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Brance K, Chatzimpyros V, Bentall RP. Social identity, mental health and the experience of migration. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2024. [PMID: 38588004 DOI: 10.1111/bjso.12745] [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: 10/21/2023] [Revised: 03/06/2024] [Accepted: 03/18/2024] [Indexed: 04/10/2024]
Abstract
Evidence suggests that social identities, which provide purpose and a sense of belonging, enhance resilience against psychological strain and safeguard well-being. This applies to first-generation migrant populations facing adverse experiences, including prejudice and disconnection from previous identities during host country integration, negatively impacting their well-being. The importance of social identity also extends to first-generation migrant descendants, confronting dual-identity challenges and experiencing exclusion and discrimination despite being native born. Building on the social identity approach to mental health, 20 semi-structured interviews were conducted to investigate how migrants construct their social identities, their perspective on the challenges and changes they experience in relation to group memberships and ultimately, the influence this has on their psychological well-being. Findings emphasize the significance of social identity continuity and gain pathways in first-generation migrants' successful adjustment and psychological well-being. For second-generation migrants, dual-identity development is especially difficult during adolescence due to social exclusion and discrimination in schools. Even in early adulthood, pressure to maintain heritage identity can lead to negative mental health outcomes over time. The current study contributes to and strengthens the social identity approach to migrant mental health and has wider implications for psychological interventions and policy.
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Affiliation(s)
- Kristine Brance
- South East European Research Centre (SEERC), Thessaloniki, Greece
- Department of Psychology, The University of Sheffield, Sheffield, UK
- Department of Social and Policy Sciences, The University of Bath, Bath, UK
| | - Vasileios Chatzimpyros
- Department of Psychology, CITY College, University of York Europe Campus, Thessaloniki, Greece
| | - Richard P Bentall
- Department of Psychology, The University of Sheffield, Sheffield, UK
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2
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Bull S, Terry R, Rice N, Carrieri D, Tarrant M, Curnow G. Social connections and social identity as a basis for learning and support: Experiences of medical students with minoritised and non-minoritised ethnic identities. MEDICAL EDUCATION 2024. [PMID: 38414290 DOI: 10.1111/medu.15367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 01/25/2024] [Accepted: 02/08/2024] [Indexed: 02/29/2024]
Abstract
BACKGROUND Social connections between medical students provide a key basis for learning and support. These connections, and associated social identity, may be patterned by ethnicity, and students often perform similarly academically to those they connect with. The mechanisms that underpin the formation of these connections and the role that they play are not fully understood. This study explored how medical students connect with each other, and the potential impact of this on their academic attainment and well-being, with a focus on students with minoritised ethnic identities. METHODS A mixed methods study combining (1) a survey to establish the number and strength of connections formed by Years 1 and 2 medical students with both minoritised and non-minoritised ethnicities and (2) semi-structured interviews to understand how connections were formed, whether this was shaped by ethnicity and the role of connections in supporting students with their learning and well-being. RESULTS One hundred fifty-one students (15.5% response rate) completed the survey. Students connected regularly with three to four peers with the goal of supporting learning and 71.9% of students reported a sense of social identification with this group. There was no statistical difference between ethnically minoritised and White students on either of these measures (t = 0.1, p = 0.92, χ2 = 2.9, p = 0.56). Interviews with 19 students found that social connections were shaped by perceptions of their self-identity and the need to find 'equilibrium' by forming relationships with compatible others. The education environment, including its ethnic diversity, impacted on the opportunities to make connections. Students who were ethnically minoritised reported encountering challenges, especially in the clinical environment, and described the burden of these for them. DISCUSSION Curriculum designers should consider the time and space that is afforded to student interaction during course development, as finding compatible others with whom students can socially connect is important to balancing well-being with academic performance.
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Affiliation(s)
- Stephanie Bull
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
- University of Exeter, Exeter, UK
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3
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Tickell A, Fonagy P, Hajdú K, Obradović S, Pilling S. 'Am I really the priority here?': help-seeking experiences of university students who self-harmed. BJPsych Open 2024; 10:e40. [PMID: 38297500 PMCID: PMC10897682 DOI: 10.1192/bjo.2023.652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/02/2024] Open
Abstract
BACKGROUND Self-harm is a significant problem in university students because of its association with emotional distress, physical harm, broader mental health issues and potential suicidality. Research suggests that fewer than half of students who have self-harmed seek professional help when at university. AIMS This study aimed to explore the help-seeking journeys of university students who had engaged in self-harm, to identify perceived facilitators and barriers to securing both formal and informal support. METHOD Participants comprised 12 students who had self-harmed during their university tenure. Engaging in two semi-structured interviews over the academic year, they shared insights into their help-seeking behaviours and proposed enhancements to local services. Data underwent reflexive thematic analysis within a critical realist framework. RESULTS The analysis identified four themes: 'The initial university phase poses the greatest challenge', 'Perceived criteria for "valid" mental health problems', 'Evading external judgements, concerns and consequences' and 'The pivotal role of treatment options and flexibility in recovery'. CONCLUSIONS Students felt isolated and misunderstood, which amplified self-harming tendencies and diminished inclinations for help-seeking. A prevalent belief was that for self-harm to be deemed 'valid', it must manifest with a certain severity; however, concurrent fears existed around the ramifications of perceived excessive severity. Participants expressed a desire for streamlined pathways to mental health resources, encompassing both university and external mental health services. Insights from this study could guide future research and inform current service paradigms within academic and healthcare systems.
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Affiliation(s)
- Alice Tickell
- Department of Clinical, Educational and Health Psychology, University College London, UK
| | - Peter Fonagy
- Department of Clinical, Educational and Health Psychology, University College London, UK
| | - Katalin Hajdú
- Department of Clinical, Educational and Health Psychology, University College London, UK
| | - Sandra Obradović
- School of Psychology and Counselling, Faculty of Arts and Social Sciences, The Open University, UK
| | - Stephen Pilling
- Department of Clinical, Educational and Health Psychology, University College London, UK
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Ellard OB, Dennison C, Tuomainen H. Review: Interventions addressing loneliness amongst university students: a systematic review. Child Adolesc Ment Health 2023; 28:512-523. [PMID: 36496554 DOI: 10.1111/camh.12614] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/19/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Loneliness is detrimental to mental health, with university students at higher risk of feeling lonely than other population groups. However, little research has explored interventions to reduce loneliness among students. This review identifies the characteristics and effectiveness of interventions targeting university/college students. METHODS PsycINFO, Medline, ASSIA and Web of Science were searched from inception using keywords linked to 'loneliness', 'intervention' and 'students'. Relevant peer and nonpeer-reviewed English-language articles on studies implementing an intervention with loneliness as an outcome and investigating undergraduate or postgraduate students at a higher education institution were included for quality analysis and narrative synthesis. Risk of bias was assessed at both study level and at outcome level. RESULTS Twenty-eight articles were included, comprising 25 quantitative and three qualitative studies, covering 37 interventions, most implemented in the United States. Interventions were based on psychoeducation, social support groups, increasing social interaction or reflective exercises. The age of the participants (n = 2339) ranged from 17.62 to 25 (mean age 20.63) years. Evidence from the RCTs suggests that most interventions influenced loneliness outcomes, but the magnitude of the benefit is unclear. Across quantitative studies, 80% (16/20) of interventions based on either social support groups, increasing social interaction or reflective exercises, and 50% (7/14) of interventions based on psychoeducation were deemed effective in reducing loneliness. Most interventions measured quantitatively were delivered in a group setting, of which two thirds were considered effective in reducing loneliness scores, regardless of intervention. CONCLUSIONS Universities have a choice of interventions to help reduce loneliness among students either on campus or virtually. Ones promoting social connectedness appear to be more successful. More high-quality studies in a larger number of countries are needed, taking vulnerable student groups into consideration.
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Berry C, Phelan E, Michelson D. " Weird duality": learning from the experiences of students in university peer support roles during the COVID-19 pandemic. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-8. [PMID: 37856416 DOI: 10.1080/07448481.2023.2253921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 08/25/2023] [Indexed: 10/21/2023]
Abstract
Objectives: To explore university student peer supporter experiences in the pandemic context and with a specific focus on student mental health. Participants: The sample comprised 13 students from various peer support programs, providing academic, social and/or emotional support at a South-East England university. Methods: A two-phase qualitative design involved individual interviews and focus groups, followed by participant validation with a subset of participants. Results: Peer supporters identified an increased need peri-pandemic for mental health support. The accessibility was aided by students perceiving peer supporters to be approachable, but was undermined by concerns about peers' credibility. Supporter-supportee relationships were characterized by intimacy and mutuality, which were seen as conducive to authenticity, but caused challenges with respect to boundaries. Conclusions: Peer support is a complex activity, characterized by a sense of multiplicity and mutuality. Responsive supervision and dedicated training are necessary to manage these complexities amidst elevated student mental health needs.
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Affiliation(s)
- Clio Berry
- Primary Care and Public Health, Brighton and Sussex Medical School, Brighton, UK
| | - Emma Phelan
- School of Psychology, University of Sussex, Brighton, UK
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Afsharnejad B, Milbourn B, Brown C, Clifford R, Foley KR, Logan A, Lund S, Machingura T, McAuliffe T, Mozolic-Staunton B, Sharp N, Hayden-Evans M, Baker Young E, Black M, Zimmermann F, Kacic V, Bölte S, Girdler S. Understanding the utility of "Talk-to-Me" an online suicide prevention program for Australian university students. Suicide Life Threat Behav 2023; 53:725-738. [PMID: 37526381 DOI: 10.1111/sltb.12978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 07/09/2023] [Accepted: 07/11/2023] [Indexed: 08/02/2023]
Abstract
BACKGROUND Australian university students are at risk of experiencing poor mental health, being vulnerable to self-harm and suicidal ideation. AIM "Talk-to-Me" is a suicide ideation prevention Massive open online course (MOOC) previously showing it can support Western Australian university students' knowledge of identifying and responding to suicide ideation in themselves and others. METHODS A multi-site one-group pre-test/post-test design with a 12-week follow-up explored the efficacy of "Talk-to-Me" for university students Australia-wide, evaluating the influence of COVID-19 and location. Overall, 217 students (55% female; mage = 24.93 years [18, 60]) enrolled in this study from 2020 to 2021. Participants' responses to suicidal statements, mental health literacy, generalized self-efficacy, help-seeking behavior, and overall utility of the program were collected at baseline, post-MOOC (10 weeks from baseline) and 12-week follow-up. The effect of time and location interaction was explored using a random-effects regression model. RESULTS Findings indicated significant improvement in participants' knowledge of positive mental health support strategies (ES = 0.42, p < 0.001) and recognizing appropriate responses to suicidal statements (ES = 0.37, p < 0.001) at 10-weeks, with further improvement at 12 weeks follow-up (ES = 0.47 and 0.46, p < 0.001). Students reported higher generalized self-efficacy at the 12-week follow-up compared to baseline (ES = 0.19, p = 0.03) and an increased tendency to seek professional help for mental health issues (ES = 0.22, p = 0.02). CONCLUSION These findings provide preliminary evidence of the efficacy of the "Talk-to-Me" program in supporting university students across Australia to increase their suicide-related knowledge and skills, general self-efficacy, and overall mental fitness.
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Affiliation(s)
- Bahareh Afsharnejad
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- enAble Institute, Curtin University, Perth, Western Australia, Australia
| | - Ben Milbourn
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- enAble Institute, Curtin University, Perth, Western Australia, Australia
| | - Cherylee Brown
- School of Allied Health, Faculty of Health Science, Australian Catholic University, Melbourne, Victoria, Australia
| | - Rhonda Clifford
- School of Allied Health/Social Work and Social Policy, University of Western Australia, Perth, Western Australia, Australia
| | - Kitty-Rose Foley
- Faculty of Health, Southern Cross University, Bilinga, Queensland, Australia
| | - Alexandra Logan
- School of Allied Health, Faculty of Health Science, Australian Catholic University, Melbourne, Victoria, Australia
| | - Stephan Lund
- Faculty of Health, Southern Cross University, Bilinga, Queensland, Australia
| | - Tawanda Machingura
- Faculty of Health Sciences & Medicine, Bond University, Robina, Queensland, Australia
| | - Tomomi McAuliffe
- School of Health and Rehabilitation Sciences, The University of Queensland, Saint Lucia, Queensland, Australia
| | - Beth Mozolic-Staunton
- Faculty of Health Sciences & Medicine, Bond University, Robina, Queensland, Australia
| | - Nicole Sharp
- School of Health Sciences, Western Sydney University, Sydney, New South Wales, Australia
| | - Maya Hayden-Evans
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
| | - Ellie Baker Young
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
| | - Melissa Black
- Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Frank Zimmermann
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Viktor Kacic
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Sven Bölte
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Sonya Girdler
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, Western Australia, Australia
- enAble Institute, Curtin University, Perth, Western Australia, Australia
- Faculty of Health, Southern Cross University, Bilinga, Queensland, Australia
- Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
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Andreadis M, Marshall TC. Social cure in the time of COVID-19: Social identity and belongingness predict greater well-being and academic motivation in university students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-8. [PMID: 37437200 DOI: 10.1080/07448481.2023.2227723] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 05/03/2023] [Accepted: 06/11/2023] [Indexed: 07/14/2023]
Abstract
Social isolation during the COVID-19 pandemic increased negative affect and feelings of loneliness among university students. OBJECTIVE Given that identifying as a member of a social group, like a university student, serves as a protective factor against diminished well-being, we examined whether students' social identity might offer a "social cure" during COVID-related remote learning. PARTICIPANTS Three hundred fifty-six students from a large, public university that was fully remote in 2021. RESULTS Students with a stronger social identity as a member of their university reported lower loneliness and greater positive affect balance during remote learning. Social identification was also associated with greater academic motivation, whereas two well-established predictors of positive student outcomes - perceived social support and academic performance - were not. Nonetheless, academic performance, but not social identification, predicted lower general stress and COVID-related worry. CONCLUSIONS Social identity may be a potential social cure for university students who are learning remotely.
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Affiliation(s)
- Michaela Andreadis
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, Hamilton, Ontario, Canada
| | - Tara C Marshall
- Department of Health, Aging & Society and Social Psychology Program, McMaster University, Hamilton, Ontario, Canada
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Samra R, França AB, Lucassen MFG, Waterhouse P. A network approach to understanding distance learners' experience of stress and mental distress whilst studying. INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2023; 20:27. [PMID: 37214594 PMCID: PMC10183243 DOI: 10.1186/s41239-023-00397-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Accepted: 04/17/2023] [Indexed: 05/24/2023]
Abstract
Research has shown that learners' stress and mental distress are linked to poorer academic outcomes. A better understanding of stress and mental distress experiences during study could foster more nuanced course and intervention design which additionally teaches learners how to navigate through to protect their academic performance. The current study draws on data collected via validated self-reported questionnaires completed by final year undergraduate students (n = 318) at a large distance education university. We examined how common features of stress, depression and anxiety link to each other using a network analysis of reported symptoms. The results included findings demonstrating the symptoms with the greatest relative importance to the network. Specifically, these included the stress symptom 'I found it difficult to relax' and the depression symptom 'I was unable to become enthusiastic about anything'. The findings could help institutions design interventions that directly correspond to common features of students' stress and distress experiences.
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Affiliation(s)
- Rajvinder Samra
- School of Health, Wellbeing and Social Care, The Open University, Horlock H020, Walton Hall, Milton Keynes, MK7 6AA UK
| | - Alex Bacadini França
- School of Health, Wellbeing and Social Care, The Open University, Horlock H020, Walton Hall, Milton Keynes, MK7 6AA UK
- Laboratory of Human Development and Cognition, Federal University of São Carlos, São Paulo, Brazil
| | - Mathijs F. G. Lucassen
- School of Health, Wellbeing and Social Care, The Open University, Horlock H020, Walton Hall, Milton Keynes, MK7 6AA UK
| | - Philippa Waterhouse
- School of Health, Wellbeing and Social Care, The Open University, Horlock H020, Walton Hall, Milton Keynes, MK7 6AA UK
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Scruggs R, Broglia E, Barkham M, Duncan C. The impact of psychological distress and university counselling on academic outcomes: Analysis of a routine practice‐based dataset. COUNSELLING & PSYCHOTHERAPY RESEARCH 2023. [DOI: 10.1002/capr.12640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/09/2023]
Affiliation(s)
- Robert Scruggs
- The British Association for Counselling and Psychotherapy Lutterworth UK
| | - Emma Broglia
- Department of Psychology University of Sheffield Sheffield UK
| | - Michael Barkham
- Department of Psychology University of Sheffield Sheffield UK
| | - Charlie Duncan
- The British Association for Counselling and Psychotherapy Lutterworth UK
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Waples L, Carlisle VR, Maynard OM. “They’re doing it anyway, let’s have a conversation about it”: exploring student and stakeholder attitudes towards Drug education programmes for university students. DRUGS: EDUCATION, PREVENTION AND POLICY 2023. [DOI: 10.1080/09687637.2023.2181148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
Affiliation(s)
- Lilli Waples
- School of Psychological Science, University of Bristol, Bristol, UK
| | | | - Olivia M Maynard
- School of Psychological Science, University of Bristol, Bristol, UK
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Lim MH, Thurston L, Eres R, Rodebaugh TL, Alvarez-Jimenez M, Penn DL, Kostakos V, Gleeson JFM. A pilot randomised controlled trial of the Peer Tree digital intervention targeting loneliness in young people: a study protocol. Trials 2023; 24:77. [PMID: 36732797 PMCID: PMC9893200 DOI: 10.1186/s13063-022-07029-7] [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: 12/17/2020] [Accepted: 12/16/2022] [Indexed: 02/04/2023] Open
Abstract
BACKGROUND Young people are vulnerable to experiencing problematic levels of loneliness which can lead to poor mental health outcomes. Loneliness is a malleable treatment target and preliminary evidence has shown that it can be addressed with digital platforms. Peer Tree is a strength-based digital smartphone application aimed at reducing loneliness. The study aim is to reduce loneliness and assess the acceptability, usability, and feasibility of Peer Tree in young people enrolled at university. METHODS This will be a pilot randomised controlled trial (RCT) comparing a strength-based digital smartphone application (Peer Tree) with a control condition. Forty-two young people enrolled at university will be recruited for this pilot RCT. Participants with suicidal ideation or behaviours, acute psychiatric symptoms in the past month, or a current diagnosis of a mood or social anxiety disorder will be excluded. Allocation will be made on a 1:1 ratio and will occur after the initial baseline assessment. Assessments are completed at baseline, at post-intervention, and at follow-up. Participants in the control condition complete the same three assessment sessions. The primary outcome of the study will be loneliness. Depression, social anxiety, quality of life, acceptability, usability, feasibility, and safety of Peer Tree will also be measured as secondary outcomes. DISCUSSION This trial will report the findings of implementing Peer Tree, a smartphone application aimed at reducing loneliness in university students. Findings from this trial will highlight the initial efficacy, acceptability, and feasibility of using digital positive psychology interventions to reduce subthreshold mental health concerns. Findings from this trial will also describe the safety of Peer Tree as a digital tool. Results will contribute evidence for positive psychology interventions to address mental ill-health. TRIAL REGISTRATION Australian New Zealand Clinical Trial Registry ACTRN12619000350123. Registered on 6 March 2020.
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Affiliation(s)
- Michelle H. Lim
- grid.1013.30000 0004 1936 834XPrevention Research Collaboration, School of Public Health, University of Sydney, Camperdown, Australia ,grid.1027.40000 0004 0409 2862Iverson Health Innovation Research Institute, Swinburne University of Technology, Hawthorn, Victoria Australia
| | - Lily Thurston
- grid.1027.40000 0004 0409 2862Iverson Health Innovation Research Institute, Swinburne University of Technology, Hawthorn, Victoria Australia ,grid.488501.00000 0004 8032 6923Orygen, The National Centre of Excellence in Youth Mental Health, Parkville, Victoria Australia
| | - Robert Eres
- grid.1027.40000 0004 0409 2862Iverson Health Innovation Research Institute, Swinburne University of Technology, Hawthorn, Victoria Australia ,grid.1017.70000 0001 2163 3550Department of Psychology, RMIT University, Melbourne, Australia ,grid.1008.90000 0001 2179 088XDepartment of Paediatrics, The University of Melbourne, Melbourne, Australia ,grid.1058.c0000 0000 9442 535XNeurodisability and Rehabilitation, Murdoch Children’s Research Institute, Melbourne, Australia
| | - Thomas L. Rodebaugh
- grid.4367.60000 0001 2355 7002School of Arts and Sciences, Washington University in St. Louis, St. Louis, USA
| | - Mario Alvarez-Jimenez
- grid.488501.00000 0004 8032 6923Orygen, The National Centre of Excellence in Youth Mental Health, Parkville, Victoria Australia
| | - David L. Penn
- grid.410711.20000 0001 1034 1720Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, USA ,grid.411958.00000 0001 2194 1270School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, Victoria Australia
| | - Vassilis Kostakos
- grid.1008.90000 0001 2179 088XSchool of Computing and Information Systems, University of Melbourne, Parkville, Australia
| | - John F. M. Gleeson
- grid.411958.00000 0001 2194 1270School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, Victoria Australia
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Worsley JD, Harrison P, Corcoran R. Accommodation environments and student mental health in the UK: the role of relational spaces. J Ment Health 2023; 32:175-182. [PMID: 34008464 DOI: 10.1080/09638237.2021.1922648] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
BACKGROUND Despite Universities UK emphasising a "whole university approach" to improve mental health and wellbeing, quantitative research exploring the role of accommodation environments in student mental health is limited. AIM To explore the effects of physical and social structures on university student mental health in the UK. METHODS Using a cross-sectional sample of newly acquainted student residents living in shared accommodation in North West England (n = 904), this study sought to investigate how accommodation environments influence students' mental health with a focus on the concept of relational spaces. RESULTS Within the milieu of university accommodation, a low sense of belonging and feeling uncomfortable were associated with higher levels of depression, anxiety, and loneliness. Poor relationships with fellow residents and not using communal areas were associated with higher levels of depression and loneliness, whilst sharing cooking with others was associated with higher levels of depression and anxiety. CONCLUSIONS For students to flourish in their new homes, accommodation providers must consider relational wellbeing, making places that foster a sense of belonging where students feel sufficiently connected to others. As empowering communities and promoting community cohesion is central to health and wellbeing promotion, greater efforts need to be made to consider relational aspects of space and wellbeing in the design and stewardship of student accommodation.
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Affiliation(s)
- Joanne D Worsley
- Department of Primary Care and Mental Health, University of Liverpool, Liverpool, United Kingdom of Great Britain and Northern Ireland
| | - Paula Harrison
- Student Support Services, University of Liverpool, Liverpool, United Kingdom of Great Britain and Northern Ireland
| | - Rhiannon Corcoran
- Department of Primary Care and Mental Health, University of Liverpool, Liverpool, United Kingdom of Great Britain and Northern Ireland
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Krendl AC. Changes in stress predict worse mental health outcomes for college students than does loneliness; evidence from the COVID-19 pandemic. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:40-43. [PMID: 33759704 DOI: 10.1080/07448481.2021.1887198] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 01/07/2021] [Accepted: 01/31/2021] [Indexed: 06/12/2023]
Abstract
Objectives: Although loneliness and stress have been widely implicated in worse mental health outcomes for college students, the relationship between them remains poorly understood. Participants: Data were collected from 111 undergraduates at a large Midwestern university in fall 2019 - winter 2020. A subset (N = 34) of those responded to a follow-up survey during the COVID-19 pandemic (May 2020). Methods: At both time points, participants completed measures of loneliness and stress, as well as well-validated measures of depression and anxiety. Results: Prior to the pandemic, stress mediated the positive relationship between loneliness and depression. During the pandemic, mental health outcomes, stress, and loneliness all increased. Stress, but not loneliness, predicted college students' worse mental health outcomes during the pandemic. Conclusions: Stress plays a key role in college students' worsening mental health. Reducing loneliness may be a potential strategy to mitigate the negative impact of stress on college students' mental health.
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Affiliation(s)
- Anne C Krendl
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana, USA
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Bokszczanin A, Palace M, Brown W, Gladysh O, Tripathi R, Shree D. Depression, Perceived Risk of COVID-19, Loneliness, and Perceived Social Support from Friends Among University Students in Poland, UK, and India. Psychol Res Behav Manag 2023; 16:651-663. [PMID: 36923297 PMCID: PMC10010133 DOI: 10.2147/prbm.s380318] [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: 06/29/2022] [Accepted: 10/17/2022] [Indexed: 03/12/2023] Open
Abstract
Background The study examines the prevalence of depression among university students in Poland, the UK and India in the face of the second pandemic wave of COVID-19. The paper also examines the protective role of perceived social support, the hypothesis being that social support from friends would reduce depression. Methods The data from university students (N=732) in Poland (N=335), UK (N= 198), and India (N=199) were collected online during of the fall/winter 2021. Participants completed measures of depression (CES-D), COVID-19 risk perception index, loneliness (DJGLS), and perceived social support (MSPSS). Results Almost 52% of all participants (58.5% in Poland, 62.6% in the UK, and 29.1% in India) met the criteria for major depression. The higher levels of depression symptoms were associated with a higher perceived risk of COVID-19, greater loneliness, female gender, younger students' age, and the lower levels of perceived social support. The greater family support predicted lower levels of depression symptoms in the Polish and Indian samples. Structural equation analyses (SEM) revealed the indirect effect of perceived social support from friends on the association between social loneliness and depression and between age and depression. This result shows that the support from friends significantly reduced depression, regardless of age, the level of social loneliness, and the perceived risk of COVID-19. Conclusion Our conclusions link to university specialists' enhancement of psychological help for students with depression. We also recommend information campaigns on depression and treatment options.
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Affiliation(s)
| | - Marek Palace
- School of Psychology, Liverpool John Moores University, Liverpool, UK
| | - William Brown
- School of Psychology, University of Bedfordshire, Luton, UK
| | - Olga Gladysh
- Institute of Psychology, Polish Academy of Sciences, Warsaw, Poland
| | - Rakhi Tripathi
- Information Technology Area, FORE School of Management, New Delhi, India
| | - Divya Shree
- School of Criminology and Behavioural Sciences, Rashtriya Raksha University Lavad, Dahegam, India
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15
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Li J. Impact of Metaverse Cultural Communication on the Mental Health of International Students in China: Highlighting Effects of Healthcare Anxiety and Cyberchondria. Am J Health Behav 2022; 46:809-820. [PMID: 36721290 DOI: 10.5993/ajhb.46.6.21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Objectives: Students' mental health issues often adversely affect their physical as well as emotional well- being. Mental health includes much more than the absence of mental illnesses or diseases. The current study evaluated international students' mental health through a cultural communication approach in Metaverse to examine the moderating influences of cyberchondria and healthcare anxiety in the context of China. The idea of virtual reality in the Metaverse is currently one of the world's most significant and contentious issues. It has influenced the growth of the Internet, which directly affects the physical world. Methods: The data extraction method employed in the study was the questionnaire method, distributed to the Chinese Students. Various units for the variables were used in the questionnaire development, which aided in assessing the variable using measurement scales. Results: The findings showed a substantial connection between internal Chinese students at medical universities' mental health and cross-cultural dialogue in the Metaverse. Healthcare anxiety was observed to have a significant moderating effect, but cyberchondria had a negligible effect on student mental health and cultural communication in the Metaverse. Conclusion: The current study would help foster cross-cultural interaction among international and home-country students to foster a better interchange of cultural values.
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Affiliation(s)
- Jifeng Li
- Jifeng Li, School of Marxism, Northeast Agricultural University, Harbin 150030, China;,
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16
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Mitchell RJ, McMaugh A, Schniering C, Cameron CM, Lystad RP, Badgery-Parker T, Nielssen O. Mental disorders and their impact on school performance and high school completion by gender in Australia: A matched population-based cohort study. Aust N Z J Psychiatry 2022; 56:1602-1616. [PMID: 34875885 DOI: 10.1177/00048674211061684] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Young people with a mental disorder often perform poorly at school and can fail to complete high school. This study aims to compare scholastic performance and high school completion of young people hospitalised with a mental disorder compared to young people not hospitalised for a mental disorder health condition by gender. METHOD A population-based matched case-comparison cohort study of young people aged ⩽18 years hospitalised for a mental disorder during 2005-2018 in New South Wales, Australia using linked birth, health, education and mortality records. The comparison cohort was matched on age, gender and residential postcode. Generalised linear mixed modelling examined risk of school performance below the national minimum standard and generalised linear regression examined risk of not completing high school for young people with a mental disorder compared to matched peers. RESULTS Young males with a mental disorder had over a 1.7 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.71; 95% confidence interval: [1.35, 2.15]) and reading (adjusted relative risk: 1.99; 95% confidence interval: [1.80, 2.20]) compared to matched peers. Young females with a mental disorder had around 1.5 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.50; 95% confidence interval: [1.14, 1.96]) compared to matched peers. Both young males and females with a disorder had around a three times higher risk of not completing high school compared to peers. Young males with multiple disorders had up to a sixfold increased risk and young females with multiple disorders had up to an eightfold increased risk of not completing high school compared to peers. CONCLUSION Early recognition and support could improve school performance and educational outcomes for young people who were hospitalised with a mental disorder. This support should be provided in conjunction with access to mental health services and school involvement and assistance.
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Affiliation(s)
- Rebecca J Mitchell
- Australian Institute of Health Innovation (AIHI), Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Anne McMaugh
- The Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Carolyn Schniering
- Centre for Emotional Health, Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Cate M Cameron
- Jamieson Trauma Institute, Royal Brisbane and Women's Hospital, Metro North Hospital and Health Service, Brisbane, QLD, Australia.,Queensland University of Technology (QUT), Centre for Healthcare Transformation, Australian Centre for Health Services Innovation (AusHSI), Brisbane, QLD, Australia
| | - Reidar P Lystad
- Australian Institute of Health Innovation (AIHI), Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Tim Badgery-Parker
- Australian Institute of Health Innovation (AIHI), Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Olav Nielssen
- Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
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17
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Mitchell RJ, McMaugh A, Lystad RP, Cameron CM, Nielssen O. Health service use for young males and females with a mental disorder is higher than their peers in a population-level matched cohort. BMC Health Serv Res 2022; 22:1359. [DOI: 10.1186/s12913-022-08789-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Accepted: 11/04/2022] [Indexed: 11/17/2022] Open
Abstract
Abstract
Background
To inform healthcare planning and resourcing, population-level information is required on the use of health services among young people with a mental disorder. This study aims to identify the health service use associated with mental disorders among young people using a population-level matched cohort.
Method
A population-based matched case-comparison retrospective cohort study of young people aged ≤ 18 years hospitalised for a mental disorder during 2005–2018 in New South Wales, Australia was conducted using linked birth, health, and mortality records. The comparison cohort was matched on age, sex and residential postcode. Adjusted rate ratios (ARR) were calculated for key demographics and mental disorder type by sex.
Results
Emergency department visits, hospital admissions and ambulatory mental health service contacts were all higher for males and females with a mental disorder than matched peers. Further hospitalisation risk was over 10-fold higher for males with psychotic (ARR 13.69; 95%CI 8.95–20.94) and anxiety (ARR 11.44; 95%CI 8.70-15.04) disorders, and for both males and females with cognitive and behavioural delays (ARR 10.79; 95%CI 9.30-12.53 and ARR 14.62; 95%CI 11.20-19.08, respectively), intellectual disability (ARR 10.47; 95%CI 8.04–13.64 and ARR 11.35; 95%CI 7.83–16.45, respectively), and mood disorders (ARR 10.23; 95%CI 8.17–12.80 and ARR 10.12; 95%CI 8.58–11.93, respectively) compared to peers.
Conclusion
The high healthcare utilisation of young people with mental disorder supports the need for the development of community and hospital-based services that both prevent unnecessary hospital admissions in childhood and adolescence that can potentially reduce the burden and loss arising from mental disorders in adult life.
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18
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Carter H, Dennis A, Williams N, Weston D. Identity-based social support predicts mental and physical health outcomes during COVID-19. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2022; 62:845-865. [PMID: 36372928 PMCID: PMC9877754 DOI: 10.1111/bjso.12600] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Accepted: 10/27/2022] [Indexed: 11/15/2022]
Abstract
During the COVID-19 pandemic, the United Kingdom implemented physical distancing measures to minimize viral transmission, which may have adversely impacted health and wellbeing. Evidence suggests that social support may be key to mitigating against adverse health impacts of such measures, particularly when such social support is identity-based. In this longitudinal study, we examined the role of social identity and perceived social support in mental and physical health outcomes during the COVID-19 pandemic. Participants completed a survey at 4 time points during the first year of the pandemic: May/June 2020 (T1; N = 443); September/October 2020 (T2; N = 235); December 2020/January 2021 (T3; N = 243); and April 2021 (T4; N = 206). Results showed that at each time point, social support was predicted by identification with multiple groups before COVID-19, identity continuity, and identification with communities. Higher identity continuity and identification with communities both predicted greater mental and physical health at the same time point, mediated by perceived social support. Interestingly, higher identity continuity and identification with communities predicted higher social support at the same time point, which in turn predicted worse mental and physical health outcomes at the subsequent time point. Findings are discussed in relation to the context of the first year of the pandemic and the changing nature of societal restrictions across the four survey time points.
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Affiliation(s)
- Holly Carter
- Behavioural Science and Insights UnitUK Health Security AgencySalisburyUK
| | - Amelia Dennis
- Behavioural Science and Insights UnitUK Health Security AgencySalisburyUK
| | - Natalie Williams
- Behavioural Science and Insights UnitUK Health Security AgencySalisburyUK
| | - Dale Weston
- Behavioural Science and Insights UnitUK Health Security AgencySalisburyUK
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19
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Campbell F, Blank L, Cantrell A, Baxter S, Blackmore C, Dixon J, Goyder E. Factors that influence mental health of university and college students in the UK: a systematic review. BMC Public Health 2022; 22:1778. [PMID: 36123714 PMCID: PMC9484851 DOI: 10.1186/s12889-022-13943-x] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 07/25/2022] [Indexed: 11/29/2022] Open
Abstract
Background Worsening mental health of students in higher education is a public policy concern and the impact of measures to reduce transmission of COVID-19 has heightened awareness of this issue. Preventing poor mental health and supporting positive mental wellbeing needs to be based on an evidence informed understanding what factors influence the mental health of students. Objectives To identify factors associated with mental health of students in higher education. Methods We undertook a systematic review of observational studies that measured factors associated with student mental wellbeing and poor mental health. Extensive searches were undertaken across five databases. We included studies undertaken in the UK and published within the last decade (2010–2020). Due to heterogeneity of factors, and diversity of outcomes used to measure wellbeing and poor mental health the findings were analysed and described narratively. Findings We included 31 studies, most of which were cross sectional in design. Those factors most strongly and consistently associated with increased risk of developing poor mental health included students with experiences of trauma in childhood, those that identify as LGBTQ and students with autism. Factors that promote wellbeing include developing strong and supportive social networks. Students who are prepared and able to adjust to the changes that moving into higher education presents also experience better mental health. Some behaviours that are associated with poor mental health include lack of engagement both with learning and leisure activities and poor mental health literacy. Conclusion Improved knowledge of factors associated with poor mental health and also those that increase mental wellbeing can provide a foundation for designing strategies and specific interventions that can prevent poor mental health and ensuring targeted support is available for students at increased risk. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-13943-x.
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Affiliation(s)
| | | | | | | | | | - Jan Dixon
- University of Sheffield, Sheffield, UK
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20
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Phillips R, Seaborne K, Goldsmith A, Curtis N, Davies A, Haynes W, McEnroe R, Murphy N, O’Neill L, Pacey C, Walker E, Wordley E. Student loneliness through the pandemic: How, why and where? THE GEOGRAPHICAL JOURNAL 2022; 188:277-293. [PMID: 35600138 PMCID: PMC9111728 DOI: 10.1111/geoj.12438] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2021] [Revised: 02/11/2022] [Accepted: 03/09/2022] [Indexed: 05/05/2023]
Abstract
Loneliness has emerged as a problem for individuals and society. A group whose loneliness has recently grown in severity and visibility is students in higher education. Complementing media reports and surveys of students' lockdown loneliness, this paper presents qualitative research findings on students loneliness during the COVID-19 pandemic. It explores the how, why and where of student loneliness through research co-produced with undergraduate and postgraduate students. Student-researchers investigated loneliness as a function of relationships and interactions through self-interviews and peer interviews (n = 46) and through objects, chosen by participants to represent their experiences of lockdown. This research led to three conclusions, each with a geographical focus. First, as the spaces in which students live and study were fragmented, interactions and relationships were disrupted. Second, students struggled to put down roots in their places of study. Without a sense of belonging-to the city and institution where they studied, and the neighbourhood and accommodation where they lived-they were more likely to experience loneliness. Third, many students were unable to progress through life transitions associated with late adolescence including leaving home, learning social skills, forming sexual relationships and emerging into adulthood. Those facing bigger changes such as bereavement struggled to process these events and spoke of feeling 'neither here nor there'-in limbo. But students displayed resilience, finding ways to cope with and mitigate their loneliness. Their coping strategies speak to the efforts of policymakers and practitioners-including those in universities, government, health and wellbeing services, and accommodation services-who are seeking ways to tackle students' (and other peoples') loneliness.
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21
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Chung J, Mundy ME, McKenzie S. A Self-Managed Online Mindfulness Program in a University-Wide Learning Management System Orientation Site: A Real-World Ecological Validation Study. Front Psychol 2022; 13:869765. [PMID: 35602693 PMCID: PMC9121920 DOI: 10.3389/fpsyg.2022.869765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Accepted: 03/28/2022] [Indexed: 11/15/2022] Open
Abstract
The efficacy of mindfulness-based interventions in randomised-controlled trials and large experimental studies has been demonstrated in university student populations. Whilst these investigations have provided insight into the nature of the delivery of mindfulness-based practices, there has been little research in the implementation of self-managed online student wellbeing and mindfulness programs at university. This ecological validation study conducted in 2020 evaluated a real-world implementation of a large, university-wide, online mindfulness-based program that was accessible fully online via the tertiary institutions’ Learning Management System (LMS) student orientation site. The total sample included 833 participants from a range of disciplines and faculties at Monash University, Australia. At the end of the study, 236 (28.3%) participants were retained and completed the follow-up survey. Participants had the option to engage with the fully self-managed online mindfulness program for a 12-week semester. The mindfulness practices were pre-recorded, audio-guided sessions, and 10–15 min in length. Baseline and end of semester questionnaires included the 14-item Warwick-Edinburgh Mental Wellbeing Scale, 10-item Perceived Stress Scale and the 18-item Five Facet Mindfulness Questionnaire. Participants who engaged with the mindfulness program over 3 or more weeks showed significant improvements in all three outcome measures, and all participants showed significant improvements in wellbeing at the end of semester. Learning analytics obtained via the LMS revealed that 58.6% (n = 489) had not logged into the mindfulness program at all, almost a third (31.0%, n = 259) logged into the program materials once or twice, and 10.2% (n = 85) of the whole sample engaged with the program actively, having logged in three or more times. The total number of student logins peaked in week 2, reduced between week 2 and week 7 and thereafter activity remained stable until the end of the semester. We hypothesise that the changes in wellbeing, stress and mindfulness at the end of the semester seen in the low engagement participants may partly be explained by the circumstances of COVID-19 restrictions improving. This study has revealed and discusses the complexities of student behaviour and implications for implementing an online mindfulness program in the real- world setting of a university.
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Affiliation(s)
- Jennifer Chung
- School of Psychological Sciences, Monash University, Melbourne, VIC, Australia
| | - Matthew E Mundy
- Monash Centre for Professional Development and Monash Online Education, Monash University, Melbourne, VIC, Australia
| | - Stephen McKenzie
- School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia
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22
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Sampson K, Priestley M, Dodd AL, Broglia E, Wykes T, Robotham D, Tyrrell K, Ortega Vega M, Byrom NC. Key questions: research priorities for student mental health. BJPsych Open 2022; 8:e90. [PMID: 35535504 PMCID: PMC9169497 DOI: 10.1192/bjo.2022.61] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND The high prevalence of mental distress among university students is gaining academic, policy and public attention. As the volume of research into student mental health increases, it is important to involve students to ensure that the evidence produced can translate into meaningful improvements. AIMS For the first time, we consult UK students about their research priorities on student mental health. METHOD This priority setting exercise involved current UK university students who were asked to submit three research questions relating to student mental health. Responses were aggregated into themes through content analysis and considered in the context of existing research. Students were involved throughout the project, including inception, design, recruitment, analysis and dissemination. RESULTS UK university students (N = 385) submitted 991 questions, categorised into seven themes: epidemiology, causes and risk factors, academic factors and work-life balance, sense of belonging, intervention and services, mental health literacy and consequences. Across themes, respondents highlighted the importance of understanding the experience of minority groups. CONCLUSIONS Students are interested in understanding the causes and consequences of poor mental health at university, across academic and social domains. They would like to improve staff and students' knowledge about mental health, and have access to evidence-based support. Future research should take a broad lens to evaluate interventions; considering how services are designed and delivered, and investigating institutional and behavioural barriers to accessibility, including how this varies across different groups within the student population.
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Affiliation(s)
- Katie Sampson
- Institute of Psychiatry, Psychology and Neurosciences, King's College London, UK
| | | | - Alyson L Dodd
- Department of Psychology, Northumbria University, UK
| | - Emma Broglia
- School of Psychology, University of Sheffield, UK
| | - Til Wykes
- Institute of Psychiatry, Psychology and Neurosciences, King's College London, UK
| | | | | | | | - Nicola C Byrom
- Department of Psychology, Institute of Psychiatry, Psychology and Neurosciences, King's College London, UK
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23
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Determinants of wellbeing in university students: The role of residential status, stress, loneliness, resilience, and sense of coherence. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03125-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractMaintaining wellbeing in university students is a government priority, but robust evidence has been lacking. Higher wellbeing is associated with better mental and physical health, higher self-esteem, self-efficacy, and effective coping strategies. This study aimed to identify, through an online survey in 2018, key determinants of wellbeing amongst a sample of 574 (65.5% female) students across all levels of study at a university in the UK. Most respondents (526 (91.8%)) reported feeling unusually stressed or overwhelmed at university. Residential students reported higher loneliness and number of stressors than commuter students, and postgraduate students reported higher wellbeing, resilience, and sense of coherence, and lower perceived stress and loneliness. Hierarchical regression analyses showed that 71.8% of the variance in wellbeing was predicted by a model containing demographics (age/gender, level of study, number of stressors), psychosocial variables, and perceived stress, with perceived stress, sense of coherence, loneliness, and resilience the strongest predictors. The findings suggest that interventions designed to improve resilience and sense of coherence, and reduce loneliness and perceived stress are likely to be effective in enhancing wellbeing in a student population.
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24
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Carranza Esteban RF, Mamani-Benito O, Caycho-Rodriguez T, Lingán-Huamán SK, Ruiz Mamani PG. Psychological Distress, Anxiety, and Academic Self-Efficacy as Predictors of Study Satisfaction Among Peruvian University Students During the COVID-19 Pandemic. Front Psychol 2022; 13:809230. [PMID: 35548489 PMCID: PMC9085258 DOI: 10.3389/fpsyg.2022.809230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 03/31/2022] [Indexed: 01/09/2023] Open
Abstract
The objective of this research study was to determine if psychological distress, anxiety, and academic self-efficacy predict satisfaction with studies in Peruvian university students during the COVID-19 pandemic. A cross-sectional and predictive design was used, in which 582 Peruvian university students participated, 243 men and 339 women, between the ages of 16 and 41. Student's t-statistics were used to analyze the differences in scores of psychological distress, anxiety, academic self-efficacy, and satisfaction with studies based on the sex of the participants, Pearson's R was used for the analysis of correlations between variables, and multiple linear regressions were used to evaluate the predictive model. In the analyses, the significance level was set at 0.05. The results show that men have higher levels of psychological distress, anxiety, and academic self-efficacy than women do (p < 0.01); high levels of psychological distress correlate with high levels of anxiety (r = 0.580, p < 0.01) and low levels of satisfaction with studies (r = -0.178, p < 0.01) and academic self-efficacy (r = -0.348, p < 0.01); high levels of anxiety correlate with low levels of satisfaction with studies (r = -0.122, p < 0.01) and academic self-efficacy (r = -0.192, p < 0.01); and high levels of academic self-efficacy correlate with high levels of satisfaction with studies (r = 0.429, p < 0.01). Academic self-efficacy was also found to predict satisfaction with studies (β = 0.429, p < 0.01). This concludes that, although there are significant correlations between psychological distress, anxiety, academic self-efficacy, and satisfaction with studies, academic self-efficacy is the variable that most predicts satisfaction with studies in Peruvian university students.
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Affiliation(s)
- Renzo Felipe Carranza Esteban
- Facultad de Humanidades, Grupo de Investigación Avances en Investigación Psicológica, Universidad San Ignacio de Loyola, Lima, Peru,*Correspondence: Renzo Felipe Carranza Esteban,
| | - Oscar Mamani-Benito
- Escuela de Psicología, Facultad de Derecho y Humanidades, Universidad Señor de Sipán, Chiclayo, Peru
| | | | - Susana K. Lingán-Huamán
- Facultad de Humanidades, Grupo de Investigación Avances en Investigación Psicológica, Universidad San Ignacio de Loyola, Lima, Peru
| | - Percy G. Ruiz Mamani
- Facultad de Ciencias de la Salud, Universidad Privada San Juan Bautista, Lima, Peru
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25
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Alsuhibani A, Shevlin M, Freeman D, Sheaves B, Bentall RP. Why conspiracy theorists are not always paranoid: Conspiracy theories and paranoia form separate factors with distinct psychological predictors. PLoS One 2022; 17:e0259053. [PMID: 35389988 PMCID: PMC8989304 DOI: 10.1371/journal.pone.0259053] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 10/11/2021] [Indexed: 01/12/2023] Open
Abstract
Paranoia and belief in conspiracy theories both involve suspiciousness about the intentions of others but have rarely been studied together. In three studies, one with a mainly student sample (N = 496) and two with more representative UK population samples (N = 1,519, N = 638) we compared single and two-factor models of paranoia and conspiracy theories as well as associations between both belief systems and other psychological constructs. A model with two correlated factors was the best fit in all studies. Both belief systems were associated with poor locus of control (belief in powerful others and chance) and loneliness. Paranoid beliefs were specifically associated with negative self-esteem and, in two studies, insecure attachment; conspiracy theories were associated with positive self-esteem in the two larger studies and narcissistic personality traits in the final study. Conspiracist thinking but not paranoia was associated with poor performance on the Cognitive Reflection Task (poor analytical thinking). The findings suggest that paranoia and belief in conspiracy theories are distinct but correlated belief systems with both common and specific psychological components.
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Affiliation(s)
- Azzam Alsuhibani
- Department of Psychology, King Saud University, Riyadh, Saudi Arabia
| | - Mark Shevlin
- Department of Psychology, University of Ulster, Ulster, United Kingdom
| | - Daniel Freeman
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Bryony Sheaves
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Richard P. Bentall
- Clinical Psychology Unit, Department of Psychology, University of Sheffield, Sheffield, United Kingdom
- * E-mail:
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26
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Tholen R, Ponnet K, Van Hal G, De Bruyn S, Buffel V, Van de Velde S, Bracke P, Wouters E. Substance Use among Belgian Higher Education Students before and during the First Wave of the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074348. [PMID: 35410029 PMCID: PMC8998911 DOI: 10.3390/ijerph19074348] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 04/01/2022] [Accepted: 04/02/2022] [Indexed: 01/19/2023]
Abstract
The COVID-19 pandemic prompted many countries to issue far-reaching policy measures that may have led to increased substance use. Higher education students may have been disproportionally affected due to the rearrangement of educational life and their susceptibility to psychosocial distress and substance use. The current study examined associations between pandemic-related stressors, psychosocial distress, and self-reported alcohol, tobacco, and cannabis use before and during the first wave of the pandemic. Data were collected in Belgium as part of the COVID-19 International Student Well-being Study (C19 ISWS) and analyzed using multinomial logistic regression analyses. The sample contained 18,346 higher education students aged 17 to 24 (75% women). Overall use of alcohol, tobacco, and cannabis as well as binge drinking decreased during the pandemic, perhaps due to limited social gatherings. Moving back to the parental home was associated with decreased substance use, while depressive symptoms were associated with increased substance use. Perceived threat and academic stress were associated with increased binge drinking among heavy bingers and increased tobacco use. Decreases among students who moved back to their parental home may be explained by increased informal social control. Increased substance use was associated with a number of stressors and psychosocial distress, which suggests that some students may have been self-medicating to manage their mental health amidst the pandemic. Public health policy concerning substance use may prove to be less effective if not tailored to particular subgroups within the student population.
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Affiliation(s)
- Robert Tholen
- Center for Population, Family and Health, University of Antwerp, 2000 Antwerp, Belgium; (S.D.B.); (V.B.); (S.V.d.V.); (E.W.)
- Correspondence:
| | - Koen Ponnet
- Department of Communication Studies, imec-mict, Ghent University, 9000 Ghent, Belgium;
| | - Guido Van Hal
- Department of Family Medicine and Population Health, Social Epidemiology and Health Policy, University of Antwerp, 2610 Antwerp, Belgium;
| | - Sara De Bruyn
- Center for Population, Family and Health, University of Antwerp, 2000 Antwerp, Belgium; (S.D.B.); (V.B.); (S.V.d.V.); (E.W.)
| | - Veerle Buffel
- Center for Population, Family and Health, University of Antwerp, 2000 Antwerp, Belgium; (S.D.B.); (V.B.); (S.V.d.V.); (E.W.)
| | - Sarah Van de Velde
- Center for Population, Family and Health, University of Antwerp, 2000 Antwerp, Belgium; (S.D.B.); (V.B.); (S.V.d.V.); (E.W.)
| | - Piet Bracke
- Department of Sociology, Ghent University, 9000 Ghent, Belgium;
| | - Edwin Wouters
- Center for Population, Family and Health, University of Antwerp, 2000 Antwerp, Belgium; (S.D.B.); (V.B.); (S.V.d.V.); (E.W.)
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Gębska M, Dalewski B, Pałka Ł, Kołodziej Ł, Sobolewska E. Chronotype Profile, Stress, Depression Level, and Temporomandibular Symptoms in Students with Type D Personality. J Clin Med 2022; 11:jcm11071886. [PMID: 35407492 PMCID: PMC8999628 DOI: 10.3390/jcm11071886] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2022] [Revised: 03/13/2022] [Accepted: 03/25/2022] [Indexed: 12/10/2022] Open
Abstract
Background: Despite a growing interest in the types of human circadian activity, different chronotypes and personality-related issues have been rarely studied. It has already been emphasized that ‘stress personality’ is considered a risk factor for certain psychosomatic diseases and may be a temporomandibular disorders (TMDs) predictor. Therefore, an attempt has been made to analyze the chronotypes, stress levels, stress factors, and the occurrence of depression and TMDs in students with type D personalities. People with this personality trait tend to experience negative emotions more—depression, anxiety, anger, or hostility—yet may have a negative image of themselves and report somatic complaints. Aim: The aim of this study was to analyze the importance of the chronotype profile for the level of stress perceived, as well as for the occurrence of depression and TMDs in people with type D personalities. Material and Methods: The study has been conducted on a group of 220 physical therapy students. The study group G1 consisted of 110 participants with type D personalities, the control group G2 consisted of the same number of participants without the stress personality. All participants have been analyzed for the chronotype (MEQ), stress perception (PSS10), the occurrence of depression (Beck scale-BDI), the occurrence of TMDs symptoms and have completed the stress factor assessment questionnaire during the study, followed by DS14 questionnaire—a tool for assessing the prevalence of type D personality. Results: In students with type D personalities (G1), the definitely evening and evening chronotypes have been significantly more predominant than in the control group (G2). A significantly higher number of stressors and TMDs symptoms have been observed in the respondents from the G1 group than in the control group (<0.001). Univariate logistic regression analysis showed that type D personality was strongly associated with a more frequent occurrence of all TMD symptoms. Additionally, a significant influence of the evening chronotype on the occurrence of type D personality was observed. Among the potential confounding variables, female gender and a mild and moderate degree of depression have an impact on the occurrence of type D personality (p < 0.05). In the multivariate model, adjusted with the above-mentioned factors, an increased risk of the type D personality trait was found. Conclusion: The evening chronotype and type D personality may imply greater feelings of stress, greater depression, and more frequent symptoms of TMDs in young adults.
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Affiliation(s)
- Magdalena Gębska
- Department of Rehabilitation Musculoskeletal System, Pomeranian Medical University, 70-204 Szczecin, Poland; (M.G.); (Ł.K.)
| | - Bartosz Dalewski
- Department of Dental Prosthetics, Pomeranian Medical University, 70-204 Szczecin, Poland; (B.D.); (E.S.)
| | - Łukasz Pałka
- Private Dental Practice, 68-200 Zary, Poland
- Correspondence:
| | - Łukasz Kołodziej
- Department of Rehabilitation Musculoskeletal System, Pomeranian Medical University, 70-204 Szczecin, Poland; (M.G.); (Ł.K.)
| | - Ewa Sobolewska
- Department of Dental Prosthetics, Pomeranian Medical University, 70-204 Szczecin, Poland; (B.D.); (E.S.)
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McNamara N, Wakefield JRH, Cruwys T, Potter A, Jones BA, McDevitt S. The link between family identification, loneliness, and symptom severity in people with eating disorders. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1002/casp.2606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Niamh McNamara
- Department of Psychology Nottingham Trent University Nottingham UK
| | | | - Tegan Cruwys
- Research School of Psychology The Australian National University Canberra Australian Capital Territory Australia
| | - Adam Potter
- Department of Psychology Nottingham Trent University Nottingham UK
| | - Bethany A. Jones
- Department of Psychology Nottingham Trent University Nottingham UK
| | - Sara McDevitt
- Department of Psychiatry University College Cork Cork Ireland
- Consultant Child & Adolescent Psychiatrist Health Services Executive Dublin Ireland
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Wang Y, Warmenhoven H, Feng Y, Wilson A, Guo D, Chen R. The relationship between childhood trauma and suicidal ideation, the mediating role of identification of all humanity, indifference and loneliness. J Affect Disord 2022; 299:658-665. [PMID: 34942226 DOI: 10.1016/j.jad.2021.12.052] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/25/2021] [Revised: 10/27/2021] [Accepted: 12/18/2021] [Indexed: 01/25/2023]
Abstract
BACKGROUND Research shows that childhood trauma has a detrimental impact on an individual's health, including suicidal ideation. In order to intervene with suicidal ideation, it is necessary to study the impact of childhood trauma on emotional and social functioning. This study explored the relationship between childhood trauma and suicidal ideation from the perspectives of indifference, identification with all humanity, and loneliness. METHODS A total number of 8,452 college students completed the study. Childhood trauma was measured by the short form of Childhood Trauma Questionnaire (CTQ-SF). The Identification With All Humanity scale (IWAH) was used to measure individual's ability to identify or not identify with humanity. For indifference, we used the Inventory of Callous-Unemotional Traits, and Loneliness was assessed by the Loneliness Scale. The relationship of indifference, identification with all humanity, and loneliness were explored to further understand the relationship between childhood trauma and suicidal ideation's correlations, regression analysis, and path analysis were employed for data analysis. RESULTS Childhood trauma was positively correlated with indifference, loneliness, and suicidal ideation, and negatively correlated with identification with all humanity (r = -0.140∼0.335, p < .001). Suicidal ideation was positively correlated with indifference and loneliness, and negatively correlated with identification with all humanity (r = -0.082∼0.260, p < .001). The results indicated that childhood trauma leads to indifference, which increases loneliness, and results in suicidal ideation (β = 0.073∼0.335, p < 0.001). If an individual with childhood trauma were to gain more recognition from social groups, this would reduce their loneliness and suicidal ideation (β = -0.125∼0.228, p < 0.001). DISCUSSION Individuals with childhood trauma were more likely to display apathy, including non-emotional behavior. This makes individuals lonelier and may increase suicidal ideation. However, if individuals are further recognized by others and social groups within their environment it is possible to intervene in this process.
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Affiliation(s)
- Yuanyuan Wang
- National Clinical Research Center for Mental Disorders, Department of Psychiatry, and China National Technology Institute on Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, China; Division of Psychology, Faculty of Health and Life Sciences, De Montfort University, Leicester, United Kingdom.
| | - Helmut Warmenhoven
- Division of Humanities and Social Sciences, Beijing Normal University-Hong Kong Baptist University United International College, Zhuhai, China
| | - Yi Feng
- Mental Health Center, Central University of Finance and Economics, Beijing, China; Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Amanda Wilson
- Division of Psychology, Faculty of Health and Life Sciences, De Montfort University, Leicester, United Kingdom
| | - Dandan Guo
- Department of Clinical Psychology, The Third Xiangya Hospital, Central South University, Changsha, Hunan 410013, China
| | - Runsen Chen
- Vanke School of Public Health, Tsinghua University, Beijing, China.
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Hayes S, Carlyle M, Haslam SA, Haslam C, Dingle G. Exploring links between social identity, emotion regulation, and loneliness in those with and without a history of mental illness. BRITISH JOURNAL OF CLINICAL PSYCHOLOGY 2022; 61:701-734. [PMID: 35141908 PMCID: PMC9544806 DOI: 10.1111/bjc.12358] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 12/06/2021] [Indexed: 01/10/2023]
Abstract
OBJECTIVE Emotion regulation and social identity theorizing provide two influential perspectives on loneliness. From an emotion regulation perspective, loneliness is understood as a negative emotional state that can be managed using emotion regulation strategies. A social identity perspective views loneliness as resulting from a loss or lack of important social groups and related identities. This study aimed to explore the relationships between key constructs drawn from both perspectives, with a view to understanding loneliness in adults with and without a history of mental illness. DESIGN AND METHODS Participants (N = 875) with a mental illness history (MH Hx, n = 217; Mage = 45 years, 59% female) and without a mental illness history (No MH Hx, n = 658; Mage = 47 years, 48% female) completed a survey comprising measures of group membership and connectedness, emotion regulation strategies, and loneliness. RESULTS The MH Hx group reported higher internal affect worsening strategy use and loneliness than those No MH Hx. Hierarchical regressions indicated that the unique contributions of emotion regulation strategies and social identity factors to loneliness were equivalent between the groups. Together, social identity and emotion regulation explained 37% of the variance in loneliness in the No MH Hx subsample and 35% in the MH Hx subsample. CONCLUSION These findings suggest that both emotion regulation and social identity had significant unique contributions to the reported loneliness of people when controlling for demographics and each other in those with and without a history of mental illness. Integration of the two frameworks may provide novel avenues for the prevention and management of loneliness. PRACTITIONER POINTS Individuals with a history of mental illness report more use of internal emotion worsening regulation strategies and greater loneliness than those with no such history, but there were no differences in social identity factors. Internal emotion worsening strategies and social support received from others explained the variance in reported loneliness for both those with and without a history of mental illness. Internal emotion improving strategies were significant for those with a history of mental illness, while social support given was significant for those without a history of mental illness. Screening clients for emotion regulation difficulties, social disconnectedness, and loneliness may provide clinicians with an indication of risk for developing psychological distress/disorders.
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Affiliation(s)
- Shaun Hayes
- School of Psychology, The University of Queensland, St Lucia, Queensland, Australia
| | - Molly Carlyle
- School of Psychology, The University of Queensland, St Lucia, Queensland, Australia.,Lives Lived Well Research Group, School of Psychology, The University of Queensland, St Lucia, Queensland, Australia
| | - S Alexander Haslam
- School of Psychology, The University of Queensland, St Lucia, Queensland, Australia
| | - Catherine Haslam
- School of Psychology, The University of Queensland, St Lucia, Queensland, Australia.,Centre for Health Outcomes Innovation and Clinical Education (CHOICE), School of Psychology, The University of Queensland, St Lucia, Queensland, Australia
| | - Genevieve Dingle
- School of Psychology, The University of Queensland, St Lucia, Queensland, Australia.,Centre for Health Outcomes Innovation and Clinical Education (CHOICE), School of Psychology, The University of Queensland, St Lucia, Queensland, Australia
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Gu Z, Li P, Zhang A, Xu X, Gu F. The Role of Mental Health and Sustainable Learning Behavior of Students in Education Sector Influences Sustainable Environment. Front Psychol 2022; 13:822751. [PMID: 35211067 PMCID: PMC8862756 DOI: 10.3389/fpsyg.2022.822751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Accepted: 01/03/2022] [Indexed: 11/23/2022] Open
Abstract
Mental health has been declared as the essential component of overall human wellbeing. However, there has been a very steep rate of depression and anxiety in students that exhibit their social and personal burdens. It has been widely accepted that the wellbeing and mental health of individuals are a mix of psychological, genetic, social, lifestyle factors, and environmental exposure. Due to the pandemic, the shift from traditional classroom learning to e-learning has also disturbed the mental health of students, which consequently affects environmental stability. The current study has also measured the effect on the mental health of e-learning behaviors (psychological motivation, peer collaboration, cognitive problem-solving, interaction with the instructor, community support, and learning management). The population of the study was the undergraduate students enrolled in the colleges of China, and they were chosen via convenient sampling. The findings of the study show that mental health has a significant positive effect on the e-learning behavior of the students and consequently affects environmental sustainability. Educational institutions are improving their e-learning programs by understanding the preferences and challenges of students regarding online learning. Educational institutions should revise their policies on online education and teaching methodologies. Furthermore, the current study has taken undergraduate students as the sample. In future studies, these relationships can be checked in higher education as well.
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Affiliation(s)
- Zhaoliang Gu
- School of Marxism, Chengdu University of Technology, Chengdu, China
| | - Pu Li
- College of Management Science, Chengdu University of Technology, Chengdu, China
| | - Aiai Zhang
- School of Marxism, Chengdu University of Technology, Chengdu, China
| | - Xiaoqiang Xu
- School of Marxism, Chengdu University of Technology, Chengdu, China
| | - Fengmiao Gu
- Logistics Service Group, Chengdu University of Technology, Chengdu, China
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Davies E, Read J, Shevlin M. The impact of adverse childhood experiences and recent life events on anxiety and quality of life in university students. HIGHER EDUCATION 2022; 84:211-224. [PMID: 34866649 PMCID: PMC8632728 DOI: 10.1007/s10734-021-00774-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/01/2021] [Indexed: 05/11/2023]
Abstract
UNLABELLED Adverse childhood experiences (ACEs) have been repeatedly associated with a wide range of physical and mental health issues. Research has indicated high levels of anxiety and depression among university students, and a few studies have documented the relationship between ACEs and anxiety in the university student population. This study surveyed first year students at a university located in the most ethnically diverse district in England, with the second highest poverty rate. Eight hundred and fifty-eight responded; a response rate of 12%. The survey included questions about adverse childhood events, recent life stressors, current deprivation, quality of life, positive physical health and positive mental health, and used the Generalized Anxiety Disorder Scale, a standardised measure. Thirty-seven percent of the responding students met the diagnosis for generalised anxiety disorder. In a multivariate multiple regression model, life stressors and childhood adversities were significantly associated with higher levels of anxiety and lower levels of physical and mental health. Only childhood adversities significantly predicted lower levels of quality of life. The findings highlight the importance of considering adverse childhood experiences in enhancing the wellbeing of the student population. Given the demographics of the student population at the University of East London, the high rates of ACEs and anxiety are likely to partially reflect poverty and racism. The implications of the findings for trauma-informed policies and practices in universities are discussed. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s10734-021-00774-9.
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Affiliation(s)
- Emma Davies
- School of Business and Law, University of East London, Water Lane, London, E15 4LZ UK
| | - John Read
- School of Psychology, University of East London, Water Lane, London, E15 4LZ UK
| | - Mark Shevlin
- School of Psychology, Ulster University, Coleraine Campus, Cromore Road, Corelaine, Co., Londonderry, BT52 1SA UK
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Davies E, Read J, Shevlin M. Childhood adversities among students at an English University: A latent class analysis. J Trauma Dissociation 2022; 23:79-96. [PMID: 34641772 DOI: 10.1080/15299732.2021.1987373] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
University students routinely participate in research, including research on trauma and adversity, but the unique implications of trauma and adversity for educational and developmental outcomes for this group have received less attention. This study surveyed first year undergraduate students at an urban university located in the most ethnically diverse district in England, with the second highest poverty rate. Of 7,110 students, 858 responded; a response rate of 12%. The survey included thirteen questions about adverse events and circumstances before age 18. Four in five students (79%) reported at least one adversity, 51% reported three or more, and 20% reported at least six. Female students reported a higher mean number of adversities than men, but men were significantly more likely to report having been "attacked, stabbed, shot or robbed by threat." Where comparisons were possible, rates were higher than for the general population or for the only other UK university survey. A Latent Class Analysis produced four groupings. Besides the 'No adversity' (36%) and "Intermediate" (46%) classes, there were two "High adversity" groups, differentiated by high (12%) or moderate (6%) adversities related to cohabitation (parental separation, lived with depressed person, lived with alcohol/drug user, and lived with incarcerated person). Higher rates of adversities, and latent class membership, were related to predictions that one would not complete one's degree. Implications and next steps are discussed.
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Affiliation(s)
- Emma Davies
- School of Business and Law, University of East London, London, UK
| | - John Read
- School of Psychology, University of East London, London, UK
| | - Mark Shevlin
- School of Psychology, Ulster University, Derry, UK
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Abstract
PURPOSE OF REVIEW Loneliness is a common experience in patients with personality disorders (PDs) that are characterized by impairment in self (identity, self-direction) and interpersonal functioning (empathy, intimacy). Here, we review studies assessing the association of loneliness with PD or PD traits including DSM-5's Alternative Model of PD (AMPD). RECENT FINDINGS The number of loneliness studies varied greatly among different PDs with most studies conducted in borderline PD. Across PDs, loneliness was associated with the severity of psychopathological symptoms and with several AMPD trait domains. Consequently, loneliness may contribute to PD severity and further impair personality functioning. Loneliness and PD share intra- and interpersonal factors (i.e., increased rejection sensitivity, information processing biases, social withdrawal) and common origins in childhood maltreatment that may explain their close association. Future research needs to investigate mechanisms on how loneliness and core characteristics of PD mutually reinforce each other in order to therapeutically address loneliness in PD.
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Affiliation(s)
- Matthias A. Reinhard
- Department of Psychiatry and Psychotherapy, LMU University Hospital Munich, Nussbaumstr. 7, 80336 Munich, Germany
| | - Tabea Nenov-Matt
- Department of Psychiatry and Psychotherapy, LMU University Hospital Munich, Nussbaumstr. 7, 80336 Munich, Germany
| | - Frank Padberg
- Department of Psychiatry and Psychotherapy, LMU University Hospital Munich, Nussbaumstr. 7, 80336 Munich, Germany
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Evaluating Mental Health and Wellbeing of Postgraduate Researchers: Prevalence and Contributing Factors. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02309-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
AbstractHigh rates of mental ill-health in postgraduate researchers (PGRs) represent a significant barrier to life satisfaction and academic success. Nevertheless, there is little knowledge about the extent and origins of mental health problems of PGRs in the UK. The current study addresses this gap by investigating the prevalence and provenance of anxiety, depression, sleep problems, subjective mental wellbeing, and suicide behaviours of PGRs in the UK. An online survey (N = 479) was used to measure the mental health outcomes and assess their relationships with demographic, trait and academic variables, policy, and social support. We found a high prevalence of mental ill-health and low levels of wellbeing in the current sample. Factors associated with poorer outcomes were female and non-binary gender, non-heterosexual identity, maladaptive perfectionism, workaholism and being in the 5th year of study or above. Resilience, adaptive perfectionism, higher levels of social support and positive evaluations of progress and preparation, departmental climate, and supervisory relationship were associated with more positive outcomes. The current findings contribute new knowledge about the prevalence of mental health symptoms in PGRs in the UK, implying that institutional efforts to improve PGR wellbeing should include strategies to promote equality, diversity, resilience, integration, social support, and work-life balance of PGRs.
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Abstract
Background
Emerging evidence demonstrates that postgraduate researchers have high rates of mental health problems. These problems are distressing, affect PhD studies, and have longer-term potential effects beyond the duration of the PhD. Yet large-scale studies of multiple risk and protective factors are rare.
Aims
We aimed to test the predictive validity of a comprehensive set of potential determinants of mental health symptoms (depression, anxiety and suicidality) among postgraduate researchers in the UK, including personal, study-related, and supervision characteristics.
Method
We used regression models applied to data obtained from a national online survey of UK postgraduate researchers (Understanding DOCtoral researcher mental health; U-DOC, 2018–2019) to test predictors of mental health symptoms.
Results
These models show that postgraduate researchers' mental health symptoms are predicted by demographic, occupational, psychological, social and supervisory relationship factors. Greater perfectionism, more impostor thoughts and reduced supervisory communion most strongly and consistently predict mental health symptoms.
Conclusions
Institutions training postgraduate researchers should focus interventions intended to improve depression, anxiety, suicidality, on self-beliefs and social connectedness. Moreover, supervisors should be provided with training that improves the degree of agency, and especially communion, in the relationships they form with postgraduate researchers.
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McIntyre J, Elahi A, Latham C, Mullholland H, Haines-Delmont A, Saini P, Taylor PJ. Does neighbourhood identification buffer against the effects of socioeconomic disadvantage on self-harm? J Affect Disord 2021; 294:857-863. [PMID: 34375213 DOI: 10.1016/j.jad.2021.07.103] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Revised: 07/15/2021] [Accepted: 07/26/2021] [Indexed: 11/17/2022]
Abstract
BACKGROUND Socioeconomic disadvantage and lack of group belonging (i.e., social identity) have been linked to poor mental health. However, no research has investigated the relationship between neighbourhood identity and self-harm, nor whether identifying with one's neighbourhood can mitigate the effects of economic stress on self-harm. METHODS Pre-registered secondary data analysis of a large (N = 3412) community health survey conducted in disadvantaged areas of North West England. RESULTS Despite the sample having a relatively high and therefore restricted level of disadvantage, individual and geographic indicators of disadvantage, as well as neighbourhood identification, were unique and strong predictors of self-harm thoughts and behaviours across several analyses. Specifically, experiencing disadvantage and disidentification predicted significantly higher odds of self-harm and self-harm thoughts. No consistent interactive effects emerged. LIMITATIONS The cross-sectional design limits firm conclusions regarding causal effects of neighbourhood identity and disadvantage on self-harm. However, causal direction is supported by past research and theory. The data is self-report, which is subject to response bias. The sample was also recruited from a region of the UK with low numbers of residents from ethnic minority backgrounds. CONCLUSIONS The results are consistent with past research indicating an association between social identity and better mental health, but for the first time extend these effects to self-harm. The findings demonstrate the importance of considering social and economic factors when attempting to prevent suicide and understand and treat self-harm thoughts.
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Affiliation(s)
- Jason McIntyre
- School of Psychology, Liverpool John Moores University, UK
| | - Anam Elahi
- Department of Primary Care and Mental Health. Institute of Population Health, University of Liverpool. UK
| | | | - Helen Mullholland
- Department of Primary Care and Mental Health. Institute of Population Health, University of Liverpool. UK
| | | | - Pooja Saini
- School of Psychology, Liverpool John Moores University, UK
| | - Peter J Taylor
- Division of Psychology and Mental Health, School of Health Sciences, The University of Manchester, Manchester Academic Health Sciences Centre, United Kingdom.
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Kalbus A, Boenecke J, Holt M, Powell S, Reintjes R. Exploring Trends and Differences in Health Behaviours of Health Sciences University Students from Germany and England: Findings from the "SuSy" Project. Public Health Rev 2021; 42:1603965. [PMID: 34692174 PMCID: PMC8500191 DOI: 10.3389/phrs.2021.1603965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Accepted: 08/25/2021] [Indexed: 11/13/2022] Open
Abstract
Objectives: This research aimed to explore the health behaviours of health sciences students over time and across different settings. Methods: A health behaviour surveillance system has been implemented in Hamburg and Manchester among under- and postgraduate health sciences students. Trends among the Hamburg sample were described. In a cross-sectional assessment, health behaviours across both universities were examined using multivariate regression analysis. Results: Between 2014 and 2018, increasing trends in physical activity and cannabis and alcohol consumption were observed in Hamburg (n = 1,366). While fruit and vegetable intake was constantly low, tobacco smoking decreased. No clear trend was observed for stress perception. The comparison (n = 474) revealed that Manchester students had higher odds of smoking, excessive alcohol consumption, and fruit and vegetable consumption; and lower odds of being physically active, and consuming cannabis. No difference in stress perception was observed. Conclusions: Varying trends and potential areas of intervention were identified for health behaviours in Hamburg. The comparison with Manchester students revealed differences in behaviours, which could be further explored to help inform health promotion strategies in both settings.
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Affiliation(s)
- Alexandra Kalbus
- Department of Health Sciences, Faculty of Life Sciences, Hamburg University of Applied Sciences, Hamburg, Germany
| | - Juliane Boenecke
- Department of Health Sciences, Faculty of Life Sciences, Hamburg University of Applied Sciences, Hamburg, Germany
| | - Maxine Holt
- Department of Health Professions, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, United Kingdom
| | - Susan Powell
- Department of Health Professions, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, United Kingdom
| | - Ralf Reintjes
- Department of Health Sciences, Faculty of Life Sciences, Hamburg University of Applied Sciences, Hamburg, Germany
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What's Worrying Our Students? Increasing Worry Levels over Two Decades and a New Measure of Student Worry Frequency and Domains. COGNITIVE THERAPY AND RESEARCH 2021; 46:406-419. [PMID: 34658461 PMCID: PMC8501938 DOI: 10.1007/s10608-021-10270-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2021] [Indexed: 10/26/2022]
Abstract
Background The frequency and severity of mental health problems in student populations have been a growing cause for concern worldwide, and studies have identified measures of a number of mental health symptoms that have been steadily increasing in frequency and intensity over the past 20-25 years. Methods In two studies we investigate the levels and domains of pathological worrying in university student participants. Study 1 is a retrospective study of Penn State Worry Questionnaire (PSWQ) data collected between 2001 and 2019. Study 2 describes the development of the Student Worry Questionnaire, a short and easily delivered measure of student worrying that identifies both frequency of worry as well as the student-relevant domains across which worrying occurs. Results Study 1 revealed a steady increase in student worry scores of around 20% between 2001 and 2019, with a significant positive correlation between year of data collection and mean PSWQ score. The domain scores in Study 2 indicated that academic work was a significantly higher worry than any of the other domains, and worries about intimate relationships and 'what people think of me' were also worries that scored higher than either financial or health worries. Conclusions The present studies indicate that pathological worrying can be added to the list of anxiety- and stress-related symptoms that have been shown to be on the increase in student populations in recent decades, and we discuss whether these increases represent a greater willingness to report symptoms or a genuine increase in experienced symptoms over time.
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Sun Y. The Effect of Teacher Caring Behavior and Teacher Praise on Students' Engagement in EFL Classrooms. Front Psychol 2021; 12:746871. [PMID: 34594287 PMCID: PMC8478015 DOI: 10.3389/fpsyg.2021.746871] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2021] [Accepted: 08/11/2021] [Indexed: 11/16/2022] Open
Abstract
The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the ultimate target of learning. In the language teaching field, the idea of student activities for learning is intensely rooted in the prevailing standards of effective language learning, which considers language communication and interaction as analytical for language improvement. Moreover, teachers as center of learning process is the most prominent research attention, and teachers play a key role in regulating the education process as well as students’ learning achievement. However, there is an absence of research which have considered teachers’ care and praise among all positive interpersonal behavior and its significant effect on students’ engagement. So, the present review attempts to focus on teacher care and praise, and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to clarify the practice of teachers, students, teacher educators, and materials developers.
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Affiliation(s)
- Yadi Sun
- School of Foreign Languages, Zhongnan University of Economics and Law, Wuhan, China
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Gu S, He Z, Sun L, Jiang Y, Xu M, Feng G, Ma X, Wang F, Huang JH. Effects of Coronavirus-19 Induced Loneliness on Mental Health: Sleep Quality and Intolerance for Uncertainty as Mediators. Front Psychiatry 2021; 12:738003. [PMID: 34621198 PMCID: PMC8490824 DOI: 10.3389/fpsyt.2021.738003] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Accepted: 08/24/2021] [Indexed: 11/27/2022] Open
Abstract
Objective: The aim of the study is to investigate effects of loneliness on individual's mental health and the mediating effects of intolerance of uncertainty and sleep quality in the post Coronavirus-19 period, especially for the young people. Methods: The questionnaires used in this study include UCLA loneliness scale (UCLA-3), the Pittsburgh Sleep Quality Index (PSQI), intolerance for uncertainty (IU) and the Chinese version of DASS-21. A total number of 289 subjects were recruited in the study, which includes 209 females (72.3%), 80 males (27.7%); and 212 students (73.4%), 77 working staffs (26.6%). Results: The results showed that: (1) people have high levels of loneliness, anxiety, depression and stress, and poor sleep quality; (2) the mediating effect of intolerance for uncertainty in the relationship of loneliness and mental health is significant (effect size = 0.178, 95% CI confidence interval: [0.115, 0.241]), and the mediating effects of sleep quality in the relationship between loneliness and mental health is significant (effect size = 0.127, 95% CI confidence interval: [0.017, 0.239]). Conclusion: Loneliness invokes a stronger self-concerned inadaptability to threat response and may lead to more mental diseases through more serious intolerance for uncertainty and insomnia.
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Affiliation(s)
- Simeng Gu
- Department of Psychology, Jiangsu University Medical School, Zhenjiang, China
| | - Zhengming He
- Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China
| | - Lianwang Sun
- Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China
| | - Yao Jiang
- Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China
| | - Minghong Xu
- Department of Neurology, Lianyungang Hospital of Chinese Medicine, Affiliated Hospital of Nanjing University of Chinese Medicine, Nanjing, China
| | - Guangkui Feng
- Department of Neurology, Lianyungang Hospital of Chinese Medicine, Affiliated Hospital of Nanjing University of Chinese Medicine, Nanjing, China
| | - Xianjun Ma
- Department of Neurology, Lianyungang Hospital of Chinese Medicine, Affiliated Hospital of Nanjing University of Chinese Medicine, Nanjing, China
| | - Fushun Wang
- Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China
| | - Jason H. Huang
- Department of Surgery, Texas A&M University College of Medicine, Temple, TX, United States
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Limarutti A, Maier MJ, Mir E. Exploring loneliness and students’ sense of coherence (S-SoC) in the university setting. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02016-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
AbstractBackground. Loneliness is a prevalent global public health issue, and this topic is also common among university students. From a health-related, resource-oriented approach like the salutogenic model, loneliness can be interpreted as a potential stressor. To cope effectively with this stressor, a strong Sense of Coherence is needed to mobilize resources like social support. Interventions to promote health and wellbeing within a university setting should include a salutogenic focus. However, currently, research regarding salutogenesis within the higher education setting is lacking. Therefore, this study aims to make the first attempt to explore the relation between loneliness and the Students' Sense of Coherence (S-SoC) among university students. Methods. An online questionnaire was sent out to all university students from the Carinthia University of Applied Sciences (CUAS), Austria. The online questionnaire was completed by 584 students (response rate of 28.86 %); 67.3% were female, and the average age was 25.16 years ( SD = 6.27 years). Full-time students made up 75.6% of the sample, and 84.6% were in a Bachelor's degree program. The S-SoC and the sub-scales comprehensibility, meaningfulness and manageability were measured by using the valid S-SoC scale (Brunner et al., 2009). Social and emotional loneliness was measured by using the six-item De Jong Gierveld loneliness scale (Jong Gierveld & van Tilburg, 2006). Spearman correlations and Kruskal-Wallis H-tests were computed among all loneliness and S-SoC sub-scales and other variables (e.g., age, sex...). Furthermore, a graphical model was used to show structural relationships between loneliness and S-SoC and control variables. Results. The results showed that students feeling moderate or severe general loneliness had lower S-SoC scores than students feeling low or not general lonely. Manageability was a pivotal point in this model, as it was inversely proportional to both measures of loneliness. Perceived social loneliness was reported most by men and part-time students. Conclusion. In order to fulfill study-related demands, students activate appropriate resources (e.g., social support), which corresponds to low social and emotional loneliness. However, in the development of health promoting interventions against loneliness among students, it would be necessary to consider sex and mode of study and to address health needs and problems with a salutogenic focus.
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Chen Y, Sto C. Correlation of exercise style to mental health and social adaptability of college students. Work 2021; 69:531-541. [PMID: 34120933 DOI: 10.3233/wor-213497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND Talents are the basis of all development and comprehensive strength of a country. As college students who are about to contact the society, their mental health and social adaptability are the most critical factors for their entry into society. OBJECTIVE Therefore, this study explores the correlation of exercise style to mental health and social adaptability of college students. METHODS Based on the sample processing of college students in 4 universities in a city, 1,000 students are selected for research on the correlation of exercise style to mental health and social adaptability. In addition, the impacts of college students participating in sports activities on their mental health and social adaptability are analyzed. RESULTS When the duration of a single sports activity is 30-60 min, the mental health of students reaches optimal. On the contrary, when the duration of a single sports activity exceeds 90 min, the mental health of students is low. This indicates that the more students participate in sports activities, the stronger the social adaptability is. When the intensity of sports activities for students is moderate, the average scores of interpersonal communication ability of students are the highest. When the duration of a single sports activity is 60-90 min, the average scores of living adaptability of students are the highest. If students keep the appropriate duration and intensity of sports activities, their social adaptability will be improved notably. CONCLUSION The social adaptability of students is related to the number of times they participate in sports activities, the duration of a single sports activity, and the intensity of sports activities. However, while exercising, students should plan the duration of sports activities to avoid excessively prolonged exercise time. In addition, students should beware their exercise intensity of sports activities. The optimal choice of exercise intensity is moderate or slightly tired.
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Affiliation(s)
- Yu Chen
- JiLin Provincial Institute of Education, Changchun, Jilin, China
| | - Chloe Sto
- Department of Radioisotope Diagnostics and Radiopharmaceuticals, Faculty of Pharmacy, Medical University of Silesia, Sosnowiec, Poland
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A step back from the edge: empirical modeling of the role of social integration on suicide and associated deleterious health outcomes across adolescents from six middle-income countries. Soc Psychiatry Psychiatr Epidemiol 2021; 56:793-805. [PMID: 33221929 DOI: 10.1007/s00127-020-01987-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2020] [Accepted: 11/10/2020] [Indexed: 10/22/2022]
Abstract
PURPOSE There is economic importance to stimulating awareness about preventing adolescent suicide and other associated deleterious mental and behavioral health outcomes, especially the long-term costs from lost productivity. However, the presence of stigma and poor healthcare reporting systems which often prevent data access have frequently limited research into these topics in low-and-middle income (LMICs) countries. The majority of existing research on these topics using LMICs data primarily focuses on prevalence rates and basic correlational associations, and is often a-theoretic. Empirically rigorous work, mostly found using data from the developed world, has primarily relegated suicide into a box of utility-maximization-based decisions. Social integration theory may be a more relevant approach for researching the mitigating factors to deleterious heath behaviors among adolescents in LMICs. METHODS Using data from the Global School-based Student Health Survey (GSHS) of six different countries, we estimate a reduced-form, simultaneous model incorporating specialized clustering to determine the influence of social integration on five different deleterious health outcomes, including three levels of suicidal behavior. RESULTS Robust results indicate that positive parenting and social exclusion reduce and increase the likelihood of all outcomes, respectively, among both pooled and individual country samples. CONCLUSION Such results provide an impetus for pursuing interventions in LMICs, which focus on social-based, multi-level approaches. Such interventions could include such elements as peer-to-peer training support and awareness/promotion of mental health among parents of adolescents.
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Linton MJA, Jelbert S, Kidger J, Morris R, Biddle L, Hood B. Investigating the Use of Electronic Well-being Diaries Completed Within a Psychoeducation Program for University Students: Longitudinal Text Analysis Study. J Med Internet Res 2021; 23:e25279. [PMID: 33885373 PMCID: PMC8103302 DOI: 10.2196/25279] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 02/21/2021] [Accepted: 03/16/2021] [Indexed: 12/12/2022] Open
Abstract
Background Psychoeducation has the potential to support students experiencing distress and help meet the demand for support; however, there is a need to understand how these programs are experienced. Web-based diaries are a useful activity for psychoeducation because of their therapeutic benefits, ability to capture naturalistic data relevant to well-being, and appropriateness for text analysis methods. Objective This study aims to examine how university students use electronic diaries within a psychoeducation program designed to enhance mental well-being. Methods The Science of Happiness course was administered to 154 undergraduate students in a university setting (the United Kingdom). Diaries were collected from the students for 9 weeks. Baseline well-being data were collected using the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS). The percentage of negative and positive emotion words used in diaries (emotional tone) and use of words from five life domains (social, work, money, health, and leisure) were calculated using the Linguistic Inquiry and Word Count 2015 software. Random effects (generalized least squares) regression models were estimated to examine whether time, diary characteristics, demographics, and baseline well-being predict the emotional tone of diaries. Results A total of 149 students participated in the diary study, producing 1124 individual diary entries. Compliance with the diary task peaked in week 1 (n=1041, 92.62%) and was at its lowest in week 3 (n=807, 71.81%). Compared with week 1, diaries were significantly more positive in their emotional tone during week 5 (mean difference 23.90, 95% CI 16.89-30.90) and week 6 (mean difference 26.62, 95% CI 19.35-33.88) when students were tasked with writing about gratitude and their strengths. Across weeks, moderate and high baseline SWEMWBS scores were associated with a higher percentage of positive emotion words used in diaries (increases compared with students scoring low in SWEMWBS were 5.03, 95% CI 0.08-9.98 and 7.48, 95% CI 1.84-13.12, respectively). At week 1, the diaries of students with the highest levels of baseline well-being (82.92, 95% CI 73.08-92.76) were more emotionally positive on average than the diaries of students with the lowest levels of baseline well-being (59.38, 95% CI 51.02-67.73). Diaries largely focused on the use of social words. The emotional tone of diary entries was positively related to the use of leisure (3.56, 95% CI 2.28-4.85) and social words (0.74, 95% CI 0.21-1.27), and inversely related to the use of health words (−1.96, 95% CI −3.70 to −0.22). Conclusions We found evidence for short-term task-specific spikes in the emotional positivity of web-based diary entries and recommend future studies examine the possibility of long-term impacts on the writing and well-being of students. With student well-being strategies in mind, universities should value and encourage leisure and social activities.
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Affiliation(s)
- Myles-Jay Anthony Linton
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom.,School of Education, University of Bristol, Bristol, United Kingdom
| | - Sarah Jelbert
- School of Experimental Psychology, Bristol Cognitive Development Centre, University of Bristol, Bristol, United Kingdom
| | - Judi Kidger
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Richard Morris
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Lucy Biddle
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Bruce Hood
- School of Experimental Psychology, Bristol Cognitive Development Centre, University of Bristol, Bristol, United Kingdom
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Limarutti A, Maier MJ, Mir E, Gebhard D. Pick the Freshmen Up for a "Healthy Study Start" Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria. Front Public Health 2021; 9:652998. [PMID: 33968887 PMCID: PMC8100034 DOI: 10.3389/fpubh.2021.652998] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 03/22/2021] [Indexed: 01/21/2023] Open
Abstract
Introduction: Universities are an essential setting for creating health promoting environments. Evidence shows that university life can pose various threats to the students' health. Especially first year students are vulnerable to mental health issues. To support well-being and prevent psychological distress from the first day of studying, onboarding programs are needed to promote the students' health and their self- and social competencies. The study demonstrates a tailored multi-component onboarding intervention program named “Healthy Study Start.” An evaluation of the effectiveness is presented focusing on outcomes regarding the students' sense of coherence (S-SoC), social support, sympathy, the work-related collective and the participative safety (a sub-scale of the team climate) among freshmen at the Carinthia University of Applied Sciences (CUAS, Austria). Methods: For the analyses, a quantitative controlled study design was used and results were measured three times. The intervention group (n = 72) was composed of freshmen selected from the bachelor study programs Occupational Therapy, Speech and Language Therapy, Biomedical Science and Radiologic Technology. Freshmen from the bachelor study program Healthcare and Nursing formed the control group (n = 81). As the requirements for analyses of variance were not fulfilled, the data had to be analyzed using e.g., Mann-Whitney U-tests. Results: Significant changes (all p < 0.016) between the two groups were found between T0/T1, and between T0/T2. Furthermore, changes within the intervention group (all p < 0.016) emerged in nearly all outcomes between T0/T1, while within the control group no changes were identified. However, the intervention group had statistically significantly higher values in the majority of outcomes at T1 and T2 compared to the control group. Conclusion: The onboarding program “Healthy Study Start” shows how an initiative at the beginning of their studies can support students in entering a new phase of their lives. The results indicate a positive effect on the students' self- and social competencies. However, students' health promotion is not only an investment for a health conscious university or an enhanced employability. Especially in health-related fields of study, students are future multipliers and play an essential role in implementing health promotion concepts for clients, patients and employees.
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Affiliation(s)
- Andrea Limarutti
- Department of Health Sciences and Social Work, Carinthia University of Applied Sciences, Spittal an der Drau, Austria.,Department of Human Sciences, University of Education Schwäbisch Gmünd, Shwäbisch Gmünd, Germany
| | | | - Eva Mir
- Department of Health Sciences and Social Work, Carinthia University of Applied Sciences, Spittal an der Drau, Austria
| | - Doris Gebhard
- Faculty of Sports and Health Sciences, Technical University of Munich, Munich, Germany
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Limarutti A, Flaschberger SS, Mir E. [I don't know whether I'm coming or going-Challenges of part-time students during the COVID-19 pandemic]. HEILBERUFESCIENCE 2021; 12:39-47. [PMID: 33898155 PMCID: PMC8056189 DOI: 10.1007/s16024-021-00351-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 03/16/2021] [Indexed: 11/21/2022]
Abstract
BACKGROUND Due to the COVID-19 pandemic, universities had to switch to online teaching as quickly as possible. Part-time students who work in the healthcare sector have to manage the balancing act between an invariably online education and a mandatory physical attendance in a profession that maintains the system. AIM The aim of the study was to explore the challenges faced by part-time students working in the healthcare sector, to identify the need for change and to derive recommendations for action for the university. METHODS The data were collected using an open response online questionnaire. The obtained data were evaluated according to the qualitative content analysis of Mayring. RESULTS Probably the greatest challenges that part-time students have to deal with, are the self-organized learning or the (on time) accomplishment of work assignments, which are often perceived as too extensive, and the independent development of teaching content. Furthermore, part-time students reported about the difficultness to reconcile e‑learning and work and/or family. CONCLUSION These perceived challenges are not new but since additional family commitments and uncertainty of daily work routine are added, these challenges are gaining in importance during COVID-19. Therefore, learning environments, which are currently offered to part-time students, must be understood as caring spaces. In addition to new didactic concepts, universities should invest in the promotion of students' personal and social competencies.
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Affiliation(s)
- Andrea Limarutti
- Studienbereich Gesundheit und Soziales, Fachhochschule Kärnten gemeinnützige Privatstiftung, Hauptplatz 12, 9560 Feldkirchen i.K., Österreich
- Institut für Humanwissenschaften, Pädagogische Hochschule Schwäbisch Gmünd, Oberbettringer Str. 200, Schwäbisch Gmünd, 73525 Deutschland
| | - Simone Sigrid Flaschberger
- Studienbereich Gesundheit und Soziales, Fachhochschule Kärnten gemeinnützige Privatstiftung, Hauptplatz 12, 9560 Feldkirchen i.K., Österreich
| | - Eva Mir
- Studienbereich Gesundheit und Soziales, Fachhochschule Kärnten gemeinnützige Privatstiftung, Hauptplatz 12, 9560 Feldkirchen i.K., Österreich
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Amendola S, von Wyl A, Volken T, Zysset A, Huber M, Dratva J. A Longitudinal Study on Generalized Anxiety Among University Students During the First Wave of the COVID-19 Pandemic in Switzerland. Front Psychol 2021; 12:643171. [PMID: 33776867 PMCID: PMC7990874 DOI: 10.3389/fpsyg.2021.643171] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Accepted: 02/18/2021] [Indexed: 12/21/2022] Open
Abstract
OBJECTIVE The COVID-19 pandemic and government measures implemented to counter the spread of the infection may be a major stressor affecting the psychological health of university students. This study aimed to explore how anxiety symptoms changed during the pandemic. METHODS 676 students (76% females) at Zurich University of Applied Sciences participated in the first (T0) and second (T1) survey waves. Anxiety symptoms were assessed using the Generalized Anxiety Disorder-Scale-7 (GAD-7). Risk and protective factors (e.g., COVID-19-related variables) were examined. RESULTS GAD-7 scores decreased significantly from T0 to T1 (mean change: -0.446, SE = 0.132, 95% CI: -0.706, -0.186, t = -3.371, df = 659, p = 0.001). Participants with moderate-to-severe anxiety score were 20.2 and 15.6% at T0 and T1, respectively. The following positively predicted anxiety: older age, female gender, non-Swiss nationality, loneliness, participants' concern about their own health, and interaction between time and participants' concern about their own health. Resilience and social support negatively predicted anxiety. CONCLUSIONS Our findings provide information for public health measures and psychological interventions supporting the mental health of university students during the COVID-19 emergency.
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Affiliation(s)
- Simone Amendola
- School of Applied Psychology, Zurich University of Applied Sciences, Zurich, Switzerland
- Department of Dynamic and Clinical Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
| | - Agnes von Wyl
- School of Applied Psychology, Zurich University of Applied Sciences, Zurich, Switzerland
| | - Thomas Volken
- School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Annina Zysset
- School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Marion Huber
- School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Julia Dratva
- School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
- Medical Faculty, University of Basel, Basel, Switzerland
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McIntyre JC, Elahi A, Barlow FK, White RG, Bentall RP. The relationship between ingroup identity and Paranoid ideation among people from African and African Caribbean backgrounds. Psychol Psychother 2021; 94:16-32. [PMID: 31742832 DOI: 10.1111/papt.12261] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/21/2019] [Revised: 10/31/2019] [Indexed: 12/22/2022]
Abstract
OBJECTIVES People from ethnic minority groups experience higher rates of paranoid delusions compared with people from ethnic majority groups. Identifying with social groups has been shown to protect against mental health symptoms; however, no studies have investigated the relationship between social identification and paranoia in ethnic minority populations. Here, we investigated the association between British identification and paranoia in a sample of people from African and African Caribbean backgrounds living in the United Kingdom. We also assessed the role of potential mediating (self-esteem and locus of control) and moderating (contact with White British people) factors. DESIGN Cross-sectional quantitative survey design. METHODS We recruited 335 people from African and African Caribbean backgrounds who completed online self-report measures of identification with Great Britain, self-esteem, locus of control, positive and negative contact with White British people, and paranoia. RESULTS A parallel moderated mediation model indicated that British identification was associated with lower paranoia when participants experienced primarily positive contact with White British people. British identification was associated with higher paranoia when participants had primarily negative contact with White British people. Both effects were mediated by changes in locus of control, but self-esteem was not implicated in either pathway. CONCLUSIONS Identification with the majority culture is associated both positively and negatively with paranoid beliefs depending on the types of social interactions people experience. The findings have implications for preventative social prescribing initiatives and for understanding the causes of the high rates of psychosis in ethnic minority populations. PRACTITIONER POINTS People from African and African Caribbean backgrounds experience high rates of paranoia, which may stem from social causes such as lack of belonging and negative social experiences. Among people from African backgrounds living in the UK, British identification is associated with lower paranoia when people's social experiences with White British people are positive and higher paranoia when their social experiences with White British people are negative. It is recommended that social interventions designed to reduce paranoia in vulnerable groups foster positive social contact and community belonging, which should enhance feelings of personal control. Understanding the complex interplay between social identity and social contact in the development of paranoia may help therapists and researchers better understand the phenomenology and risk factors of paranoid symptomology.
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Affiliation(s)
- Jason C McIntyre
- School of Psychology, Liverpool John Moores University, UK.,Department of Health Services Research, University of Liverpool, UK
| | - Anam Elahi
- Division of Psychology and Mental Health, University of Manchester, UK
| | - Fiona Kate Barlow
- School of Psychology, The University of Queensland, St Lucia, Queensland, Australia
| | - Ross G White
- Institute of Life and Human Sciences, University of Liverpool, UK
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Harper DJ, Timmons C. How is paranoia experienced in a student population? A qualitative study of students scoring highly on a paranoia measure. Psychol Psychother 2021; 94:101-118. [PMID: 31486186 PMCID: PMC7984255 DOI: 10.1111/papt.12250] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Revised: 07/21/2019] [Indexed: 12/25/2022]
Abstract
OBJECTIVES Recent studies have suggested that students may experience high levels of paranoia. This study aimed to explore both experiences of paranoia and coping strategies in students scoring at high levels on a measure of paranoia. DESIGN This was a qualitative study which utilized a quantitative measure to identify potential participants. METHODS From an overall sample of 174 London-based university students in the United Kingdom, a sub-sample of 31 students with the highest total scores on the Green et al. Paranoid Thoughts Scale were invited to interview resulting in interviews with seven students (six female and one male) aged between 20 and 36 (M = 28.14). A thematic analysis of the interview transcripts was conducted from a critical realist standpoint. RESULTS Two key foci structured the analysis: perceived causal influences on paranoia (comprised of 'historical contexts fostering mistrust'; 'finding a social situation strange'; 'anticipating threat'; and 'evaluating the concern') and living with paranoia (comprised of 'effects on everyday life' and 'trying to minimize the effects of paranoia and regaining control'). CONCLUSIONS Key aspects of the findings discussed in the context of the literature include paranoia as a threat heuristic; the role of internal and external dialogues; the influence of gender on content; and the importance of meaning in life as a coping resource. PRACTITIONER POINTS Paranoia may be a significant issue for some students. Paranoia needs to be seen in the context of past aversive experiences. Dialogical approaches may be useful in developing new therapeutic narratives. Valued social roles, activities, and responsibilities may be an important coping resource.
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Affiliation(s)
- David J. Harper
- Mental Health and Social Change Research GroupSchool of PsychologyCollege of Applied Health and CommunitiesUniversity of East LondonUK
| | - Caoilfhionn Timmons
- Psychology DepartmentMental Health Centre of ExcellenceAl Jalila Children's Specialty HospitalDubaiUAE
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