Evaluation and Management of Mental Health Disability in Post-secondary Students

Gotlib, Dorothy; Saragoza, Philip; Segal, Stuart S.; Goodman, Leah; Schwartz, Victor

doi:10.1007/s11920-019-1024-1

Cited by 12 publications

(8 citation statements)

References 9 publications

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“…(American College Health Association, 2019;Pascoe et al, 2020;Rickwood et al, 2017). Various social problems, financial difficulties and academic factors contribute to the fact that more and more university students around the world are currently being diagnosed with mental health problems (Gotlib et al, 2019;Larcombe et al, 2016;Othieno et al, 2014;Sirota et al, 2018). A systematic review of several recent studies shows that the higher stress levels in university students are associated with a poorer quality of life (Ribeiro et al, 2018) and act as a trigger to the development of depression and anxiety (Beiter et al, 2015;Dantzer, 2012).…”

Section: Mental Health Of Modern Youth and Studentsmentioning

confidence: 99%

The Spread of COVID-19 in Russia: Immediate Impact on Mental Health of University Students

et al. 2021

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Amid the spread of COVID-19, a study of mental health in university students from different regions of Russia (n = 3057) was undertaken during the period from April 9 to April 20, 2020. The results were compared to studies conducted earlier within a large-scale research project examining student mental health. Mental health indicators were analyzed during three different periods: long before the onset of the pandemic (period 1); in the early days of the spread of COVID-19 in Russia, though prior to the implementation of containment measures (period 2); during tough measures to contain the first wave of the pandemic (period 3). The comparison of indicators showed no differences in the levels of psychological wellbeing (F = 0.918; p = .4), significantly lower levels of depression, anxiety and stress during the period 1 compared to the periods 2 and 3 (p \ .001), and the highest levels of anxiety and stress during the period 2. We also established a higher increase in the levels of depression (F = 6.883; p = .001), anxiety (F = 11.868; p \ .001) and stress (F = 10.384; p \ .001) in young men compared to the changes in the same indicators in young women during the pandemic. However, both before and during the pandemic, these indicators showed better mental health in young men than in young women. Thus, when studying the impact of the pandemic on students' mental health, it is crucial to take into account the possible dynamics of their mental state within relatively short periods of time and to pay particular attention to gender differences.

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Section: Mental Health Of Modern Youth and Studentsmentioning

confidence: 99%

The Spread of COVID-19 in Russia: Immediate Impact on Mental Health of University Students

et al. 2021

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“…Mental health issues are on the rise for all post-secondary students [9,10]. In postsecondary institutions supporting graduate programs, the most persistent and evident challenges facing graduate students today are those arising from anxiety and depression caused by stress related to unmet research expectations [11,12].…”

Section: The Problem Of Anxiety and Depression In Graduate Studentsmentioning

confidence: 99%

Improving Mentorship and Supervision during COVID-19 to Reduce Graduate Student Anxiety and Depression Aided by an Online Commercial Platform Narrative Research Group

Nash

2021

Challenges

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Before COVID-19, post-secondary learning was dominated by in-person, institution-organized meetings. With the 12 March 2020 lockdown, learning became virtual, largely dependent on commercial online platforms. Already more likely to experience anxiety and depression in relation to their research work, perhaps no students have endured more regarding the limitations imposed by COVID-19 than graduate students concerning their mentorship and supervision. The increase in mental health issues facing graduate students has been recognized by post-secondary institutions. Programs have been devised to reduce these challenges. However, the additional attention and funds to combat depression and anxiety have not shown anticipated results. A new approach to mitigate anxiety and depression in graduate students through mentorship and supervision is warranted. Offered here is an award-winning model featuring self-directed learning in a community formed by adding together different, equal, diverse points of view rather than agreement. The approach, delivered through a commercial online platform, is non-hierarchical, and based in narrative research. The proposed model and approach are presented, discussed and limitations considered. They are offered as a promising solution to ebb the increase in anxiety and depression in graduate students—particularly in response to COVID-19.

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“…The centrality of family in the students’ mental health has been consistently described in the literature. 14 , 36 From an ecological perspective, the parents’ capabilities (e.g., educational level) and family economic status seem to influence the students’ well-being and self-efficacy. 37 - 40 Therefore, contribution of family to the students’ resilience may not solely depend on interpersonal bonds, but may be rather attributed to provisions and opportunities that are either offered by the family or the broader socioeconomic context.…”

Section: Discussionmentioning

confidence: 99%

“…11,12 However, multiple studies, addressing the mental health and behavioral concerns of students, found that depression, anxiety, suicidal behaviors, and academic performance were the most important themes. [13][14][15] Although university students may have a better mental health than their same-aged non-collegiate peers, 16 their pre-and postmatriculation psychological problems may increase the risk of poor academic performance and university attrition. 16,17 Therefore, it seems necessary to approach the students' healthy functioning in a way that their contextual resources and personal capabilities are considered.…”

Section: Introductionmentioning

confidence: 99%

Social-Ecological measure of resilience: an adapted measure forPersian-speaking university students

Amini-Tehrani

Nasiri

Sadeghi

et al. 2020

Health Promot Perspect

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Background: There is no validated instrument for Persian-speaking students to apply the social ecological resilience theory (SERT), which emphasizes the ecological resources for developing resilience. The study aimed at developing the student social-ecological resilience measure(Student-SERM) in Iran’s context. Methods: Three separate samples of undergraduates participated in this mixed-methods research from the University of Tehran, Iran. Phase-1 qualitatively explored the resilience features in the university setting, to devise the university-specific subscale (USS). Phase-2piloted the construct validity and reliability of the Student-SERM in 242 undergraduates, who also completed Depression, Anxiety, and Stress Scale (DASS-21). Phase-3, as a cross-validation study, investigated 487 undergraduates, who completed the refined Student-SERM, HospitalAnxiety and Depression Scale (HADS), and three indices screening academic performance, loneliness, and suicide acceptability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Pearson’s correlation, and Cronbach’s alpha were performed. Results: Phase-1 yielded nine items for USS. In phase-2, EFA indicated the construct validity of the main 20-item measure (RMSEA=0.06 and SRMR=0.04) and the nine-item USS (RMSEA=0.07and SRMR =0.04), and the reliability and convergent/divergent validity were confirmed. In phase-3, EFA (RMSEA=0.07 and SRMR=0.04) and CFA (RMSEA=0.07, CFI=0.89, TLI=0.87,and SRMR=0.07) in two separate subsamples and CFA (RMSEA=0.06, CFI=0.92, TLI=0.90,and SRMR=0.06) in the total sample indicated the construct validity of the refined StudentSERM, including family, peer, culture, growth, and USS subscales. The reliability and convergent/divergent validity were also reconfirmed. Conclusion: The Student-SERM incorporates ecological resources, accounting for the students’resilience. Since the resilience process involves a return to healthy functioning after adversity, further research can examine the application of Student-SERM in high-risk student populations.

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Evaluation and Management of Mental Health Disability in Post-secondary Students

Cited by 12 publications

References 9 publications

The Spread of COVID-19 in Russia: Immediate Impact on Mental Health of University Students

The Spread of COVID-19 in Russia: Immediate Impact on Mental Health of University Students

Improving Mentorship and Supervision during COVID-19 to Reduce Graduate Student Anxiety and Depression Aided by an Online Commercial Platform Narrative Research Group

Social-Ecological measure of resilience: an adapted measure forPersian-speaking university students

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