Time and support do not heal all wounds: Mental health correlates of past bullying among college students

Manrique, Melissa; Allwood, Maureen A.; Pugach, Cameron P.; Amoh, Nana; Cerbone, Alexandra

doi:10.1080/07448481.2018.1538999

Cited by 15 publications

(12 citation statements)

References 38 publications

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“…Similarly, social-emotional well-being in childhood predicts better school performance [18–21] and better outcomes on diverse variables in adults [19]. Student bullying and peer exclusion are major social and mental health concerns [22, 23] and classroom stress is causing teachers to burn-out and leave the profession in unprecedented numbers [24–26]. Hence there is great interest in improving students’ camaraderie and kindness, and reducing stress, in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers

et al. 2019

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The kindergarten program, Tools of the Mind (Tools), has been shown to improve executive functions (as assessed by laboratory measures) and academic performance. The objective here was to see if Tools can improve executive functions in the real world (in the classroom), academic outcomes not previously investigated, reduce bullying and peer ostracism, and increase teachers’ and students’ joy in being in the classroom. This first randomized controlled trial of Tools in Canada included 351 kindergarten children (mean age 5.2 years at entry; 51% female) in 18 public schools. Stratified randomization resulted in teachers and students in both groups being closely matched. Teachers in both groups received the same number of training hours and same funds for new materials. Outcome measures were pre and post standardized academic skill assessments and teacher online survey responses. This study replicated that Tools improves reading and shows for the first time that it improves writing (far exceeding levels the school districts had seen before), self-control and attention-regulation in the real world (e.g., time on task without supervision), reduces teacher burnout and children being ostracized or excluded, and increases the joy students and teachers experience in school. By Spring, Tools teachers were still enthusiastic about teaching; control teachers were exhausted. These results were not only better than the control group but also better than Tools teachers experienced the year before Tools. Thus, children in a kindergarten curriculum that emphasized play, improving self-regulation, working together and helping one another, and hands-on learning performed better academically, showed less bullying and peer ostracism and more kindness and helping behavior than students in more traditional classes, and teacher enthusiasm for teaching soared. Tools reduced initial disparities separating children, schools, and teachers.

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Section: Introductionmentioning

confidence: 99%

Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers

et al. 2019

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“…College students should establish a correct understanding, maintain a healthy mentality, and gradually improve their entrepreneurial psychological quality with the help and support of society, schools, and families so as to lay a good foundation for participating in innovation and entrepreneurship and realizing their entrepreneurial dreams. [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

Exploration on the Cultivation of Undergraduates’ Entrepreneurship Ability from the Perspective of Mental Health Education

Cao¹

2022

Journal of Healthcare Engineering

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Entrepreneurship is a test of people’s knowledge and specific application ability, especially the psychological quality of entrepreneurs. In the process of starting a business, people’s psychological qualities have a very important influence on the ultimate success of starting a business. The significance of cultivating college students’ entrepreneurial psychological quality lies in that it is not only the requirement of the development of the times but also the realistic requirement of improving college students’ entrepreneurial ability. Therefore, it is of great practical significance to bring the cultivation of college students’ entrepreneurial psychological quality into entrepreneurship education. Good entrepreneurial psychological quality is the cornerstone of the building of entrepreneurship, which can lay the foundation for entrepreneurship and support the whole entrepreneurial process. Because of the importance of entrepreneurial psychological quality in the process of entrepreneurship, it is necessary to analyze the entrepreneurial psychological quality of college students and guide and cultivate them correctly. Based on this, this paper analyzes the penetration of mental health education in the cultivation of College Students’ entrepreneurship education, which has a strong practical significance.

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“…14 Experiencing supportive peer relationships in college might help mitigate the negative impact of past victimization. 72 However, research in this area is limited. The reparative value of having healthy peer relationships in college after some patterns of peer vicitimization in high school has good potential as a focus for future research or intervention development.…”

Section: Discussionmentioning

confidence: 99%

Peer victimization and relationships to approach and avoidance coping to health and health behaviors

Darabos

Mazza

Somers

et al. 2021

Behavioral Medicine

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Peer victimization during high school is a common experience associated with engagement in risky health behaviors and elevated depressive symptoms. Mechanisms linking peer victimization to health outcomes remain inadequately understood. in the current study, latent class analysis was used to identify latent subclasses of college students who display similar patterns of responses to frequent peer victimization experiences during high school. We also examined moderating and mediating effects of coping (approach/avoidance) on relationships between victimization class and health outcomes (i.e., binge drinking, current smoking, depressive symptoms). college students completed questionnaire measures of peer victimization, approach and avoidance coping, binge drinking, smoking, and depressive symptoms. Four distinct patterns of peer victimization were identified among college students (low, high, Moderate, and social/Verbal). Moderation models revealed significant interactions of moderate victimization x approach coping on depressive symptoms and high victimization x avoidance coping on binge drinking. Mediation models revealed a significant indirect effect of avoidance coping on depressive symptoms for those in the high victimization class. Findings provide a greater understanding of the complex patterns of peer victimization. coping efforts among varying peer victimization classes had different relationships with health outcomes during the college years. interventions aimed at reducing health-risk and depressive symptoms among college student might benefit from increased attention to high school victimization experiences and current coping processes.

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Time and support do not heal all wounds: Mental health correlates of past bullying among college students

Cited by 15 publications

References 38 publications

Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers

Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers

Exploration on the Cultivation of Undergraduates’ Entrepreneurship Ability from the Perspective of Mental Health Education

Peer victimization and relationships to approach and avoidance coping to health and health behaviors

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