Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Abelson, Sara; Lipson, Sarah Ketchen; Eisenberg, Daniel

doi:10.1007/978-3-030-66959-1_6-1

Cited by 5 publications

(3 citation statements)

References 622 publications

(883 reference statements)

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“…The prevalence of mental health challenges among college student populations has nearly doubled over the last 10 years, making it a top concern in higher education ( 12 , 13 ). During the 2020–2021 school year, more than 60% of college students met the criteria for at least one mental health problem, a nearly 50% increase from 2013 ( 14 ).…”

Section: Discussionmentioning

confidence: 99%

Trends in enrollment, retention, and graduation of United States veterinary technicians/nurses schools

Kogan,

Jensen

2024

Front. Vet. Sci.

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ObjectiveThere is a significant shortage of veterinary technicians. To help address this issue, there has been a call to increase the capacity of United States VT/N educational programs. Yet, the current challenges within the field may be negatively impacting the number of people deciding to pursue VT/N certification. To assess this possibility, this study was designed to explore the enrollment, retention, and graduation trends within United States VT/N educational programs. Explore the trends between 2018 and 2022 in enrollment, retention, and graduation of veterinary technicians/nurses (VT/N) at educational programs located in the United States.SampleEducators and administrators working in United States VT/N educational programs.ProceduresAn electronic survey distributed via an anonymous link within emails sent from the Association of Veterinary Technician Educators.ResultsA total of 82 responses from educators and administrators working in United States VT/N educational programs were received. Forty-three percent of participants indicated a decrease in student enrollment in the last 5 years. The factors seen to have the largest significant impact were “More potential students not convinced being credentialed will lead to a difference in job duties when compared to non-credentialed work,” “More potential students who do not think being credentialed will lead to a substantial increase in pay when compared to non-credentialed work” and “More potential students not willing/able to invest the time needed to become credentialed.” A total of 60% reported an increase in retention efforts within the last 5 years. The services most commonly reported as increasing included mental health support and academic mentoring.Conclusions and clinical relevanceThis study suggests that an increased number of potential VT/N students are deciding that being credentialed is not worth the time or money. While additional resources directed toward recruitment and retention are needed within VT/N educational programs, without systematic changes within the field, it is likely that there will be a continued decline in the number of interested applicants.

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Section: Discussionmentioning

confidence: 99%

Trends in enrollment, retention, and graduation of United States veterinary technicians/nurses schools

Kogan,

Jensen

2024

Front. Vet. Sci.

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“…One possible way to address the difficulties of maintaining positive habits is to develop positive psychology course programming that runs for the whole duration of the students' degree programme throughout the university. By themselves, however, psychoeducational courses are likely to be only minimally effective but rather they should be considered as a key piece of a multicomponent approach integrated with other university services (Abelson et al, 2022). Such a scheme would represent a considerable challenge that both universities and students might resist, but the alternative is to address the ever-increasing burden of higher use of student clinical wellbeing services.…”

Section: Discussionmentioning

confidence: 99%

Long-term analysis of a psychoeducational course on university students’ mental well-being

Hobbs,

Jelbert,

Santos

et al. 2024

High Educ

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Although many higher educational institute (HEI) psychoeducational courses teaching positive psychology interventions report benefits to mental well-being upon completion, they have not typically addressed whether such beneficial effects are sustained long-term beyond the period of the courses. Here, we report a pre-registered follow-up of 228 undergraduate students, from a variety of disciplines, who took a positive psychology course 1 or 2 years previously. Overall, group analysis revealed that students who had taken the course did not continue to show the originally reported benefits at follow-up. Students who had taken the course scored higher on mental well-being than other students tested using a university-wide survey, but they were also higher at baseline 1–2 years earlier indicating a sampling bias. An exploratory analysis, however, revealed that 115 students (51% of the group) who had continued to practice the recommended activities taught during the course maintained their increased mental well-being over the period of follow-up. We therefore suggest that continued engagement is a key factor in sustaining the long-term benefits of positive psychology courses. Implementation of such courses should therefore include provision and mechanisms for maintaining future student engagement.

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“…6. Family and community engagement: Recognize the strong and positive influence of family and community on students' wellbeing (Atkins et al, 2010;Castillo et al, 2019;Abelson et al, 2022;Baxter et al, 2022). Offer workshops and resources that emphasize communication between generations and provide tools for families to support the social-emotional and general well-being of their youth.…”

Section: Benefits Of Mbsel For Thriving In the Rapidly Evolving Workp...mentioning

confidence: 99%

Prevention before intervention: introducing mindfulness-based social-emotional learning in higher education institutions across the United Arab Emirates

Kassie

2023

Front. Educ.

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In recent years, several studies have indicated that there is a considerable mismatch between the specific set of skills that employers require and the ones that university graduates have to offer. The 2023 report from the World Economic Forum lists 10 core skills that are sought after by global organizations, six of which are categorized under social-emotional learning. As part of its National Employment Strategy 2031, the United Arab Emirates (UAE) aims to build a knowledge-based economy and increase labor productivity. This communicative piece proposes a policy reform across higher education institutions in the United Arab Emirates, seizing as an opportunity the country’s growing commitment to increase talent attraction and retention in the rapidly evolving workplace. Seeing the significant association between social-emotional competencies and thriving in dynamic professional settings, the article highlights the prevalence of mental health disorders among the general youth in the UAE, the government’s commitment towards awareness and prevention of mental health disorders, the relevance of social-emotional competencies for employability and adaptability in the rapidly evolving workplace, the importance of introducing lessons and training in mindfulness-based social-emotional learning (MBSEL) to build the youth’s adaptability in an ever-changing job landscape, and practical measures that can be taken at the institutional level within the UAE context.

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Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Cited by 5 publications

References 622 publications

Trends in enrollment, retention, and graduation of United States veterinary technicians/nurses schools

Trends in enrollment, retention, and graduation of United States veterinary technicians/nurses schools

Long-term analysis of a psychoeducational course on university students’ mental well-being

Prevention before intervention: introducing mindfulness-based social-emotional learning in higher education institutions across the United Arab Emirates

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