Misconceptions about visible skin diseases are widespread, and patients often face discrimination and stigmatization due to their condition. The associated negative health and psychosocial consequences of stigmatization in skin diseases have prompted an increase in research activity in recent times, resulting in a wide variety of assessment measures. This study aimed at aggregating and evaluating evidence of psychometric properties and methodological quality of published measures to assess stigma in visible skin diseases. Studies assessing stigmatization in visible skin diseases were searched in four databases (Medline, PsycINFO, Web of Science and Embase) until February 2021. The review followed PRISMA guidelines. Papers regarding development and/or validation of measures were identified by two independent researchers. Inclusion criteria were defined as follows: (i) quantitative studies in (ii) populations with skin diseases using (iii) questionnaires explicitly assessing (iv) perceived or public stigmatization or discrimination available in (iv) English or German language. The COnsensus‐based Standards of health Measurement INstruments (COSMIN) checklist was used to evaluate their psychometric properties and risk of bias. 35 studies using 21 instruments were identified. Twenty instruments focused on assessing the perceived reality of those affected by visible skin diseases, while public stigma was only assessed by two instruments. Twelve scales could be recommended for use, while nine instruments had the potential to be recommended after further studies have assessed their quality. Some limitations are to be noted. Only studies in English and German were included. Research on self‐constructed instruments can lead to new validated instruments, but they were not included in the review at this point. Several validated instruments could be recommended for use. Future research is needed regarding the assessment of stigma across different visible skin diseases, in children and adolescents, and in the general public.
This chapter describes how student employment can be an applied learning experience by developing soft skills for future employment, working with other students from diverse backgrounds, and connecting work to academics.
Introduction
Seasonal affective disorder (SAD) is a mental health issue that can be defined as depressive mood disturbances that align with a seasonal pattern. Research shows that college students are at a higher risk of having SAD leading to poor academic performance and other severe mental disorders. Light therapy can help alleviate the symptoms of SAD. However, few detailed investigations have been conducted on the impacts of light therapy for SAD symptoms and adherence barrier for the therapy. The purpose of this project was to review a light therapy program for college students. Specifically, we aimed to assess the changes in depressive symptoms before and after using a light box and assessed feedback.
Methods
207 college students (mean age of 22.5 years (SD=5.3); female (80.7%)) participated in the light therapy program. Participants were given user instructions and asked to utilize the lightbox daily. Participants completed the patient health questionnaire (PHQ-9) at baseline and when they returned the lightbox along with their feedback of this therapy. Students also completed the open-ended questions. We used paired sample t-test to assess changes in the total PHQ-9 score.
Results
Participants spent 45 days, on average, using the device. Results showed that there was a significant decrease in PHQ-9 score from pre- to post-therapy [M(post-pre) = -2.78; p < .0001]. Most students said the therapy was effective (96.5%) and helped ease SAD symptoms and improve their mood. Some students planned to purchase a light box after the therapy. The major adherence barriers were finding enough time to use it and excessive brightness issue.
Conclusion
The findings suggest that light therapy has positive outcomes in easing college students’ SAD symptoms. Future randomized control trials are needed to assess the effectiveness of the intervention. However, to the time and brightness issues need to be assessed when designing the therapy instructions for college students.
Support (If Any)
This work was supported by the Alzheimer’s Association Research Grant (AARG-19-618403), University of Iowa Institute for Clinical and Translational Science (NIH/NCATS, UL1 TR002537), and the University of Iowa Center for Advancing Multimorbidity Science (NIH/ NINR P20 NR018081).
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.