1
|
Kreuziger SB, Snethen JA. College instructors' experiences with undergraduate students who have mental health symptoms: systematic review. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-10. [PMID: 37855735 DOI: 10.1080/07448481.2023.2253920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Accepted: 08/25/2023] [Indexed: 10/20/2023]
Abstract
OBJECTIVE to synthesize peer-reviewed research exploring postsecondary instructors' experiences with undergraduate students with mental health (MH) symptoms. METHODS English-language, peer-reviewed primary research articles published between 2010 and 2021 were included. Themes and subthemes were analyzed. RESULTS Ten articles met criteria. Three themes emerged: Instructor Actions in the Moment, with subthemes Talking with Students, Making Referrals, and Doing Nothing; Processing the Complex Emotional Impact, with subthemes Caring and Confidence, Powerlessness and Apprehension, Struggle with Boundaries, and Worry about Safety; and Needs Unmet by the Institution, with subthemes Wanted Disclosure, Wanted MH Training, Wanted Clear Policies, Wanted Institutional Support, and Wanted Robust Campus Counseling Services. Lack of resources was the major reported impediment. CONCLUSIONS Several implications for institutions emerge. MH education should be provided for instructors. Institutions should ensure MH policies are clear and easily accessible. Institutions should acknowledge instructors' efforts with students. Finally, training on applicable laws surrounding student MH should be available.
Collapse
Affiliation(s)
- Suzanne B Kreuziger
- College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, USA
| | - Julia A Snethen
- College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, USA
| |
Collapse
|
2
|
Legros DN, Boyraz G. Mental health and help-seeking among college students during the COVID-19 pandemic: Roles of campus mental health climate and institutional support. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-9. [PMID: 37437198 DOI: 10.1080/07448481.2023.2227716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 06/08/2023] [Accepted: 06/11/2023] [Indexed: 07/14/2023]
Abstract
Objective: This study aimed to examine college students' perceived mental health and help-seeking behaviors during the COVID-19 pandemic, as well as to determine the roles of campus mental health climate and institutional support on students' help-seeking behaviors and well-being. Participants: The sample included 123 students from a Northeastern United States University. Methods: Using a web-based survey and convenience sampling, data were collected in late 2021. Results: Most participants retrospectively reported a perceived decline in their mental health during the pandemic. Sixty-five percent of the participants reported that they did not receive professional help at a time when they needed it. Both campus mental health climate and institutional support were negatively related to anxiety symptoms. Greater institutional support predicted less social isolation. Conclusions: Our findings highlight the importance of campus climate and support on students' well-being during the pandemic and the need for increasing students' access to mental health care.
Collapse
Affiliation(s)
| | - Güler Boyraz
- Psychology Department, Pace University, New York, New York, USA
| |
Collapse
|
3
|
Koschig M, Conrad I, Riedel-Heller SG. Experiences and attitudes towards mental health problems in first year German university students. Int J Adolesc Med Health 2023; 35:109-117. [PMID: 34704689 DOI: 10.1515/ijamh-2021-0026] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Accepted: 04/18/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES The study should show how familiar German first year university students are with mental health issues and what their attitudes are regarding mental illness. METHODS The study sample consisted of 293 first year German university students (20.37 years ± 1.88), most of them women (82.9%). The majority (77.6%) was studying a social type subject. An additive focus group consisted of four experts. The participants of the quantitative part were recruited at prevention workshops that were offered during the induction week at the beginning of the semester at 15 German universities. Experts of the focus group were recruited by telephone call. In addition to quantitative analysis, we realized a focus group with experts of our target group concerns and university system. For statistical analysis, we used statistic software programme "SPSS" 24 to conduct t-tests. We used content-analytical evaluation to build a category system. RESULTS Every fourth participant reported having had a mental health problem. Male participants had a slightly greater desire for social distance (p=0.008; df=288) and slightly stronger stereotypes (p<0.001; df=289). CONCLUSIONS The present study shows that first year university students in Germany have substantial experience with mental health problems.
Collapse
Affiliation(s)
- Maria Koschig
- Institute of Social Medicine, Occupational Health and Public Health, University of Leipzig, Leipzig, Germany
| | - Ines Conrad
- Institute of Social Medicine, Occupational Health and Public Health, University of Leipzig, Leipzig, Germany
| | - Steffi G Riedel-Heller
- Institute of Social Medicine, Occupational Health and Public Health, University of Leipzig, Leipzig, Germany
| |
Collapse
|
4
|
Halladay J, Woock R, Xu A, Boutros Salama M, Munn C. Professor Hippo-on-Campus: Developing and evaluating an educational intervention to build mental health literacy among university faculty and staff. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022:1-12. [PMID: 36170384 DOI: 10.1080/07448481.2022.2115305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 06/29/2022] [Accepted: 08/15/2022] [Indexed: 06/16/2023]
Abstract
Objective: The development and evaluation of the Professor Hippo-on-Campus Student Mental Health Education Program, a mental health literacy intervention for post-secondary faculty and staff, is described. It includes 3-hour virtual, asynchronous e-modules and an optional 2-hour, synchronous workshop. Participants: All faculty and staff in a single university were invited to participate (February 2020-January 2021). Methods: Pre-and post-module and post-workshop surveys were conducted, assessing knowledge, attitudes, stigma, behavioral intentions, and confidence. Paired t-tests and regressions assessed change. Satisfaction was assessed through closed and open-ended questions, analyzed descriptively and through qualitative content analysis. Results: Four hundred and fifty staff and faculty completed the pre-survey, 262 completed the post-survey, and 122 completed a workshop survey. Participation resulted in improvements in knowledge, attitudes, stigma, and confidence with high levels of satisfaction. Conclusion: The program provides tailored student mental health training to post-secondary staff and faculty, which appears to increase their mental health literacy.
Collapse
Affiliation(s)
- Jillian Halladay
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
| | - Rachel Woock
- Department of Health, Aging, and Society, McMaster University, Hamilton, Ontario, Canada
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
| | - Annie Xu
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
| | - Marina Boutros Salama
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
- Department of Life Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Catharine Munn
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada
| |
Collapse
|
5
|
Teaching Staff and Student Perceptions of Staff Support for Student Mental Health: A University Case Study. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12040237] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Background: There are significant concerns for student mental health in higher education. New factors affect student mental health, and campus counselling services are overwhelmed. Struggling students turn to ideally placed familiar teaching staff for support. This qualitative study, conducted in an East of England university, aimed to explore student and staff perceptions of support offered by teaching staff to students grappling with their mental health. It is unique, combining both staff and student perceptions, many of which overlapped. Methods: A thematic analysis was conducted of in-depth, semi-structured interviews with a small number of self-selecting staff/students. Findings (results): Staff felt inadequate in several aspects, and students agreed to give useful suggestions for their preferred support. Conclusions: It was cautiously established that staff training in mental health literacy (knowledge, skills, attributes, and understanding) was required. Specific training was recommended in pastoral care for personal tutors and for staff pedagogy on health professional programmes. Finally, teaching staff needed support when supporting students with poor mental health. Such training and support can be integrated into a preventative, university-wide, holistic policy for student mental health commensurate with the University Mental Health Charter. Embedding such supportive practice into the curriculum is preferable to add-on services and/or interventions.
Collapse
|
6
|
Linton MJ, Biddle L, Bennet J, Gunnell D, Purdy S, Kidger J. Barriers to students opting-in to universities notifying emergency contacts when serious mental health concerns emerge: A UK mixed methods analysis of policy preferences. JOURNAL OF AFFECTIVE DISORDERS REPORTS 2022. [DOI: 10.1016/j.jadr.2021.100289] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
|
7
|
Carpini JA, Chandra J, Lin J, Teo R, Truong N, Boyne E, Wylde T, Clifford R, Ashoorian D. Mental health first aid by Australian tertiary staff: Application rates, modes, content, and outcomes. Early Interv Psychiatry 2021; 15:1234-1242. [PMID: 33238330 DOI: 10.1111/eip.13072] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 10/02/2020] [Accepted: 11/07/2020] [Indexed: 11/29/2022]
Abstract
AIM Mental health problems are a growing challenge in tertiary institutions warranting psycho-educational intervention programmes such as mental health first aid (MHFA) that provide training to identify and support affected individuals. The present study assesses the impact of MHFA interventions on tertiary students and staff. Specifically, we examine (1) MHFA application rates and the types of mental health issues encountered, (2) how MHFA was provided, (3) application of the MHFA action plan, and (4) perceived outcomes of MHFA. METHODS MHFA-trained staff within a tertiary institution were electronically surveyed. Quantitative data were analysed using descriptive statistics, whereas abductive coding yielded qualitative themes. RESULTS Ninety participants completed the questionnaire (26%). Fifty-seven percentage of respondents had applied MHFA within the tertiary context. All participants reported applying MHFA in response to anxiety or depression at least once. Anxiety (37%) and depression (27%) were the most frequently encountered mental health issues. All participants had administered MHFA face-to-face, with telephone calls (35%) and text messaging (33%) also frequently employed. On average, participants reported completing 4.2 (out of 5) MHFA action plan actions, with 47% completing all actions. Most participants believed that their intervention was helpful (88%) with 65% of recipients seeking professional assistance. Recipients experienced perceived positive affective responses, which were also associated with approach strategies. CONCLUSIONS MHFA is widely applied in the tertiary context through a variety of modes. Most interventions featured at least four of the recommended MHFA action plan actions. The outcomes of MHFA were largely positive, suggesting that MHFA is an effective early intervention in the tertiary context.
Collapse
Affiliation(s)
- Joseph A Carpini
- Management and Organisations Department, Business School, University of Western Australia, Perth, Western Australia, Australia
| | - Joanne Chandra
- Division of Pharmacy, School of Allied Health, Faculty of Health and Medical Science, University of Western Australia, Perth, Western Australia, Australia
| | - Janelle Lin
- Division of Pharmacy, School of Allied Health, Faculty of Health and Medical Science, University of Western Australia, Perth, Western Australia, Australia
| | - Rainbow Teo
- Division of Pharmacy, School of Allied Health, Faculty of Health and Medical Science, University of Western Australia, Perth, Western Australia, Australia
| | - Nikita Truong
- Division of Pharmacy, School of Allied Health, Faculty of Health and Medical Science, University of Western Australia, Perth, Western Australia, Australia
| | - Emma Boyne
- Health Promotion Unit, University of Western Australia, Perth, Western Australia, Australia
| | - Tricia Wylde
- Health Promotion Unit, University of Western Australia, Perth, Western Australia, Australia
| | - Rhonda Clifford
- Division of Pharmacy, School of Allied Health, Faculty of Health and Medical Science, University of Western Australia, Perth, Western Australia, Australia
| | - Deena Ashoorian
- Division of Pharmacy, School of Allied Health, Faculty of Health and Medical Science, University of Western Australia, Perth, Western Australia, Australia
| |
Collapse
|
8
|
Mitchell AEP. Resilience and mindfulness in nurse training on an undergraduate curriculum. Perspect Psychiatr Care 2021; 57:1474-1481. [PMID: 33355935 DOI: 10.1111/ppc.12714] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Revised: 11/25/2020] [Accepted: 12/06/2020] [Indexed: 11/29/2022] Open
Abstract
PURPOSE The aim is to investigate what relationships exist between resilience and mindfulness in undergraduate nurse training and how these might contribute to well-being. DESIGN AND METHODS One hundred and six students participated in this cross-sectional study. Multivariate and bivariate procedures were utilized to assess the differences between students' demographics, academic resilience, and mindfulness. FINDINGS The findings suggested that acceptance and attention within mindfulness were important for resilience. Students who had higher levels of academic resilience also had higher indexes of mindfulness. PRACTICE IMPLICATIONS A key implication is that learning and practice areas should ensure that well-being, mindfulness, and resilience literacy are key issues for students in training. This is at a time when mental health support and staff retention are foremost in policymakers' minds.
Collapse
Affiliation(s)
- Andrew E P Mitchell
- Faculty of Health & Social Care, Department of Mental Health & Learning Disabilities, University of Chester, Chester, UK
| |
Collapse
|
9
|
Priestley M, Broglia E, Hughes G, Spanner L. Student Perspectives on improving mental health support Services at university. COUNSELLING & PSYCHOTHERAPY RESEARCH 2021. [DOI: 10.1002/capr.12391] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Affiliation(s)
| | - Emma Broglia
- Department of Psychology University of Sheffield Sheffield UK
- Research Department British Association of Counselling and Psychotherapy Lutterworth UK
| | | | | |
Collapse
|
10
|
Wilson E. Where next for youth mental health? Reflections on current research and considerations for the future. J Ment Health 2020; 29:371-375. [DOI: 10.1080/09638237.2020.1766001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Emma Wilson
- Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| |
Collapse
|
11
|
Hughes GJ, Byrom NC. Managing student mental health: The challenges faced by academics on professional healthcare courses. J Adv Nurs 2019; 75:1539-1548. [PMID: 30835889 DOI: 10.1111/jan.13989] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Revised: 12/02/2018] [Accepted: 01/08/2019] [Indexed: 11/28/2022]
Abstract
AIMS To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health. BACKGROUND There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a "whole university approach," may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes. DESIGN A qualitative approach, using semi-structured interviews and focus groups, provided the opportunity for in-depth analysis. METHODS Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May-June 2017. Constant comparison analysis was followed to support grounded theory. RESULTS Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health. CONCLUSION This is the first study to explore in-depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.
Collapse
Affiliation(s)
| | - Nicola C Byrom
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| |
Collapse
|
12
|
Affiliation(s)
- June S L Brown
- a Psychology Department (PO77) , Institute of Psychiatry, Psychology and Neuroscience, King's College London , London , UK
| |
Collapse
|