BackgroundPsychological distress (PD) in students is under-investigated, since its prevalence can be high in certain subgroups of students and it has been seen to be associated with other mental health issues and academic achievement. In a sample of French college students, this study investigated factors associated with PD, and looked more closely at the impact of social and interpersonal variables.MethodsData were extracted from the 2010 French “National Health Barometer”. 946 students were interviewed. Mental health was assessed using the MH-5 five-item scale.ResultsThe PD rate in this sample was 13.8% (7.2% in males, 19.5% in females). Low income, nonsexual assault in the last 12 months, studying law and low social participation were associated with PD in multivariate analyses.ConclusionsFrench students show specific characteristics that are discussed in order to explain the relatively low rate of PD observed. The impact of loneliness and social isolation are a major focus for preventive policies based on community resources and early detection of the symptoms of PD.

No abstract

No abstract

It is well established that some students face psychological difficulties, such as feelings of distress, major depressive episodes, and/or suicidal risk. This study aimed to shed light on students' use of psychological care and the reasons for nonuse among students facing these troubles and, by controlling the socionormative context in which students were interviewed, the role of knowledge about these psychopathologies and the severity and comorbidity of their disorders. In total, 316 students previously diagnosed for distress, major depression, or suicidal thoughts or behaviors were interviewed by peers in a door-to-door procedure about their use of psychological care and the reasons for their nonuse. The results confirmed the low use rate of psychological care in this clinical population (i.e., 8.23%). Students' knowledge about these psychological troubles improved the use of psychological care, as well as the perception of a need for use if care was not used. However, better knowledge was also associated with greater perceptions of structural barriers (e.g., not knowing where to go). These results support the need for psychoeducational programs that deepen knowledge about psychopathologies and also facilitate access to psychological care services. Impact StatementVery few students diagnosed for distress, major depression, or suicidal thoughts or behaviors used psychological care. The students facing these troubles explained their nonuse by a perceived lack of need and perceived structural barriers but held few negative perceptions about psychological consultations. Students' knowledge about these psychological troubles improved their use of psychological care, as well as the perception of a need for use if care was not used. Psychoeducation programs about depression or suicidal risk should be associated with pragmatic and concrete help for decreasing perceived structural barriers to psychological care devices.

No abstract