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Ostermiller L, Anderson AR, Warlick CA, Dahlen ER. Lifestyle behaviors and mental health outcomes in sexual and gender minority graduate students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-10. [PMID: 39388488 DOI: 10.1080/07448481.2024.2409704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2023] [Revised: 07/25/2024] [Accepted: 09/22/2024] [Indexed: 10/12/2024]
Abstract
OBJECTIVE There are well-documented health disparities among sexual and/or gender minority (LGBTQ+) individuals generally, but there is limited research investigating the disparities in health-related lifestyle factors and mental health among LGBTQ+ graduate students, which is a group that may be especially vulnerable. PARTICIPANTS This project was a secondary analysis of data from the American College Health Association's National College Health Assessment's (NCHA) Fall 2019 wave, which included 7,766 graduate students. METHODS Students self-reported engagement in health-related lifestyle factors and psychological distress. Welch's independent samples t-tests were used to compare differences in psychological distress and lifestyle behaviors and multiple linear regression models were used to test lifestyle factors as predictors of LGBTQ+ psychological distress. RESULTS LGBTQ+ graduate students reported worse lifestyle profiles compared to their peers and greater psychological distress. Sleep quality had the strongest association with psychological distress among LGBTQ+ graduate students. CONCLUSIONS These findings have important implications for policies and interventions to improve health and decrease suffering in LGBTQ+ graduate students.
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Affiliation(s)
- Lindsey Ostermiller
- School of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi, USA
| | - Austen R Anderson
- School of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi, USA
| | - Craig A Warlick
- School of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi, USA
| | - Eric R Dahlen
- School of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi, USA
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Nething E, Stoll E, Dobson KS, Szeto ACH, Tomczyk S. Addressing mental illness stigma in German higher education: study protocol for a mixed-methods evaluation of a psychosocial setting-based intervention. BMJ Open 2024; 14:e084916. [PMID: 39209502 PMCID: PMC11367309 DOI: 10.1136/bmjopen-2024-084916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 07/19/2024] [Indexed: 09/04/2024] Open
Abstract
INTRODUCTION Mental illness stigma is associated with a range of negative consequences, such as reduced help-seeking for mental health problems. Since stigma affects individual, social, and structural aspects, multilevel interventions such as the Canadian programme The Working Mind have been proven to be the most effective. Given the solid evidence base for The Working Mind, it is our aim to implement and evaluate culturally adapted versions of the programme in German higher education, targeting students, employees and managers. METHODS AND ANALYSIS We will evaluate the programme with regard to its effect on mental illness stigma, openness to mental health problems, willingness to seek help, and positive mental health outcomes. Further, we will investigate the programme's effectiveness dependent on gender and personal values, various mechanisms of change, and factors facilitating and hindering implementation. The study uses a sequential explanatory mixed-methods evaluation design (QUAN → qual) that consists of three steps: (1) quasi-experimental online survey with programme participants, (2) focus groups with programme participants, and (3) qualitative interviews with programme stakeholders. The quantitative data collected in step 1 will be analysed using 2×3 analysis of variances and a parallel multiple mediation analysis. The results will inform the qualitative data to be collected in steps 2 and 3, which will be analysed using qualitative content analysis. ETHICS AND DISSEMINATION The study was approved by the local Ethics Committee (Ethics Committee of University Medicine Greifswald; BB 098/23). Participants have to provide written consent before taking part in a focus group or interview. As for the online survey, participants have to give their consent by agreeing to an online data protection form before they can start completing the survey. We will publish central results and the anonymised data in an Open Access Journal. Further, the statistical code will be included as a supplement to the paper(s) documenting the results of the study. TRIAL REGISTRATION NUMBER DRKS00033523.
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Affiliation(s)
- Emily Nething
- Department of Health and Prevention, Institute of Psychology, University of Greifswald, Greifswald, Germany
| | - Elena Stoll
- Department of Health and Prevention, Institute of Psychology, University of Greifswald, Greifswald, Germany
| | - Keith S. Dobson
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Alberta, Canada
| | - Andrew C. H. Szeto
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Alberta, Canada
| | - Samuel Tomczyk
- Department of Health and Prevention, Institute of Psychology, University of Greifswald, Greifswald, Germany
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Hews-Girard J, Leslie RD, So AY, Patten S, Ramirez Pineda A, Saini HK, Tahir A, McPherson C, Szeto ACH, Dimitropoulos G. Developing recommendations to improve identification, prevention, and response to suicide thoughts and behaviours among post-secondary students: A mixed methods study. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-12. [PMID: 38466364 DOI: 10.1080/07448481.2024.2325924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Accepted: 02/22/2024] [Indexed: 03/13/2024]
Abstract
Objective: This study aimed to generate recommendations regarding how to identify, prevent and respond to suicide thoughts and behaviors among post-secondary students. Methods: A convergent mixed-methods design with Nominal Groups Technique (NGT) was used. Post-secondary and high-school students and their caregivers generated and ranked recommendations. A Codebook Thematic Analysis approach guided analysis of the NGT-discussions and extended understanding of recommendations. Results: 88 individuals participated in 21 panels. Five key recommendations were identified: (1) increase student and staff education regarding suicide identification, prevention, and awareness of existing supports; (2) enhance rapid access to supports for those experiencing a crisis; (3) improve institutional academic supports for students following crisis; (4) reduce stigma; (5) improve communication regarding on-campus suicide. Common themes included perceived impact of attitudes, institutional barriers, and peer-support on suicide thoughts and behaviors. Conclusions: These recommendations can inform the development of student-centred interventions for improving mental health supports.
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Affiliation(s)
- Julia Hews-Girard
- Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
- Faculty of Nursing, University of Calgary, Calgary, Canada
| | - R Diandra Leslie
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Canada
| | - Aaron Y So
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Canada
| | - Scott Patten
- Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
- Department of Psychiatry, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Ana Ramirez Pineda
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Canada
| | - Harveen K Saini
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Canada
- Faculty of Kinesiology, University of Calgary, Calgary, Canada
| | - Aleena Tahir
- Faculty of Education, University of Lethbridge, Lethbridge, Canada
| | - Claire McPherson
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Canada
| | - Andrew C H Szeto
- Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Canada
| | - Gina Dimitropoulos
- Faculty of Social Work, University of Calgary, Calgary, Canada
- The Mathison Centre for Mental Health Research & Education, Cumming School of Medicine, University of Calgary, Calgary, Canada
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Moghimi E, Stephenson C, Gutierrez G, Jagayat J, Layzell G, Patel C, McCart A, Gibney C, Langstaff C, Ayonrinde O, Khalid-Khan S, Milev R, Snelgrove-Clarke E, Soares C, Omrani M, Alavi N. Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study. BMC Public Health 2023; 23:655. [PMID: 37020282 PMCID: PMC10076091 DOI: 10.1186/s12889-023-15452-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 03/15/2023] [Indexed: 04/07/2023] Open
Abstract
BACKGROUND Post-secondary students frequently experience high rates of mental health challenges. However, they present meagre rates of treatment-seeking behaviours. This elevated prevalence of mental health problems, particularly after the COVID-19 pandemic, can lead to distress, poor academic performance, and lower job prospects following the completion of education. To address the needs of this population, it is important to understand students' perceptions of mental health and the barriers preventing or limiting their access to care. METHODS A broad-scoping online survey was publicly distributed to post-secondary students, collecting demographic, sociocultural, economic, and educational information while assessing various components of mental health. RESULTS In total, 448 students across post-secondary institutions in Ontario, Canada, responded to the survey. Over a third (n = 170; 38.6%) of respondents reported a formal mental health diagnosis. Depression and generalized anxiety disorder were the most commonly reported diagnoses. Most respondents felt that post-secondary students did not have good mental health (n = 253; 60.5%) and had inadequate coping strategies (n = 261; 62.4%). The most frequently reported barriers to care were financial (n = 214; 50.5%), long wait times (n = 202; 47.6%), insufficient resources (n = 165; 38.9%), time constraints (n = 148; 34.9%), stigma (n = 133; 31.4%), cultural barriers (n = 108; 25.5%), and past negative experiences with mental health care (n = 86; 20.3%). The majority of students felt their post-secondary institution needed to increase awareness (n = 231; 56.5%) and mental health resources (n = 306; 73.2%). Most viewed in-person therapy and online care with a therapist as more helpful than self-guided online care. However, there was uncertainty about the helpfulness and accessibility of different forms of treatment, including online interventions. The qualitative findings highlighted the need for personal strategies, mental health education and awareness, and institutional support and services. CONCLUSIONS Various barriers to care, perceived lack of resources, and low knowledge of available interventions may contribute to compromised mental health in post-secondary students. The survey findings indicate that upstream approaches such as integrating mental health education for students may address the varying needs of this critical population. Therapist-involved online mental health interventions may be a promising solution to address accessibility issues.
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Affiliation(s)
- Elnaz Moghimi
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
- Waypoint Research Institute, Waypoint Centre for Mental Health Care, Penetanguishene, Canada
| | - Callum Stephenson
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
| | - Gilmar Gutierrez
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
| | - Jasleen Jagayat
- Centre for Neuroscience Studies, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada
| | - Gina Layzell
- Centre for Neuroscience Studies, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada
| | - Charmy Patel
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
| | - Amber McCart
- Student Wellness Services, Queen's University, Kingston, ON, Canada
| | - Cynthia Gibney
- Student Wellness Services, Queen's University, Kingston, ON, Canada
| | - Caryn Langstaff
- Wellness, Accessibility & Student Success, St. Lawrence College, Kingston, ON, Canada
| | - Oyedeji Ayonrinde
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
| | - Sarosh Khalid-Khan
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
| | - Roumen Milev
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
- Centre for Neuroscience Studies, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada
| | - Erna Snelgrove-Clarke
- School of Nursing, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada
| | - Claudio Soares
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
| | - Mohsen Omrani
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada
- OPTT Inc, Toronto, ON, Canada
| | - Nazanin Alavi
- Department of Psychiatry, Faculty of Health Sciences, Queen's University, 166 Brock Street, Kingston, ON, K7L 5G2, Canada.
- Centre for Neuroscience Studies, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada.
- OPTT Inc, Toronto, ON, Canada.
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Thannhauser JE, Szeto AC, Dobson KS, Nordstokke D. Using participant-oriented research in post-secondary mental health program development and evaluation. JOURNAL OF PUBLIC MENTAL HEALTH 2022. [DOI: 10.1108/jpmh-05-2022-0047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
With the recent release of the National Standard for Mental Health and Well-Being for Post-Secondary Students, there is increased interest to integrate research and practice for mental health services on post-secondary campuses. Participant-oriented research is a useful framework to bridge this gap. This paper aims to describe the program development and evaluation process and reports challenges and lessons learned to inform future implementation strategies for similar endeavours.
Design/methodology/approach
A participant-oriented research approach was used to revise and evaluate an innovative interdisciplinary resilience program, entitled Roots of Resiliency, for post-secondary students.
Findings
This case analysis used the development and evaluation of Roots of Resiliency to demonstrate some of the strategies and challenges that exist for participant-oriented research related to mental health in the post-secondary context. Collaborative relationships among the various development team members contributed to an overall positive experience. Some challenges that others who work in post-secondary mental health field may consider include the need for content expertise, the ongoing need for communication among team members and the need for an effective system to give voice to all participants.
Originality/value
Any mental health program has a cultural component and is best co-developed by the particular students (e.g. indigenous students) who are to be served by the program. In this regard, the co-design and shared development and evaluation of the current mental health program is an example that can be emulated in other programs within the post-secondary context.
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