Assessing and Promoting Resilience: An Additional Tool to Address the Increasing Number of College Students With Psychological Problems

Hartley, Michael T.

doi:10.1002/j.2161-1882.2012.00004.x

Cited by 69 publications

(56 citation statements)

References 45 publications

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“…The mean and median resilience score was 24 out of a possible 40 (a recent study reported an average resilience score of 30 for U.S. youth populations) [27]. Twenty-seven per cent of participants reported eating fast food three or more times in the past week, 24% reported doing no exercise in the past week, and 79% had not visited a health professional for more than one year.…”

Section: Resultsmentioning

confidence: 99%

The Feasibility of Embedding Data Collection into the Routine Service Delivery of a Multi-Component Program for High-Risk Young People

Knight

Havard

Shakeshaft

et al. 2017

IJERPH

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Background: There is little evidence about how to improve outcomes for high-risk young people, of whom Indigenous young people are disproportionately represented, due to few evaluation studies of interventions. One way to increase the evidence is to have researchers and service providers collaborate to embed evaluation into the routine delivery of services, so program delivery and evaluation occur simultaneously. This study aims to demonstrate the feasibility of integrating best-evidence measures into the routine data collection processes of a service for high-risk young people, and identify the number and nature of risk factors experienced by participants. Methods: The youth service is a rural based NGO comprised of multiple program components: (i) engagement activities; (ii) case management; (iii) diversionary activities; (iv) personal development; and (v) learning and skills. A best-evidence assessment tool was developed by staff and researchers and embedded into the service’s existing intake procedure. Assessment items were organised into demographic characteristics and four domains of risk: education and employment; health and wellbeing; substance use; and crime. Descriptive data are presented and summary risk variables were created for each domain of risk. A count of these summary variables represented the number of co-occurring risks experienced by each participant. The feasibility of this process was determined by the proportion of participants who completed the intake assessment and provided research consent. Results: This study shows 85% of participants completed the assessment tool demonstrating that data on participant risk factors can feasibly be collected by embedding a best-evidence assessment tool into the routine data collection processes of a service. The most prevalent risk factors were school absence, unemployment, suicide ideation, mental distress, substance use, low levels of physical activity, low health service utilisation, and involvement in crime or with the juvenile justice system. All but one participant experienced at least two co-occurring domains of risk, and the majority of participants (58%) experienced co-occurring risk across four domains. Conclusions: This is the first study to demonstrate that best-evidence measures can feasibly be embedded into the routine data collection processes of a service for high-risk young people. This process allows services to tailor their activities to the most prevalent risks experienced by participants, and monitor these risks over time. Replication of this process in other services would improve the quality of services, facilitate more high quality evaluations of services, and contribute evidence on how to improve outcomes for high-risk young people.

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Section: Resultsmentioning

confidence: 99%

The Feasibility of Embedding Data Collection into the Routine Service Delivery of a Multi-Component Program for High-Risk Young People

Knight

Havard

Shakeshaft

et al. 2017

IJERPH

View full text Add to dashboard Cite

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“…In addition, the demographic shifts within the college student population, discussed throughout this review also include increasing diversity in terms of types and incidence of psychological problems among the college student population (Hartley, 2012;Kitzrow, 2003). The population of people who are of traditional age for college attendance displays high rates of psychological disorders whether they are enrolled in college or not (Hayes, Soo Jeong, Castonguay, Locke, McAleavey, & Nordberg, 2011).…”

Section: Most Common Psychological Problems For College Studentsmentioning

confidence: 99%

“…The population of people who are of traditional age for college attendance displays high rates of psychological disorders whether they are enrolled in college or not (Hayes, Soo Jeong, Castonguay, Locke, McAleavey, & Nordberg, 2011). In addition, given that the most common psychological problem faced by college students stems from psychological stress, research has focused on developing validated tools for college counselors to help students reduce stress and increase resilience (Hartley, 2012).…”

Section: Most Common Psychological Problems For College Studentsmentioning

confidence: 99%

“…Psychological problems increase attrition and underscore the importance of psychological services to achieving the institution's overall enrollment, retention, and completion goals (Hartley, 2012). The current structure of higher education ties funding to performance, giving counseling centers a role to play in student success outcomes (Bishop, 2006;Salzer, 2012).…”

Section: Promoting the Positive Mental Health Of College Studentsmentioning

confidence: 99%

“…The current structure of higher education ties funding to performance, giving counseling centers a role to play in student success outcomes (Bishop, 2006;Salzer, 2012). In addition to individual and group treatment, college and university counseling centers can also provide programs that promote positive mental health, resilience, and emotional intelligence among the student body (Hartley, 2012;Leedy & Smith, 2012).…”

Section: Promoting the Positive Mental Health Of College Studentsmentioning

confidence: 99%

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Serving the Developmental and Learning Needs of the 21st Century Diverse College Student Population: A Review of Literature

Sandoval-Lucero¹

2014

JEDP

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The seminal theories that describe human development during the college years were developed several decades ago using research conducted with homogenous groups of college students that resemble the demographic characteristics of 21 st Century college students in very few ways. The current population is more diverse in terms of race, ethnicity, gender, age, socioeconomic status, academic preparation, immigration status, and disability than the college student population has ever been in the history of higher education. This review highlights recent research on how the current diverse population of college students interacts within the campus environment. The review considers the current research on how college affects 21 st century college students, and how students develop in terms of career, cognitive, and psychological development during the college years. Also important to consider is the kind of social and cultural capital that diverse college students bring to college that helps them achieve academic and career success.

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Mental Health Outcomes in Transgender and Nonbinary Youths Receiving Gender-Affirming Care

et al. 2022

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IMPORTANCETransgender and nonbinary (TNB) youths are disproportionately burdened by poor mental health outcomes owing to decreased social support and increased stigma and discrimination.Although gender-affirming care is associated with decreased long-term adverse mental health outcomes among these youths, less is known about its association with mental health immediately after initiation of care. OBJECTIVE To investigate changes in mental health over the first year of receiving gender-affirming care and whether initiation of puberty blockers (PBs) and gender-affirming hormones (GAHs) was associated with changes in depression, anxiety, and suicidality. DESIGN, SETTING, AND PARTICIPANTSThis prospective observational cohort study was conducted at an urban multidisciplinary gender clinic among TNB adolescents and young adults seeking gender-affirming care from August 2017 to June 2018. Data were analyzed from August 2020 through November 2021. EXPOSURES Time since enrollment and receipt of PBs or GAHs. MAIN OUTCOMES AND MEASURES Mental health outcomes of interest were assessed via thePatient Health Questionnaire 9-item (PHQ-9) and Generalized Anxiety Disorder 7-item (GAD-7) scales, which were dichotomized into measures of moderate or severe depression and anxiety (ie, scores Ն10), respectively. Any self-report of self-harm or suicidal thoughts over the previous 2 weeks was assessed using PHQ-9 question 9. Generalized estimating equations were used to assess change from baseline in each outcome at 3, 6, and 12 months of follow-up. Bivariate and multivariable logistic models were estimated to examine temporal trends and investigate associations between receipt of PBs or GAHs and each outcome. RESULTS Among 104 youths aged 13 to 20 years (mean [SD] age, 15.8 [1.6] years) who participated in the study, there were 63 transmasculine individuals (60.6%), 27 transfeminine individuals (26.0%), 10 nonbinary or gender fluid individuals (9.6%), and 4 youths who responded "I don't know" or did not respond to the gender identity question (3.8%). At baseline, 59 individuals (56.7%) had moderate to severe depression, 52 individuals (50.0%) had moderate to severe anxiety, and 45 individuals (43.3%) reported self-harm or suicidal thoughts. By the end of the study, 69 youths (66.3%) had received PBs, GAHs, or both interventions, while 35 youths had not received either intervention (33.7%). After adjustment for temporal trends and potential confounders, we observed 60% lower odds of depression (adjusted odds ratio [aOR], 0.40; 95% CI, 0.17-0.95) and 73% lower odds of suicidality (aOR, 0.27; 95% CI, 0.11-0.65) among youths who had initiated PBs or GAHs compared with youths who had not. There was no association between PBs or GAHs and anxiety (aOR, 1.01; 95% CI, 0.41, 2.51).

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Assessing and Promoting Resilience: An Additional Tool to Address the Increasing Number of College Students With Psychological Problems

Cited by 69 publications

References 45 publications

The Feasibility of Embedding Data Collection into the Routine Service Delivery of a Multi-Component Program for High-Risk Young People

The Feasibility of Embedding Data Collection into the Routine Service Delivery of a Multi-Component Program for High-Risk Young People

Serving the Developmental and Learning Needs of the 21st Century Diverse College Student Population: A Review of Literature

Mental Health Outcomes in Transgender and Nonbinary Youths Receiving Gender-Affirming Care

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