Depression and suicide are of increasing concern on college campuses. This article presents data from the College Health Intervention Projects on the frequency of depression and suicide ideation among 1,622 college students who accessed primary care services in 4 university clinics in the Midwest, Northwest, and Canada. Students completed the Beck Depression Inventory and other measures related to exercise patterns, alcohol use, sensation seeking, and violence. The frequency of depression was similar for men (25%) and women (26%). Thought of suicide was higher for men (13%) than women (10%). Tobacco use, emotional abuse, and unwanted sexual encounters were all associated with screening positive for depression. "Days of exercise per week" was inversely associated with screening positive for depression. Because the majority of students access campus-based student health centers, medical providers can serve a key role in early identification and intervention. With every 4th student reporting symptoms of depression and every 10th student having suicidal thoughts, such interventions are needed.Keywords university students; full and reduced-form logistic regression; randomized controlled trials; depression; suicidal ideation; university health clinics Correspondence concerning this article should be addressed to Michael Fleming, Feinberg School of Medicine, Northwestern University, Abbott Hall, 710 N. Lake Shore Dr., Chicago, IL 60611. Electronic mail may be sent to m-fleming@northwestern.edu. Brian Harahan is now at the University of Minnesota. Michael Fleming is now at Northwestern University. NIH Public Access Author ManuscriptAm J Orthopsychiatry. Author manuscript; available in PMC 2012 January 1. Depression and other mental health disorders are a significant public health problem on college campuses. Many students experience their first psychiatric episode while at college, and 12 to 18% of students have a diagnosable mental illness (Mowbray, Megivern & Mandiberg, 2006). Epidemiological studies suggest that the 15 to 21 age category (typical college years) has the highest past-year prevalence rate of mental illness at 39%. Eisenberg (2007) reported that the general prevalence of depression and anxiety is 16% among undergraduate students and 13% among graduate students. Based on findings from the American College Health Association (ACHA) National College Health Assessment (NCHA), the rates of students reporting having been diagnosed with depression has increased from 10% in 2000 to 18% in 2008 (2000, 2008). A number of factors contribute to the initial presentation of depression during college. The transition itself from home to college places additional life stressors on young adults as they explore their identity, strive to master new skills, are away from established social support systems, and have increased time demands (Dyson & Renk, 2006).The consequences of depression are significant. Depression has long been associated with academic impairment (Heiligenstein, Guenther, Hsu, & Herman, 1996). Depr...
Undergraduate public health degree programs strive to educate students to improve the health of communities. As such we have an obligation to develop curricula that push students to think critically about their perspectives, examine assumptions, and provide supported opportunities to apply their academic learning. In addition, curricula ideally develop and nurture students' sense of civic responsibility. Community-engaged learning provides opportunities for students to interact with populations with a range of needs and different perspectives. Students need to be prepared to engage ethically and respectfully, while thinking critically about and reflecting on their roles in these communities. Service-learning is a high-impact practice that combines community service with structured academic learning, including preparation, and reflection. In line with public health community-based work, a key aspect of service-learning is the intentional development of community partnerships to ensure that students are filling the needs defined by the communities themselves. Accreditation criteria may guide what is taught but say little about how it should be taught. However, how we teach matters. Service-learning is a high impact practice that not only aligns well with the goals and objectives of an accreditation required culminating senior experience but shares many of the values of the discipline of public health. This paper analyzes the use of service-learning in the development and delivery of the University of Washington School of Public Health undergraduate Public Health-Global Health majors' culminating experience. We describe the course learning objectives, structure, and assessment tools. In addition, we present quantitative and qualitative results on the impact of the course. We argue that it is feasible, sustainable, and beneficial to students and communities when the high impact practice of service-learning is used in delivery of a culminating senior experience.
Through analyses of laryngeal co-occurrence restrictions in two varieties of Aymara, this article shows that contrastively specified representations are crucial in shaping phonological patterning. The article argues for a model of contrastive specifications in which features are hierarchically ordered (Dresher 2009). This results in asymmetries between features such that, for a given inventory, some features are contrastively specified in a greater number of segments than others. This asymmetry between features plays a central role in accounting for the interaction of place of articulation features and laryngeal features in Bolivian Aymara. The article also demonstrates that contrastive representations can be achieved as output forms in Optimality Theory and that the constraints which determine contrastive representations can be integrated with constraints which motivate restrictions on the co-occurrence, ordering and location of laryngeal features in Peruvian and Bolivian Aymara.
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