Time spent following the Russian-Ukranian war (RUW) and psychological distress: The role of sleep problems

University is a challenging environment for young people due to the socio-emotional and academic demands that characterize university education. University students often experience psychological distress due to high levels of stress, which can sometimes lead to mental health problems such as chronic exhaustion, anxiety symptoms, depression, hopelessness, and increased risk of suicide. The purpose of this study was to examine the role of mindfulness as a mediator between psychological distress and well-being in university students. A non-probabilistic sample of 1113 university students was achieved. The mean age was 19.58 years (SD = 3.22). Data were collected using validated self-report instruments: the Five Facet Mindfulness Questionnaire (FFMQ), the Patient Health Questionnaire–4 (PHQ-4), the Perceived Stress Scale–10 (PSS-10), and the WHO-5 Well-Being Index. The structural equation model indices demonstrated an adequate to excellent model fit, supporting the theoretical structure of the proposed model. Path analysis revealed a significant indirect effect of psychological distress and stress on psychological well-being through the facets of Acting with Awareness and Non-Reactivity. These findings lend support to the notion that mindfulness functions as a psychological mechanism that mitigates the impact of psychological distress in university students and promotes states of well-being. Highlighting the need to implement psychoeducational and psychological strategies in universities that promote the practice of mindfulness. These strategies could significantly contribute to the reduction of symptoms of stress, anxiety, and depression, thus promoting well-being of students in their academic environment.

This study examined associations between uncertainty about sexual orientation, rumination, and psychological distress in university students. We hypothesized that increased rumination would mediate associations between higher sexual orientation uncertainty and greater psychological distress. Furthermore, we hypothesized that these associations might differ for self-identified lesbian, gay, and bisexual (LGB) versus heterosexual emerging adults. A sample of 207 university students completed questionnaires assessing sexual orientation uncertainty, rumination, depressive symptoms, perceived stress, and aggression. Path analyses indicated that higher sexual orientation uncertainty was associated with greater rumination, depressive symptoms, and perceived stress. Furthermore, rumination mediated associations between sexual orientation uncertainty and all measures of psychological distress across the entire sample. However, multi-group analyses indicated that these associations emerged for LGB participants but not for heterosexuals. Results suggest that rumination may constitute a common but maladaptive coping response for sexual minorities facing sexual orientation uncertainty. Interventions for this population should focus on decreasing rumination.

University students experience significantly high levels of psychological distress. Maladaptive perfectionism has been identified as a common trait among students that leads to diagnosed conditions such as depression and anxiety. Resilience and trait emotional intelligence have also been identified as common predictors of psychological illness and mediators between related maladaptive perfectionism. However, no current research has investigated maladaptive perfectionism’s relationship with a more general psychological distress experienced by university students. Therefore, the current study aimed to investigate maladaptive perfectionism, resilience and trait emotional intelligence association with psychological distress in 171 university students (29 males; 138 females; Mage = 28.48 years; SD = 11.58). Results identified maladaptive perfectionism to significantly, positively correlate with psychological distress in university students. The combination of increased maladaptive perfectionism, low resilience and low trait emotional intelligence significantly predicted psychological distress. Additionally, resilience and trait emotional intelligence significantly added to the prediction of psychological distress, above and beyond maladaptive perfectionism. Finally, resilience and trait emotional intelligence both partially mediated the relationship between maladaptive perfectionism and psychological distress in university students. Findings suggest resilience and trait emotional intelligence to be important factors in predicting general psychological distress in student maladaptive perfectionists. The current study provided additional supporting evidence for the importance of resilience and trait emotional intelligence in intervention and prevention strategies for psychological distress in maladaptive perfectionist students.

The present study aimed to investigate the relationship between perfectionism and academic procrastination and psychological distress in undergraduate university students. It was hypothesized that maladaptive perfectionism and academic procrastination are likely to predict psychological distress. Further aim of the study was to determine the mediating role of academic procrastination in the relationship between maladaptive perfectionism and psychological distress in undergraduate university students. A correlational research design was employed, using a purposive sampling technique to collect online data. The sample comprised of 244 male and female undergraduate students from both public and private sector universities. Assessment tools included the Almost Perfect Scale- Revised (APS-R), Procrastination Assessment Scale-Students (PASS) and Depression, Anxiety and Stress Scale (DASS-21) were used to measure perfectionism, academic procrastination and psychological distress respectively. The data were analyzed by applying descriptive statistics, reliability analysis, Pearson product correlation, multiple hierarchal regression and mediation analysis. The results showed that maladaptive perfectionism and academic procrastination were positively correlated with psychological distress, whereas adaptive perfectionism had no significant relationship with psychological distress. Moreover, maladaptive perfectionism and academic procrastination emerged as significant positive predictors of psychological distress among undergraduate university students. The main findings of mediation analysis revealed that academic procrastination partially mediated the relationship between maladaptive perfectionism and psychological distress. The result was discussed in the light of previous literature, theoretical and cultural background.

IntroductionMeta-analytical evidence confirms a range of interventions, including mindfulness, physical activity and sleep hygiene, can reduce psychological distress in university students. However, it is unclear which intervention is most effective....

IntroductionThe transition phase from late adolescence to early adulthood, which corresponds with the period of university life, is a time that offers important opportunities for personal growth. However, this developmental phase also concurs with the peak period of risk for the onset of mental health disorders. For this reason, the literature clearly identifies university students as a vulnerable population group for psychogical distress and mental problems. Digital psychological interventions and e-mental health solutions are emerging as a promising solution for university students, particularly appealing due to their anonymity, portability and ease of access. Hence, the World Health Organisation has developed several psychosocial e-mental health tools including Doing What Matters in Times of Stress (DWM), which has been consistently shown effective in various vulnerable populations. These data provide the framework for the CAMPUS study that is intended for students attending the University of Verona.ObjectivesThe main objective of this project is to adapt the WHO psychological intervention called “Doing What Matters in Times of Stress” (DWM) to this target population and to evaluate the effectiveness, feasibility, and acceptability of WHO’s DWM as a psychological strategy for effective mental health prevention and promotion, and for reducing psychological symptoms and distress in university students. Secondary objectives of the project include to evaluate the fidelity of DWM, to assess factors associated with its implementation and effectiveness and to co-create the necessary local conditions for implementation and up-scaling of DWM.MethodsThe CAMPUS study is a prospective non-randomized follow-up study. The target population is composed by university students of University of Verona, Italy. The online assessments, which are collected pre and post intervention, consist of an ad-hoc sociodemographic information page, and four self-administered questionnaires assessing psychological distress, depression and anxiety symptoms, and psychological well-being. In addition, implementation checklists will be administered to assess the acceptability, appropriateness and feasibility of the intervention.ResultsPreliminary results on a sample of 300 students attending University of Verona show that the adapted DWM intervention promote students’ psychological well-being and reduce the level of psychological distress as well as the risk for the later development of a psychopathology. Moreover we expect that future results would include data on the effectiveness, feasibility, and acceptability of the adapted DWM intervention among university studentsConclusionsThese results provide valuable information for mental health promotion and support programs for university students, as well as insights into factors influencing its implementation and suggestions for future scaling of the intervention.Disclosure of InterestNone Declared

Food insecurity and psychological distress in university students are public health concerns. However, little is known about their association. We conducted a cross-sectional study of undergraduate students at a Canadian university in October 2017 to measure the prevalence of food insecurity and its association with psychological distress in university students. Our web-based survey included the Household Food Security Survey Module to measure food insecurity, and the Depression, Anxiety and Stress Scale-21 to measure psychological distress. We used multivariable logistic regression to measure the association between food insecurity and psychological distress. Twenty-seven percent (95% CI: 24.1–29.9) of participants (n = 882) reported food insecurity and 16.5% (95% CI: 14.1–19.1) reported psychological distress. Marginal/moderate (OR = 1.62, 95% CI: 1.01–2.61) and severe (OR = 3.16, 95% CI: 1.37–5.30) food insecurity was significantly associated with psychological distress in some students. Further investigations are needed to determine whether food insecurity is a risk factor for psychological distress in this population.

Aim of the Study: This study sought to investigate the relationships among weight stigma, perceived body shape, and psychological distress in university students in different weight groups. It was hypothesized that there is likely to be a relationship between weight stigma, perceived body shape, and psychological distress. Perceived body shape and weight stigma are likely to positively predict psychological distress. Methodology: This research adopted a cross-sectional research methodology. The sample included n=289 participants (n=128 male and n=161 female students) from two government universities in Pakistan. The consent form, demographic information sheet, Weight Self Stigma Questionnaire (WSSQ) (Wong et al., 2018), Body Shape Questionnaire (BSQ) (Cooper et al., 2006), and Kessler Psychological Distress Scale (K10) (Kessler, 2002) were used to collect information. Findings: The research findings demonstrate that weight stigma and perceived body shape are positively correlated with psychological distress in university students in different weight groups. There was a mean difference in weight stigma, perceived body shape, and psychological distress among university students of varying weight groups. Perceived body shape is a perfect mediator between weight stigma and psychological distress. There was no gender difference in weight stigma, perceived body shape, or psychological distress. Conclusion: The findings significantly impact the development of awareness campaigns that teach obese students healthy coping mechanisms and self-esteem-enhancing techniques. These campaigns additionally promote the sense of pride that overweight people experience using social support-based programs.

The coping strategies used by students play a key role in their psychological well-being. This study examines the relationship between coping strategies and psychological well-being in a sample of 98 undergraduates aged between 19 and 42 years. Coping strategies were evaluated by means of the CRI-A (Moos, 1993), while psychological well-being was assessed using the BSI (Derogatis and Spencer, 1982). The results show a relationship between coping style and psychological well-being. Approach coping strategies as problem solving in teacher education students had a beneficial effect on symptoms of depression, phobic anxiety and overall level of psychological distress. In contrast, cognitive avoidance coping are associated with greater presence of psychological symptoms indicating distress. And behavioural avoidance strategies (search for alternative rewards and emotional discharge) were associated with negative psychological well-being. Coping strategies may help to reduce psychological distress in university students. Specifically, approach-oriented coping is associated with positive scores for psychological well-being, and avoidant emotion-focused coping—above all, behavioural avoidant coping—may be a strong predictor of psychological distress.

The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes—adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.

Recognizing the positive or negative effects of students' mental health promotes personal development, well-being, and academic success. Academic life exposes college students to multiple adjustments, demands, and vulnerabilities that can cause stress and mental health problems. This study aims to identify psychological well-being and psychological distress effects on college students' mental health. A correlational study was designed involving a non-probabilistic 560 sample of students (446 women) aged 18 to 41 years (M = 19.6; SD = 1.68). An online self-report questionnaire was used including demographic, relational, academic, and health behaviors variables, and the measures: Mental Health Inventory; Satisfaction with Social Support Scale; Academic Life Satisfaction Scale; and Psychological Vulnerability Scale. Regression analyses indicate that male students, dating, good academic performance, exercise, sleeping seven hours, satisfaction with social support, and academic life satisfaction were significant correlates (p < 0.05) of psychological well-being, with the last two having great weight in the model. Females, low income, aged 21-24 years, sleeping less than 6 h, moderate psychological vulnerability, and perception of vulnerability were significant (p < 0.05) negative effects of psychological distress. This study addresses the positive and negative effects of psychological well-being and distress in college students. Specific mental health promotion and morbidity prevention programs can improve students' mental health literacy and resilience.

This study investigated the prevalence of suicidal behavior and psychological distress in university students across 12 nations. A total of 5,572 university students from 12 countries were surveyed about suicide ideation, suicide attempts, and psychological distress by means of a self-administered questionnaire. Almost 29% of the samples reported having contemplated suicide and 7% reported attempting suicide. Of the total sample, 51.1% scored above the General Health Questionnaire-12 ≥ 3 cut-off points, 41.6% above the GHQ-12 ≥ 4 cut-off points, and 33.8% scored above the GHQ-12 ≥ 5 cut-off points. While odds of suicide ideation were elevated in Austria and the UK, reduced ORs were detected for China, Italy, Saudi Arabia, Tunisia, and Turkey. Similarly, while odds of suicide attempt were high in Jordan, Palestine, Saudi Arabia, and to some extent in Turkey, reduced ORs were observed for Austria, China, Italy, Japan and the United States. Elevated ORs for psychological distress were seen in Japan, Jordan, Palestine, Saudi Arabia, Tunisia, and Turkey but reduced ORs were noted in Austria, China, Iran, Italy, and the United States. Psychological distress was strongly associated with reports of suicide ideation and attempts. Suicide ideation, suicide attempt, and psychological distress are common in university students but their rates vary depending on the sociocultural context. Due attention should be devoted to the mental health needs of young adults enrolled in higher educational institutions and more cross-cultural research is warranted to better understand the etiology of the observed intersocietal variations in suicidal behavior and psychological distress.

IntroductionHigher education, particularly university, is a challenge for many students that can lead to their mental health being seriously affected. The stress to which they are subject throughout their time at university can lead to anxiety and depression. “Third wave” psychotherapies, including compassion-based therapy, have been used to improve psychological outcomes, such as stress, anxiety, emotional distress and well-being. There are some signs that third wave psychotherapies reduce psychological distress in university students, but more and higher-quality studies are needed. In this randomised controlled trial (RCT), we hypothesise that the provision of attachment-based compassion therapy (ABCT) will be more effective than an active control group based on relaxation therapy for improving psychological distress in university students.Methods and analysisA two-arm RCT will be conducted involving 140 university undergraduate and postgraduate students from the University of Zaragoza and the National University of Distance Education (UNED) who reside in the autonomous community of Aragon, Spain. Interventions with either ABCT or relaxation therapy will be implemented, with an allocation ratio of 1:1 between groups. Both interventions will last six weeks and consist of six weekly group sessions lasting 1.5 h each. Data will be collected before and after the intervention, and there will be a follow-up at six months. The primary outcome will be psychological distress at post-intervention. Secondary outcomes will be depression, anxiety, stress and burnout symptoms, affectivity and emotional regulation. Attachment style, experiential avoidance, compassion (for others/oneself) and mindfulness skills will be measured as potential mechanistic variables. Intention-to-treat analysis will be performed using linear mixed regression models. The clinical significance of improvements will be calculated. Potential side effects will be monitored by an independent clinical psychologist.Ethics and disseminationThis study was approved by the Clinical Research Ethics Committee of Aragón. Participant data will remain anonymous, and results will be submitted to peer-reviewed open-access journals and disseminated via conferences.Clinical Trial RegistrationClinicalTrials.gov, identifier NCT05197595.

Prevalence of depressive symptoms and psychological distress in Japanese university-enrolled students before and during the coronavirus disease 2019 pandemic.

Our ability to regulate our emotions plays a key protective role against psychological distress and somatic symptoms, with most of the literature focusing on the role of cognitive reappraisal in interventions such as cognitive behavioral therapy (CBT). This study seeks to examine the relationship between emotion dysregulation and psychological and physical distress in university students through the role of depersonalization (DP) and insecure attachment. This study will try to explain the deployment of DP as a defense mechanism to insecure attachment fears and overwhelming stress, developing a maladaptive emotion responding strategy, which affects wellbeing later in life. A cross-sectional design was used on a sample (N = 313) of university students over the age of 18 which consisted of an online survey of 7 questionnaires. Hierarchical multiple regression and mediation analysis were conducted on the results. The results showed that emotion dysregulation and DP predicted each variable of psychological distress and somatic symptoms. Both insecure attachment styles were found to predict psychological distress and somatization, mediated through higher levels of DP, whereby DP may be deployed as a defense mechanism to insecure attachment fears and overwhelming stress, which affects our wellbeing. Clinical implications of these findings highlight the importance of screening for DP in young adults and university students.