skills, the skills to solve problems technicians can be increased.
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Affiliation(s)
- Masoud Saeedyan
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Mohammad Ali Mohammadi
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Alireza Mirzaei
- Department of Emergency nursing, School of Nursing and Midwifery, Ardabil university of medical sciences, Ardabil, Iran
| | - Naser Mozaffari
- Department of Nursing, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
- *Correspondence: Naser Mozaffari
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Zheng Q, Lam V. Influence of Multiple Music Styles and Composition Styles on College Students' Mental Health. Occup Ther Int 2022; 2022:6167197. [PMID: 35936831 PMCID: PMC9296337 DOI: 10.1155/2022/6167197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 06/20/2022] [Indexed: 11/17/2022] Open
Abstract
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.
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Affiliation(s)
- Ququ Zheng
- School of Music, Shanghai University, Shanghai City 200444, China
| | - Vincent Lam
- Amazon Music, 525 Market St FL19, San Francisco, CA 94105, USA
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13
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Carpenter RK, Horton JC, Alloway TP. Time Perspective, Working Memory, and Depression in Non-Clinical Samples: Is There a Link? THE JOURNAL OF PSYCHOLOGY 2022; 156:414-434. [PMID: 35737895 DOI: 10.1080/00223980.2022.2078948] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Abstract
Non-clinical depression is a major issue on college campuses, with some surveys estimating that 30% of college students have experienced a major depressive episode. One theoretical framework of depression is Zimbardo and Boyd (1999) time perspective model, which posits that our perspectives on time impact different aspects of life including our emotions, judgments, and decision making. The current study seeks to determine the role of this time perspectives model and a range of cognitive constructs including hope, rumination, and working memory on their influence in depression. Currently enrolled college students and participants not currently enrolled in college completed the Center for Epidemiologic Studies Depression Scale, the Zimbardo Time Perspective Inventory, the Adult Hope Scale, the Rumination Reflection Questionnaire, and the Automated Working Memory Assessment. Linear regression analysis revealed that, for the college students, Rumination and Past Negative scores predicted depressive symptoms. For the non-college students, Rumination, Present Fatalism, Hope Agency and Verbal Working Memory scores predicted depressive symptoms. The current results reiterate the importance of rumination in depression symptomology and that current cognitive depression models and treatments may benefit from including time perspective measures. Further implications of the results are discussed.
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14
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Henning C, Summerfeldt LJ, Parker JDA. ADHD and Academic Success in University Students: The Important Role of Impaired Attention. J Atten Disord 2022; 26:893-901. [PMID: 34384265 PMCID: PMC8859654 DOI: 10.1177/10870547211036758] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE To improve on several methodological issues regarding current literature investigating the relationship between ADHD symptomatology and academic success in adults and examine the relative contributions of specific dimensions of ADHD symptomatology (i.e., inattention, hyperactivity, and impulsivity) to post-secondary academic success. METHOD A large sample of 3,688 post-secondary students were examined using a longitudinal design. The Conners' Adult ADHD Rating Scale (CAARS) was used to assess adult ADHD symptoms and academic success was assessed using students' official academic records (e.g., final GPAs and degree completion status). RESULTS Students with greater inattention symptomatology at the start of their academic program showed consistently poorer long-term academic success (i.e., lower GPAs, higher dropout rates), regardless of gender. CONCLUSION Inattention symptoms are the primary driver of the relationship between ADHD symptomatology and academic underachievement in adults. Post-secondary education institutions should target and prioritize educational programming for inattention symptoms of ADHD in at-risk post-secondary students.
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Affiliation(s)
| | | | - James D. A. Parker
- Trent University, Peterborough, ON, Canada,James D. A. Parker, Department of Psychology, Trent University, 1600 West Bank Drive, DNA Building, Suite C104, Peterborough, ON K9J 7B8, Canada.
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Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The continuous changes in our society require adapted training that encompasses both technical and competency knowledge. There is a high level of demand, especially in areas such as engineering, which can affect the mental health of students, producing high levels of stress and psychological distress, hindering self-efficacy and academic performance. Embodied learning working on self-awareness, stress reduction and self-knowledge can help to generate healthier environments. Creative therapies can be a tool to promote the prevention of health problems in this group of the population. In particular, Dance Movement Therapy has demonstrated its effectiveness in improving health in clinical and non-clinical settings. In this work, a body awareness program based on Dance Movement Therapy is developed and implemented in engineering students. Through a mixed pre-post methodology, its impact is evaluated and analyzed in an experimental group of engineering students. Psychometric tests, physiological variables and reflective diaries are used as data sources. The results show that the experimental group, compared with the control group, increased their levels of body awareness and connectedness, well-being and life satisfaction and reduced their stress levels. The results were supported by cortisol measures. Likewise, the students acknowledged having increased their levels of self-awareness and self-knowledge and considered the inclusion of these bodily approaches in higher education to be necessary.
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Coiro MJ, Watson KH, Ciriegio A, Jones M, Wolfson AR, Reisman J, Compas BE. Coping with COVID-19 stress: Associations with depression and anxiety in a diverse sample of U.S. adults. CURRENT PSYCHOLOGY 2021; 42:1-13. [PMID: 34754165 PMCID: PMC8568066 DOI: 10.1007/s12144-021-02444-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/28/2021] [Indexed: 01/21/2023]
Abstract
The COVID-19 pandemic has brought unprecedented levels of stress to individuals in the U.S. and throughout the world. These high stress levels place individuals at risk for symptoms of anxiety, depression, and other psychiatric disorders. The current study applies a control-based model of coping to contribute to the development of evidence-based interventions to promote resilience. Data were collected online from April 22 through July 12, 2020. Data from two samples of U. S. community adults who completed an online battery of standardized questionnaires were combined (N = 709). More than a quarter reported moderate to severe levels of depression symptoms, and more than one-fifth reported moderate to severe levels of anxiety symptoms; symptom levels were higher among adults who reported more COVID-19-related stress. As hypothesized, multiple regression analyses indicated that greater use of primary and secondary control coping was associated with lower symptom levels, whereas greater use of disengagement coping was associated with higher symptom levels, above and beyond the association of stress with symptoms. Race and ethnicity emerged as important moderators of these associations, indicating that what constitutes adaptive coping varies according to characteristics of the individual. Implications for public health policy and clinical practice are discussed. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s12144-021-02444-6.
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Nair B, Otaki F. Promoting University Students' Mental Health: A Systematic Literature Review Introducing the 4M-Model of Individual-Level Interventions. Front Public Health 2021; 9:699030. [PMID: 34249852 PMCID: PMC8267876 DOI: 10.3389/fpubh.2021.699030] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Accepted: 05/31/2021] [Indexed: 11/13/2022] Open
Abstract
Objective: The purpose of this study is to systematically review recently published individual student-level interventions aimed at alleviating the burden of mental health challenges faced by the students and/ or at equipping them with coping mechanism that will foster their resilience. Methods: This study relied on a systematic literature review. PubMed dataset was used; the search was confined to the following period: July 2016-December 2020. Results: A total of 1,399 records were identified by the electronic search, out of which 40 studies were included in this study. The authors inductively identified four overlapping categories of interventions across all included articles, and coded them as follows: Mindfulness, Movement, Meaning, and Moderator. Accordingly, each study was linked to at least one of four overlapping categories based on the nature of the intervention(s) under investigation, leading to differing assortments of categories. Conclusions: The 4M-Model generated by this study encourages focusing on devising holistic, university-based interventions that embrace the individuality of students to improve their mental health through elements of mindfulness, movement, meaning, and moderator. Through this focused approach, university counselors are enabled to design interventions that address students' physical, psychological, emotional, and social needs.
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Affiliation(s)
- Bhavana Nair
- Guidance & Counseling Office, Student Services & Registration, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Farah Otaki
- Strategy & Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
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Thomas JJ, Moring J, Bowen A, Rings JA, Emerson T, Lindt A. The influence of stress and coping on diabetes self-care activities among college students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2021:1-6. [PMID: 34133266 DOI: 10.1080/07448481.2021.1928142] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Revised: 03/31/2021] [Accepted: 05/02/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE The purpose of this pilot study was to examine relationships between perceived stress, coping, and diabetes self-care activities among college students with type 1 diabetes. PARTICIPANTS College students, self-reported as diagnosed with type 1 diabetes. METHODS Students responded to an online self-report questionnaire (Perceived Stress Scale, Brief COPE, Summary of Diabetes Self-Care Activities). RESULTS ANOVA analysis showed significant differences between levels of perceived stress for healthy diet and foot care. Simple linear regression analysis showed significant relationships between healthy diet and active coping, positive reframing, and planning; between exercise and humor; between blood glucose testing and active coping, planning, and acceptance; and between foot care and active coping and positive reframing. CONCLUSIONS Our results indicate that effective stress management and coping skills will positively impact diabetes self-care. Educational programs for college students with type 1 diabetes should address self-care activities as well as psychosocial factors that affect health.
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Affiliation(s)
- Jenifer J Thomas
- Fay W. Whitney School of Nursing, University of Wyoming, Laramie, Wyoming, USA
| | - John Moring
- Department of Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - Anne Bowen
- Department of Psychology, University of Arizona, Tucson, Arizona, USA
| | - Jeffrey A Rings
- Department of Applied Psychology and Counselor Education, University of Northern Colorado, Greeley, Colorado, USA
| | - Tori Emerson
- Fay W. Whitney School of Nursing, University of Wyoming, Laramie, Wyoming, USA
| | - Adara Lindt
- Fay W. Whitney School of Nursing, University of Wyoming, Laramie, Wyoming, USA
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Long R, Halvorson M, Lengua LJ. A mindfulness-based promotive coping program improves well-being in college undergraduates. ANXIETY STRESS AND COPING 2021; 34:690-703. [PMID: 33719757 DOI: 10.1080/10615806.2021.1895986] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
BACKGROUND AND OBJECTIVES An increasing number of college students in the U.S. report elevations in stress and anxiety. One approach to addressing this need is to offer skills training programs. DESIGN This study used a stepped-wedge design to test the effects of a mindfulness-based coping-enhancement program on college students' stress-management, emotion regulation, coping, and well-being. The 6-week program includes didactics and practices for mindfulness, coping with challenging situations, regulating emotions, and compassion for oneself and others. METHODS Participants (N = 208) were predominantly first-year college students living in residence halls on campus, where the program was delivered. RESULTS Students who received the program were compared to those who had not yet received the program and reported improved mindfulness, executive control, active coping, self-compassion, social connectedness, resilience, and flourishing. The majority of these changes were maintained at a three-month follow-up. CONCLUSIONS The results of this study suggest that the program shows promise for supporting well-being in college students.
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Affiliation(s)
- Robyn Long
- Department of Psychology, University of Washington, Seattle, WA, USA
| | - Max Halvorson
- Department of Psychology, University of Washington, Seattle, WA, USA
| | - Liliana J Lengua
- Department of Psychology, University of Washington, Seattle, WA, USA
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Jacobs R, Lanspa M, Kane M, Caballero J. Predictors of emotional wellbeing in osteopathic medical students in a COVID-19 world. J Osteopath Med 2021; 121:455-461. [PMID: 33694347 DOI: 10.1515/jom-2020-0272] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2020] [Accepted: 12/17/2020] [Indexed: 01/21/2023]
Abstract
CONTEXT In March 2020, the World Health Organization declared the novel coronavirus disease 2019 (COVID-19) outbreak a pandemic. Due to the rapid spread, strong contagion, high incidence of lethality in severe cases, and the lack of a pharmaceutical prevention or cure, COVID-19 has posed a serious threat to human life and health. It has also had a tremendous impact on mental health, including fear and worry, difficulty sleeping or concentrating, and increased use of poor coping mechanisms. Osteopathic medical students have had additional concerns regarding the interruption of their studies, closing of clinical rotations, and postponed licensing exams. To date, few reports have focused on osteopathic medical students and their reactions to the outbreak. OBJECTIVES To assess resilience, coping, health behaviors, and emotional wellbeing of osteopathic medical students during the onset of the COVID-19 pandemic. METHODS In this cross-sectional study, we distributed an anonymous online survey to all medical students enrolled at Nova Southeastern University in May 2020 (n=1,310) via an e-mail invitation using the institution's student listservs. Our major study variables were based on published reports and anecdotal evidence; we subsequently developed the Emotional Wellbeing in Healthcare Professions Students Questionnaire (EWB-Q). This EWB-Q contained validated scales to assess the contribution of levels of coping strategies used, personal resilience, and health behaviors on the emotional wellbeing of osteopathic medical students. Multiple linear regression and other statistical analyses were conducted using SPSS v0.26. RESULTS Of the 1,310 students invited to participate, 335 (25.5%) surveys were returned. Of those, 133 had more than 33% of the necessary data missing and were removed, resulting in 202 (15.4%) completed questionnaires. The mean age of the participants was 26.7 years. About half (n=92; 45.5%) were in the clinical phase (years 3 and 4) of their medical school training (in rotations). A significant regression equation was found (F[4,171]=17.481, p<0.000, R 2 =0.290, R 2adjusted=0.274), indicating that levels of coping, personal resilience, and health behaviors (i.e., not sleeping more than usual, not exercising less than usual) accounted for a significant amount of the variance in emotional wellbeing scores in osteopathic medical students. Higher levels of resilience, greater use of coping strategies, not sleeping more than usual, and not exercising less than usual were predictors of emotional wellbeing. CONCLUSIONS Cultivating positive mental health should be a high priority for medical educators as they develop and implement curriculum-based initiatives to help medical students bolster their personal resilience and to encourage healthy coping behaviors during times of crisis and beyond. A proactive position that assists with building personal resilience and developing stress management habits is paramount in assisting students who are grappling not only with the challenges of rigorous medical training, but also with the uncertainty and stress that exists during any major global health or socioeconomic crisis.
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Affiliation(s)
- Robin Jacobs
- Dr. Kiran C. Patel College of Osteopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL, USA
| | - Michelle Lanspa
- Dr. Kiran C. Patel College of Osteopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL, USA
| | - Michael Kane
- The Phyllis and Harvey Sandler School of Social Work, Florida Atlantic University, Boca Raton, FL, USA
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21
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de la Fuente J, Santos FH, Garzón-Umerenkova A, Fadda S, Solinas G, Pignata S. Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being. Front Psychiatry 2021; 12:596453. [PMID: 33679470 PMCID: PMC7928383 DOI: 10.3389/fpsyt.2021.596453] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 01/18/2021] [Indexed: 12/14/2022] Open
Abstract
In a population of young adults, this study analyzes possible linear relations of resilience and positivity to coping strategies and engagement-burnout. The aim was to establish a model with linear, associative, and predictive relations, to identify needs and make proposals for therapeutic intervention in different student profiles. A population of 1,126 undergraduate students with different student profiles gave their informed, written consent, and completed validated questionnaires (CD-RISC Scale; Positivity; Coping Strategies of Stress; Engagement, and Burnout). An ex post-facto design involved bivariate association analyses, multiple regression and structural predictions. The results offered evidence of associations and predictive relationships between resilience factors, positivity, coping strategies and engagement-burnout. The factors of resilience and positivity had significant differential associations (positive and negative) with factors of coping strategies. Their negative relationship to burnout factors, and positive relation to engagement factors, is especially important. Results of structural analysis showed an acceptable model of relationships between variables. We conclude with practical implications for therapeutic intervention: (1) the proactive factors of resilience reflect a perception of self-efficacy and the ability to change adaptively; (2) the reactive factors of resilience are usually associated with withstanding experiences of change, uncertainty or trauma.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
| | - Flavia H. Santos
- UCD School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Salvatore Fadda
- Stress Prevention Unit, University of Sassari, Sassari, Italy
| | - Giuliana Solinas
- Department of Biomedical Sciences, University of Sassari, Sassari, Italy
| | - Silvia Pignata
- STEM Unit and Centre for Workplace Excellence, University of South Australia, Adelaide, SA, Australia
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22
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Overlapping neurocognitive inefficiencies associated with higher disordered eating psychopathology in college women. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-020-01281-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Keck MM, Vivier H, Cassisi JE, Dvorak RD, Dunn ME, Neer SM, Ross EJ. Examining the Role of Anxiety and Depression in Dietary Choices among College Students. Nutrients 2020; 12:nu12072061. [PMID: 32664465 PMCID: PMC7400947 DOI: 10.3390/nu12072061] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 07/03/2020] [Accepted: 07/07/2020] [Indexed: 01/14/2023] Open
Abstract
This study examines the role of anxiety and depression symptoms in predicting dietary choices in emerging adults while accounting for sex differences in these relationships. Participants were 225 English speaking undergraduates enrolled in a university in southeastern United States. Participants were recruited through an online research recruitment application utilized by the university. Participants volunteered for a two-phased anonymous survey monitoring the effects of eating habits and gastrointestinal health in young adults. As part of this effort, participants completed self-reporting measures related to anxiety and depression, as well as an automated, self-administered 24-h diet recall. Multigroup path analysis was used to test primary hypotheses. Overall, a decrease in total caloric intake and an increase in sugar consumption were found as self-reported symptoms of anxiety and depression increased. In addition, there were sex differences in the relationship between depression and food choices. Men consumed more saturated fat as well as less fruits and vegetables as self-reported symptoms of depression increased. Results suggest symptoms of depression are a greater risk factor for poor nutrition in male college students than females. The findings provide another justification to screen for psychological distress in student health services given the implications on behavioral lifestyle and health.
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Affiliation(s)
- Michelle M. Keck
- Department of Psychology, College of Sciences, University of Central Florida, Orlando, FL 32816, USA; (J.E.C.); (R.D.D.); (M.E.D.); (S.M.N.); (E.J.R.)
- Correspondence:
| | | | - Jeffrey E. Cassisi
- Department of Psychology, College of Sciences, University of Central Florida, Orlando, FL 32816, USA; (J.E.C.); (R.D.D.); (M.E.D.); (S.M.N.); (E.J.R.)
| | - Robert D. Dvorak
- Department of Psychology, College of Sciences, University of Central Florida, Orlando, FL 32816, USA; (J.E.C.); (R.D.D.); (M.E.D.); (S.M.N.); (E.J.R.)
| | - Michael E. Dunn
- Department of Psychology, College of Sciences, University of Central Florida, Orlando, FL 32816, USA; (J.E.C.); (R.D.D.); (M.E.D.); (S.M.N.); (E.J.R.)
| | - Sandra M. Neer
- Department of Psychology, College of Sciences, University of Central Florida, Orlando, FL 32816, USA; (J.E.C.); (R.D.D.); (M.E.D.); (S.M.N.); (E.J.R.)
| | - Emily J. Ross
- Department of Psychology, College of Sciences, University of Central Florida, Orlando, FL 32816, USA; (J.E.C.); (R.D.D.); (M.E.D.); (S.M.N.); (E.J.R.)
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Ciszewski S, Flood KE, Proctor CJ, Best LA. Exploring the Relationship Between Disordered Eating and Executive Function in a Non-Clinical Sample. Percept Mot Skills 2020; 127:1033-1050. [DOI: 10.1177/0031512520937569] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Previous research suggests that individuals diagnosed with eating disorders (ED) may experience executive functioning deficits that help maintain their ED. Although this relationship is reported consistently in clinical samples, it is important to consider whether it holds for individuals with sub-clinical ED symptoms. One hundred eighty-eight university students participated in the present study examining the relationship between executive function (EF) and disordered eating behaviors. Participants completed a demographics questionnaire, self-report questionnaires measuring atypical eating behaviors (EAT-26; EDI-3), and a self-report measure of EF (BRIEF-A). Correlational analyses demonstrated significant positive associations between ED behaviors and problems with emotional control, shifting, inhibition, and self-monitoring. Six hierarchical multiple regressions were conducted, using EF scores to predict scores on EAT-26 subscales (Dieting, Bulimia, Total ED Risk) and EDI-3 scales (Drive for Thinness, Bulimia, Risk Composite). In all regression analyses, BRIEF-A Emotional Control emerged as a significant predictor. As would be expected, EDI-3 Bulimia scores were also predicted by problems with inhibition. These results provide preliminary evidence of an association between non-clinical patterns of disordered eating and executive dysfunction, specifically including the ability to control one’s emotions, suggesting that emotional control problems may help predict ED risk. Future research could examine how these factors predict the development of eating disorders.
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Affiliation(s)
- Stefanie Ciszewski
- Department of Psychology, University of British Columbia, Okanagan Campus
| | | | | | - Lisa A. Best
- Department of Psychology, University of New Brunswick
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Wade M, Zeanah CH, Fox NA, Nelson CA. Global deficits in executive functioning are transdiagnostic mediators between severe childhood neglect and psychopathology in adolescence. Psychol Med 2020; 50:1687-1694. [PMID: 31391139 PMCID: PMC8026012 DOI: 10.1017/s0033291719001764] [Citation(s) in RCA: 33] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
BACKGROUND Children reared in institutions experience profound deprivation that is associated with both heightened levels of psychopathology and deficits in executive functioning (EF). It is unclear whether deficits in EF among institutionally-reared children serve as a vulnerability factor that increases risk for later psychopathology. It is also unclear whether this putative association between EF and psychopathology is transdiagnostic (i.e. cuts across domains of psychopathology), or specific to a given syndrome. Thus, we examined whether global deficits in EF mediate the association between severe childhood neglect and general v. specific psychopathology in adolescence. METHODS The sample consisted of 188 children from the Bucharest Early Intervention Project, a longitudinal study examining the brain and behavioral development of children reared in Romanian institutions and a comparison group of never-institutionalized children. EF was assessed at age 8, 12, and 16 using a well-validated measure of neuropsychological functioning. Psychopathology was measured as general (P) and specific internalizing (INT) and externalizing (EXT) factors at age 12 and 16. RESULTS Institutionally-reared children had lower global EF and higher general psychopathology (P) at all ages compared to never-institutionalized children. Longitudinal path analysis revealed that the effect of institutionalization on P at age 16 operated indirectly through poorer EF from ages 8 to 12. No indirect effects involving EF were observed for INT or EXT at age 16. CONCLUSIONS We conclude that stable, global deficits in EF serve as a cognitive endophenotype that increases transdiagnostic vulnerability to psychopathology in adolescence among those who have experienced profound early neglect.
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Affiliation(s)
- Mark Wade
- Department of Applied Psychology and Human Development, University of Toronto
| | - Charles H. Zeanah
- Department of Psychiatry and Behavioral Sciences, Tulane University School of Medicine
| | - Nathan A. Fox
- Department of Human Development and Quantitative Methodology, University of Maryland
| | - Charles A. Nelson
- Boston Children’s Hospital of Harvard Medical School
- Harvard Graduate School of Education
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Freire C, Ferradás MDM, Regueiro B, Rodríguez S, Valle A, Núñez JC. Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach. Front Psychol 2020; 11:841. [PMID: 32508707 PMCID: PMC7248269 DOI: 10.3389/fpsyg.2020.00841] [Citation(s) in RCA: 43] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Accepted: 04/06/2020] [Indexed: 11/13/2022] Open
Abstract
In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning) and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. A total of 1,072 university students participated in the study. The coping profiles were determined by latent profile analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; and (d) high generalized use of approach coping strategies. The profile showed that a greater combination of the three strategies was related to higher general self-efficacy expectations and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students’ self-efficacy.
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Affiliation(s)
- Carlos Freire
- Department of Psychology, University of A Coruña, A Coruña, Spain
| | | | - Bibiana Regueiro
- Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Susana Rodríguez
- Department of Psychology, University of A Coruña, A Coruña, Spain
| | - Antonio Valle
- Department of Psychology, University of A Coruña, A Coruña, Spain
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Dickson KS, Aarons GA, Anthony LG, Kenworthy L, Crandal BR, Williams K, Brookman-Frazee L. Adaption and pilot implementation of an autism executive functioning intervention in children's mental health services: a mixed-methods study protocol. Pilot Feasibility Stud 2020; 6:55. [PMID: 32699642 PMCID: PMC7371471 DOI: 10.1186/s40814-020-00593-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2019] [Accepted: 04/02/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Youth with autism spectrum disorder (ASD) represent a growing population with significant service needs. Prominent among these needs are high rates of co-occurring psychiatric conditions that contribute to increased functional impairments and often necessitate mental health services. Executive functioning deficits are associated with ASD as well as common co-occurring conditions (e.g., attention-deficit/hyperactivity disorder) and an evidence-based intervention has been developed and tested to address executive functioning within the school context. There is an urgent need to implement indicated evidence-based interventions for youth with ASD receiving care in community mental health settings. Interventions that optimally "fit" the mental health services context as well as the complex and co-occurring mental health needs of these youth have the potential to improve key clinical outcomes for this high priority population. METHODS This mixed-methods developmental study will apply the Exploration, Preparation, Implementation, Sustainment implementation framework and a community-academic partnership approach to systematically adapt and test an evidence-based executive functioning intervention for youth with ASD for delivery in community mental health settings. Specific aims are to (1) conduct a need and context assessment to inform the systematic adaptation an executive functioning evidence-based intervention; (2) systematically adapt the clinical intervention and develop a corresponding implementation plan, together entitled "Executive Functioning for Enhancing Community-based Treatment for ASD," (EFFECT for ASD); and (3) conduct a feasibility pilot test of EFFECT for ASD in community mental health settings. DISCUSSION Tailoring evidence-based interventions for delivery in community-based mental health services for youth with ASD has the potential to increase quality of care and improve child outcomes. Results from the current study will serve as the foundation for large-scale hybrid implementation and effectiveness trials and a generalizable approach for different service systems of care and clinical populations. TRIAL REGISTRATION Clinicaltrials.gov, NCT04295512.
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Affiliation(s)
- Kelsey S. Dickson
- San Diego State University, San Diego, CA USA
- Child and Adolescent Services Research Center, San Diego, CA USA
| | - Gregory A. Aarons
- Child and Adolescent Services Research Center, San Diego, CA USA
- Department of Psychiatry, University of California San Diego, La Jolla, CA USA
| | - Laura Gutermuth Anthony
- University of Colorado School of Medicine, Aurora, CO USA
- Children’s Hospital of Colorado, Aurora, CO USA
| | - Lauren Kenworthy
- Center for Autism Spectrum Disorders, Children’s National, Washington, DC USA
| | | | - Katherine Williams
- Department of Psychiatry, University of California San Diego, La Jolla, CA USA
- Rady Children’s Hospital-San Diego, San Diego, CA USA
| | - Lauren Brookman-Frazee
- Child and Adolescent Services Research Center, San Diego, CA USA
- Department of Psychiatry, University of California San Diego, La Jolla, CA USA
- Autism Disovery Institute at Rady Children’s Hospital, San Diego, CA USA
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Steele EH, McKinney C. Relationships Among Emerging Adult Psychological Problems, Maltreatment, and Parental Psychopathology: Moderation by Parent-Child Relationship Quality. FAMILY PROCESS 2020; 59:257-272. [PMID: 30414327 DOI: 10.1111/famp.12407] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Current research supports clear relationships between parental psychopathology, parental maltreatment, and emerging adult child psychopathology. Less research has examined how the role of the parent-child relationship influences these existing associations. The current study tested two models that examined the moderating effect of parent-child relationship quality on parental psychopathology and emerging adult mental health as well as the effect on parental maltreatment and emerging adult mental health. It was expected that high parent-child relationship quality would buffer against the negative effects of parental psychopathology and maltreatment while enhancing the effects of functional parenting characteristics. Participants included 1,452 emerging adults, predominantly Caucasian (73.3%) college students who completed surveys on their mental health, recent experienced maltreatment, and their parents' mental health problems. Results suggested lowest rates of mental health problems for emerging adults were associated with higher parent-child relationship quality and lower parental psychological problems, whereas negative outcomes were associated with higher parental psychopathology, regardless of parent-child relationship quality. Additionally, physical maltreatment was associated with lower rates of mental health concerns in the context of higher mother-daughter relationship quality. Results emphasize the continuing impact of the parent-child relationship, particularly the mother-daughter relationship, on emerging adults' mental health. Moreover, the current study demonstrates the continuing influence of parents on their emerging adult children.
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Affiliation(s)
- Ellen H Steele
- College of Arts and Sciences, Mississippi State University, Mississippi State, MS
| | - Cliff McKinney
- College of Arts and Sciences, Mississippi State University, Mississippi State, MS
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Szkody E, Steele EH, McKinney C. Links between parental socialization of coping on affect: Mediation by emotion regulation and social exclusion. J Adolesc 2020; 80:60-72. [PMID: 32070796 DOI: 10.1016/j.adolescence.2020.02.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Revised: 01/03/2020] [Accepted: 02/07/2020] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Parental socialization of coping strategies is associated with various emotion regulation difficulties and continues to impact individuals during emerging adulthood. As emerging adults' transition into adulthood, they experience social stressors that put their emotion regulation skills to the test. METHODS The current study examined the associations of the parental socialization of coping strategies and emotion regulation difficulties with emerging adult positive and negative affect in response to social exclusion. Emerging adults (N = 402, 206 males and 196 females) from a large Southern university in the United States were recruited for the study. Participants completed survey measures of parental socialization of coping, positive and negative affect, and emotion regulation difficulties before engaging in a social exclusion task called Cyberball. After the task, participants completed a measure of positive and negative affect again. RESULTS Primary parental socialization of coping was associated with emotion regulation difficulties, both of which were associated with affect after the exclusion task, thus supporting the indirect effect of parental coping socialization on affect through a preexisting variable (i.e., emotion regulation) and a causal manipulation (i.e., exclusion task). CONCLUSIONS The impact of parental suggestions of coping strategies and emotion regulation difficulties during emerging adulthood indicate that parents continue to be an important point of intervention as individuals' transition to adulthood.
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Irie T, Yokomitsu K, Sakano Y. Relationship between cognitive behavioral variables and mental health status among university students: A meta-analysis. PLoS One 2019; 14:e0223310. [PMID: 31560719 PMCID: PMC6764683 DOI: 10.1371/journal.pone.0223310] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2019] [Accepted: 09/18/2019] [Indexed: 01/07/2023] Open
Abstract
Cognitive behavioral therapy is an effective treatment for improving mental health problems among university students. However, intervention components have different effects on mental health problems. This paper is a meta-analysis of the data concerning the relationship between cognitive behavioral variables and mental health status among university students. A total of five electronic databases were reviewed, and 876 articles met the initial selection criteria. Reviewers applied standardized coding schemes to extract the correlational relationship between cognitive behavioral variables and mental health status. A total of 55 articles were included in the meta-analysis. Correlations were found for three cognitive behavioral variables (attention, thought, and behavior) across nine mental health domains (negative affect, positive affect, happiness, social function, stress response, psychological symptom, quality of life, well-being, and general health). Across each cognitive behavioral process and all mental health domains, the estimated mean correlation was medium (r = .32 - .46), and varied by the domain of mental health.
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Affiliation(s)
- Tomonari Irie
- School of Education and Culture, Hokusho University, Hokkaido, Japan
- Graduate School of Psychological Science, Health Sciences University of Hokkaido, Hokkaido, Japan
| | - Kengo Yokomitsu
- College of Comprehensive Psychology, Ritsumeikan University, Osaka, Japan
| | - Yuji Sakano
- School of Psychological Science, Health Sciences University of Hokkaido, Hokkaido, Japan
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Stowell D, Lewis RK, Brooks K. Perceived stress, substance use, and mental health issues among college students in the Midwest. J Prev Interv Community 2019; 49:221-234. [PMID: 31429379 DOI: 10.1080/10852352.2019.1654263] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Perceived stress and mental health on college campuses is a major concern. College students are under a tremendous strain. This study was designed to measure the perceived stress among Whites and Nonwhites using the Perceived Stress Scale, the Center for Epidemiologic Studies Depression Scale Revised, Positive and Negative Affect Scale (PANAS) and other behavioral indicators (diet and nutrition) to determine the overall well-being of college students. College students attending a mid-sized University in the Midwest completed an 80 item online survey. The results showed that thirty-six percent of the sample displayed depressive symptoms, 10% of the respondents endorsed high perceived stress and 56% reported experiencing moderate stress levels. Females had higher levels of perceived stress than males and Whites displayed statistically significant lower depression scores than Nonwhites although Whites displayed significantly higher mean scores on the CES-D-R depression scores than Nonwhites. Overall, fruit intake of college students was as an indication of poor diet and nutrition among college students because they were not eating fruit in their diets prior to taking the survey. Limitations and future directions will be explored.
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Affiliation(s)
| | - Rhonda K Lewis
- Psychology Department, Wichita State University, Wichita, Kansas, USA
| | - Keyondra Brooks
- Psychology Department, Wichita State University, Wichita, Kansas, USA
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Gustavson DE, Franz CE, Panizzon MS, Reynolds CA, Xian H, Jacobson KC, Toomey R, Lyons MJ, Kremen WS. Genetic and Environmental Associations Among Executive Functions, Trait Anxiety, and Depression Symptoms in Middle Age. Clin Psychol Sci 2019; 7:127-142. [PMID: 30923645 PMCID: PMC6433407 DOI: 10.1177/2167702618805075] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
Multiple executive functions (EFs) are associated with trait anxiety and depression symptoms, but it is unclear how genetic and/or environmental factors account for these associations, and if they are explained by general variance underlying multiple EFs (i.e., Common EF). In this study, 1207 male twins completed seven EF tasks and measures of trait anxiety and depression symptoms at average age 62. The Common EF factor was associated with both anxiety (r= -.25) and depression symptoms (r= -.35). Anxiety and depression had near complete genetic overlap (r g=.96). Genetic influences shared with depression accounted for 83% of the phenotypic correlation between anxiety and Common EF. For depression, the phenotypic correlation with Common EF was explained by genetic influences shared with anxiety (69%), but also nonshared environmental influences distinct from anxiety (20%). These results suggest that genetic influences on Common EF play a role in the observed genetic overlap between anxiety and depression.
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Affiliation(s)
- Daniel E Gustavson
- Department of Psychiatry, Center for Behavior Genetics of Aging, University of California, San Diego
| | - Carol E Franz
- Department of Psychiatry, Center for Behavior Genetics of Aging, University of California, San Diego
| | - Matthew S Panizzon
- Department of Psychiatry, Center for Behavior Genetics of Aging, University of California, San Diego
| | | | - Hong Xian
- Department of Biostatistics, St. Louis University and Clinical Epidemiology Center, Veterans Affairs St. Louis Healthcare System
| | - Kristen C Jacobson
- Department of Psychiatry and Behavioral Neuroscience, University of Chicago
| | - Rosemary Toomey
- Department of Psychological and Brain Sciences, Boston University
| | - Michael J Lyons
- Department of Psychological and Brain Sciences, Boston University
| | - William S Kremen
- Department of Psychiatry, Center for Behavior Genetics of Aging, University of California, San Diego and Center of Excellence for Stress and Mental Health, Veterans Affairs San Diego Healthcare System
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Sex differences in self-regulatory executive functions are amplified by trait anxiety: The case of students at risk for academic failure. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2018.03.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Parcover J, Coiro MJ, Finglass E, Barr E. Effects of a Brief Mindfulness Based Group Intervention On College Students. JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY 2017. [DOI: 10.1080/87568225.2017.1407722] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Affiliation(s)
| | - Mary Jo Coiro
- Loyola University Maryland, Baltimore, Maryland, USA
| | | | - Emily Barr
- Loyola University Maryland, Baltimore, Maryland, USA
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Bentley KH, Boettcher H, Bullis JR, Carl JR, Conklin LR, Sauer-Zavala S, Pierre-Louis C, Farchione TJ, Barlow DH. Development of a Single-Session, Transdiagnostic Preventive Intervention for Young Adults at Risk for Emotional Disorders. Behav Modif 2017; 42:781-805. [PMID: 29029563 DOI: 10.1177/0145445517734354] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Cognitive-behavioral prevention programs have demonstrated efficacy in reducing subclinical symptoms of anxiety and depression, and there is some evidence to suggest that they can lower the risk of future disorder onset. However, existing interventions tend to be relatively lengthy and target specific disorders or problem areas, both of which limit their potential for widespread dissemination. To address these limitations, we aimed to develop a single-session, transdiagnostic preventive intervention based on the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders for young adults at risk for developing anxiety and/or depressive disorders within a college setting. Results from this proof-of-concept study indicated that the intervention was viewed as highly satisfactory and acceptable. The intervention also was successful at delivering adaptive emotion management skills in its 2-hr workshop format. Future studies evaluating the efficacy of this novel transdiagnostic, emotion-focused prevention program are warranted.
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Affiliation(s)
- Kate H Bentley
- 1 Massachusetts General Hospital/Harvard Medical School, Boston, MA, USA
| | | | | | | | - Laren R Conklin
- 5 Chalmers P. Wylie VA Ambulatory Care Center, Columbus, OH, USA
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