Spatializing psychological well-being: A photovoice approach on the experience of stress alleviation among university students

Undergraduate college students' awareness and perception of nature - a photovoice study

BACKGROUND

There has been limited research on college campus' green spaces and their benefits to students. This study aimed to identify relationships between a Texas campus's green spaces and students' knowledge of their health benefits and their perception of their health compared to the campus' indoor built environments.

METHODS

Photovoice was utilized to answer this study's research questions. Participants were instructed to take a photograph inside a building on campus and one outdoors anywhere on campus. Participants answered a questionnaire containing health-related questions, demographics, and nature relationship questions. Additionally, there was an in-class analysis and discussion to characterize overarching themes, knowledge, and evoked emotions. Frequencies, percentages, and a paired t-test were utilized to investigate the hypothesis that through the application of photovoice, participants would display more knowledge of nature's health benefits and a better perception of areas providing emotional, mental, physical, and social health benefits when in these green spaces compared to the indoor built environments on campus.

RESULTS

122 students took photographs and answered the questionnaire. 91 students participated in the in-class discussion. Most students felt more positive (80%) and perceived better health with their outdoor location compared to their indoor. They also responded higher to having more positive overall health benefits (63%) outdoors than indoors.

CONCLUSIONS

These findings further solidified nature improves overall mood, there is a positive relationship between health and nature, and people are aware of it. Future studies should attempt to identify barriers accessing campus green spaces and develop interventions to encourage students to utilize these spaces.

"Self-care is being attentive to yourself": using assemblages to examine discursive-material practices of self-care among Filipino university students

PURPOSE

Researchers have observed a rise in mental health issues among university students over the course of the pandemic, in part due to the closure of schools and public spaces for wellness. Thus, the purpose of this study is to explore how students creatively reassemble their self-care practices through different objects and spaces within their homes to care for their mental health.

METHODS

Photo-elicitation interviews were conducted with ten (10) female university students from the Philippines. Photographs and interview transcripts were analysed through map-making practices and an iterative process of crafting assemblages and their cofunctionings.

RESULTS

The work-home assemblage was identified as the site of self-care, delineated by boundary-making and place-making practices and the creation of time spaces. The two major cofunctionings of the work-home assemblage were (a) caring for the self as fostering different relationalities with the self, and (b) caring for the self as copresencing with human and nonhuman others.

CONCLUSION

Findings demonstrate the importance of material and spatial relationalities in facilitating caring relational encounters with the self. Theoretical and practical implications include attuning to the existing material and spatial resources in one's environment and integrating them into one's practices of caring for the self.

How I cope at university: Self-directed stress management strategies of Australian students

Universities across the world remain under-resourced and frequently unequipped to provide the required support to the increasing demand of students experiencing mental health problems. While there is a considerable amount of research focusing on university student stress levels, interventions to address them, and coping strategies adopted by students, little research has reported on the strategies students choose to manage their stress and how that relates to their self-identified sources of stress as well as to what universities are offering to support their mental health and wellbeing. The present study provides a contribution in this direction, reporting on a study that surveyed over 3200 students from three large Australian metropolitan universities and interviewed three groups of university staff who provide student wellbeing services. Results highlight differences between what students and staff perceive as main sources of stress and best strategies to address them. In addition, students recommend task-oriented, pro-active coping strategies more often to their peers than engage in them themselves. The findings of the study further reinforce the need to develop an understanding of student coping strategies with a lens considerate of students' perspectives and preferences to authentically support their wellbeing, better informing planning and service delivery.