Effect of childhood adversity experiences, psychological distress, and resilience on depressive symptoms among Indonesian university students

Kaloeti, Dian Veronika Sakti; Rahmandani, Amalia; Sakti, Hastaning; Salma, Salma; Suparno, Suparno; Hanafi, Sekar Paramitha

doi:10.1080/02673843.2018.1485584

Cited by 39 publications

(31 citation statements)

References 46 publications

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“…Absence of psychological distress = K10 < 20, Presence of psychological distress = K10 ≥ 20 a Within Gender to life better. The finding is consistent with prior studies [66][67][68][69].…”

Section: Discussionsupporting

confidence: 93%

“…The finding should be considered in terms of cultural practices (girl-child neglect, son preference, early marriage) that predispose young female adults to poor psychological health outcomes. This finding is consistent with previous studies [5,11,14,30,56,67,70]. Therefore, gender-specific psychological health interventions should be designed and implemented to identify female students with psychological distress for adequate and prompt care.…”

Section: Discussionsupporting

confidence: 92%

“…Interestingly, the proportion of students who experienced PD in our study was higher than previously reported in the literature [67][68][69]. The high prevalence of PD in our sample is of great concern.…”

Section: Discussioncontrasting

confidence: 70%

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Adverse childhood experiences and psychological distress among higher education students in Southeast Nigeria: an institutional-based cross-sectional study

et al. 2021

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Background Exposure to adverse childhood experiences (ACEs) constitutes public health problems linked to adverse mental outcomes such as psychological distress during adulthood. This study examines the prevalence of ACEs and psychological distress and explores the association between ACEs and psychological distress and demographic factors among young adults. Methods We conducted a cross-sectional study of 330 students from May 2018 to July 2018. The participants completed the Adverse Childhood Experiences International Questionnaire (ACE-IQ), Kessler Psychological Distress Scale (K10), and the sociodemographic profile scale. We used descriptive statistics to describe the prevalence of ACEs and psychological distress in our sample. After adjusting for the demographic covariates, ACEs’ association with psychological distress was determined using binary and multivariate logistic regressions. Results A total of 203 students with a mean age of 20.76 ± 2.73 years completed the study. The total mean ACE score was 4.58 ± 1.59, and the total mean psychological distress score was 20.76 ± 6.31. Most of the participants (86.7%) experienced ACEs, 14.8% reported experiencing one ACE, 30.5% reported experiencing 2–3 ACEs, and 41.3% reported experiencing 4+ ACEs. Further, about 85% of the youth have experienced at least one form of sexual abuse during childhood, and females reported a higher number of ACEs than males. Sexual abuse (OR = 2.36; 95% CI: 2.36, 7.65), physical neglect (OR = 2.87; 95% CI: 1.57, 5.31), overall ACE exposure (OR = 6.66; 95% CI: 2.41, 18.42), having 1 ACE (OR = 4.40; 95% CI: 1.32, 14.70), having 2–3 ACEs (OR = 4.13; 95% CI: 1.39, 12.29), and having 4+ (OR = 11.67; 95% CI: 3.95, 34.45) were significantly associated with psychological distress. Conclusions ACEs are prevalent among young adults and are associated with psychological distress in adulthood. Furthermore, parental factors are associated with ACEs and psychological distress. Thus, implementation of school, community-and facility-based routine mental health screening programs is essential for prompt identification, prevention, and treatment of youth with childhood adversities and poor mental health outcomes.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 92%

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Adverse childhood experiences and psychological distress among higher education students in Southeast Nigeria: an institutional-based cross-sectional study

et al. 2021

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“…Levels of resilience in our sample were similar to prior studies of college students. 22,51 We did achieve a diverse sample. Compared to the university's demographic profile in the fall of 2018, our sample had a higher number of black (23.9% vs 15.9%) and Hispanic students (14.1% vs 9.3%) and included more female students (72.0% vs 48.6%).…”

Section: Discussionmentioning

confidence: 99%

The Association Between Childhood Adversity and Self-Rated Physical Health in US College Students

2020

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Purpose: Adverse childhood experiences (ACEs) are related to unhealthy behaviors and poor self-rated health. Poor self-rated physical health (SRPH) is negatively associated with college students’ grades and overall academic achievement. This study examined the effects of ACEs on SRPH among undergraduate and graduate students (n = 568; 18-30 years) from a public university in the southeast. Methods: Students completed a cross-sectional online survey in October 2018. We conducted unadjusted and adjusted logistic regressions to examine the relationship between ACEs and SRPH among US college students. Results: Most participants reported 1 to 4 ACEs; one-fourth reported poor SRPH. Higher ACE exposure increased the odds for poor SRPH in a curvilinear relationship. Unadjusted results indicate ACE exposure increased risk between 82% and 228%, and that higher levels of resilience and adherence to diet and physical activity guidelines reduced risk for poor SRPH. In adjusted models, moderate ACE exposure was associated with 2.46 times greater odds (95% CI = 1.28-9.34) of reporting poor SRPH. Graduate students (odds ratio [OR] = .52, 95% CI = .27-.99) and those who met healthy diet (OR = .12, 95% CI = .02-.93) and physical activity recommendations (OR = .36, 95% CI = .23-.58) had reduced odds of poor SRPH. Conclusions: Students who have experienced ACEs are at a greater risk for poor health. Student health programs on campus should take a holistic approach by screening students for childhood adversity and promoting healthy behaviors to improve physical health.

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“…Memahami sumber daya intrapersonal yang mungkin membantu dalam mempromosikan resiliensi dan melindungi kesejahteraan psikologis selama masa transisi dari kehidupan sekolah menengah ke perguruan tinggi mungkin mampu menyediakan arah yang bermanfaat untuk intervensi berbasis konseling (Kaloeti, Rahmandani, Sakti, Salma, Suparno & Hanafi, 2019). Salah satu dinamika intrapersonal yang berhubungan dengan tingkat penyesuaian diri, terutama penyesuaian personalemosional, terhadap kehidupan perkuliahan adalah kemampuan regulasi emosi.…”

Section: Pendahuluanunclassified

Pengaruh psikoedukasi mindfulness singkat pada kemampuan regulasi emosi mahasiswa

Islamiyah

Sismawati

Kaaloeti

2020

JIPT

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Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh pemberian psikoedukasi singkat mengenai mindfulness terhadap kemampuan regulasi emosi pada mahasiswa baru Universitas Diponegoro. Transisi menuju kehidupan perkuliahan adalah masa yang penuh tekanan. Sehingga diperlukan keterampilan psikologis untuk beradaptasi dengan baik. Salah satunya adalah regulasi emosi. Sebanyak 5 partisipan termasuk 2 laki-laki dan 3 perempuan mahasiswa baru dari beberapa fakultas di lingkungan Universitas Diponegoro direkrut dan diberikan edukasi mengenai mindfulness selama 1 minggu. Penelitian ini menggunakan desain satu kelompok pretest dan posttest, dengan menggunakan dua skala untuk mengukur perubahan dalam regulasi emosi dan kesadaran. Uji wilcoxon signed rank dan statistik deskriptif digunakan untuk mengevaluasi efek perlakuan yang diberikan. Analisis statistik menunjukkan bahwa tidak ada perbedaan signifikan di antara kemampuan regulasi emoi (p=0,0025) dan kesadaran (p=0,680). Tetapi perbandingan rata-rata menunjukkan adanya sedikit peningkatan. Implikasi dari temuan ini akan didiskusikan.Kata kunci: adaptasi, mahasiswa baru, mindfulness, regulasi emosi Abstract. The aim of this study is to investigate the effect of brief mindfulness psychological education to emotional regulation skill of first-year student of Diponegoro University. Transition to university life is a stressful period. Therefore, in order to successfully adapt, there are some psychological skills that need to be developed. One of them is emotional regulation. This study is a quasi-experiment with one group pretest-posttest design. Five participant included 2 male and 3 female of first-year student from varieties of faculty at Diponegoro University were recruited and given the psychological education of mindfulness in one week span. Two scale were used to measure the changes in emotional regulation and mindful-state. Wilcoxon signed rank test and statistic descriptive were used to evaluate the effect. The statistical analysis revealed that there were no significant difference in both emotional regulation skills (p=0,225) and mindful-state (p=0,680). But, mean comparison suggested that there were slightly increase. The implication of this finding are discussed. Keyword: adaptation, emotional regulation, first-year university student, mindfulness

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Effect of childhood adversity experiences, psychological distress, and resilience on depressive symptoms among Indonesian university students

Cited by 39 publications

References 46 publications

Adverse childhood experiences and psychological distress among higher education students in Southeast Nigeria: an institutional-based cross-sectional study

Adverse childhood experiences and psychological distress among higher education students in Southeast Nigeria: an institutional-based cross-sectional study

The Association Between Childhood Adversity and Self-Rated Physical Health in US College Students

Pengaruh psikoedukasi mindfulness singkat pada kemampuan regulasi emosi mahasiswa

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