Mental Health Course Research Articles

The Socioecology of Sexual Minority Stigma: Advancing Theory on Stigma-Based Mechanisms Underlying Sexual Orientation-Based Disparities in Health

Research in public health and psychology has identified sexual minority stigma-related risk factors that contribute to sexual orientation-based health disparities across settings and societies worldwide. Existing scholarship, however, has predominantly focused on these factors as independent, stand-alone risk factors, neglecting their interconnected nature across different levels. This article theoretically explores how sexual minority stigma may function as a multilevel socioecological system, by building on prevailing theories and emphasizing the interplay between structural, interpersonal, and intrapersonal stigma-related factors. Drawing on the minority stress and socioecological theories, three central tenets are proposed, namely 1) chronosystem with immediate, accumulating, or lasting effects across spatiotemporal contexts, 2) nested multilevel system with cross-level effects, and 3) mechanistic pathways linking stigma exposure to health. By providing a nuanced and comprehensive understanding of how sexual minority stigma may operate as a multilevel socioecological system, this article aims to contribute by reflecting on the novel implications of this interpretation for future research and to guide conceptualizations and studies, acknowledging the complexity of sexual minority stigma exposure across historical contexts, societies, and the individual life course in shaping physical and mental health of sexual minorities. Limitations of current research and recommendations for future research are discussed.

Bly in Blackwell’s: A Turning Point for Mental Health and Journalism

ABSTRACT “Bly in Blackwell’s: A Turning Point for Mental Health and Journalism” tells the story of Nellie Bly, a Pennsylvania-born investigative journalist. In 1887, Bly was set with the task of writing and reporting on an infamous insane asylum in New York—The Lodge on Blackwell’s Island. To do this, Bly acted “insane” and was sent to the institution as a patient so she could report on its inhumane conditions and expose it firsthand. After over a week of work in a terrifying environment, Bly was able to leave and wrote a two-part article for The New York World that was later published as Ten Days in a Mad-House. By making this brave effort, Nellie Bly changed the course of journalism and mental health, especially for women. This historical article shares the steps of Bly’s journey and shows just how much of an effect this plucky young writer had on our world.

Enhancing training in spiritual and religious competencies in mental health graduate education: Evaluation of an integrated curricular approach.

Despite practice guidelines for multiculturally competent care, including spiritual/religious diversity, most mental health graduate training programs do not formally address spiritual/religious competencies. Thus, we enhanced the Spiritual Competency Training in Mental Health (SCT-MH) course curriculum to train graduate students in foundational attitudes, knowledge, and skills for addressing clients' spirituality and/or religion (S/R). The hybrid (online and in-person) SCT-MH course curriculum was integrated into existing required graduate clinical courses (replacing 15% of a course's curriculum) and taught to 309 students by 20 instructors in 20 different graduate training programs across counseling, psychology, and social work disciplines. Using a multiple baseline waitlist control design in which students served as their own controls, students completed validated assessments at three timepoints evaluating their spiritual/religious competencies for understanding the intersection between S/R and mental health. We also collected qualitative data from the students to evaluate acceptability of the content and format of the training program. Students' scores on all seven measures of spiritual/religious competencies had a statistically significant positive increase after engaging with the SCT-MH curriculum compared to the control period. At the end of the course, 97% of the students envisioned using spiritually integrated therapy techniques with their clients at least some of the time, 92% or more rated the materials as helpful and relevant, and 96% were satisfied with the training modules. Results demonstrate that dedicating a small (i.e., 6 hours of class time; 10 hours outside class time) but intentional amount of course time to teaching spiritual/religious competencies increases students' attitudes, knowledge, and skills for attending to clients' S/R in clinical practice. The SCT-MH hybrid course content is freely available to all graduate programs on our website. https://www.spiritualandreligiouscompetenciesproject.com/resources/sct-mh.

Identifying Nursing Students' Views of Studying Mental Health and Diseases Nursing Course via Distance Education during the Pandemic

Objective: This research was conducted to determine students' opinions about taking the mental health and disease nursing course through distance education. Methods: The research, designed as a descriptive quantitative study, and conducted with students (n=243) taking the Mental Health and Disease Nursing course at the Nursing Department of a state university in Ankara. "Participant Information Form", " Assessment Form for Mental Health and Diseases Nursing Course Distance Education," created by the researchers, and the "Opinions About Distance Education Scale" were used to collect the data. In data analysis, content analysis was performed for open-ended questions, and the data were presented under themes, sub-themes, and categories. Number, percentage, mean, standard deviation, median, minimum, and maximum values were given for the scale scores. Results: The views of students on distance education were conceptualized under four themes: "Views on distance education", "Effectiveness of teaching methods used", ''Effectiveness of methods used in the practice skill courses, ''Preparedness for provide nursing care to patients followed up with a psychiatric diagnosis.' The total mean score of the participants for the opinions about the distance education scale was determined as 2.91±0.48. Conclusion: The students evaluated the education provided through distance education as moderately sufficient. The teaching methods used in the mental health and diseases nursing course taken through distance education and ensuring permanence through repeated access to courses were stated as positive aspects in theoretical terms, significant deficiencies were expressed in terms of contacting patients in the clinical environment and gaining professional roles.

Maternal child maltreatment and trajectories of offspring behavioural and emotional difficulties from age 4 to 7 years - results from a prospective birth cohort study.

Maternal experience of child maltreatment (CM) has been associated with maternal and child mental health. However, evidence about the course of child mental health and maternal CM is scarce. Therefore, this study aims to compare trajectories of mental health in children according to maternal CM exposure and maternal mental health. We included 327 mothers and their singleton child from the Ulm SPATZ Health Study, a prospective birth cohort study. Child mental health was determined by the Strength and Difficulties Questionnaire (SDQ) at the age of 4, 5, 6, and 7 years and maternal CM by the Childhood Trauma Questionnaire (CTQ). Results display that maternal CM is associated with more behavioural and emotional difficulties in children, a trend that tends to increase with older child age. The sum of maternal mental health problems across this time course mediates this association. Male child sex is associated with more mental health problems in the child and the mother. These results provide an important first insight into the relevance of maternal CM on the trajectories of mental health in the offspring and highlight the importance of chronicity and severity of maternal mental health. Further prospective research in cohorts with longer follow-ups up into adolescence and adulthood is needed.

Evaluation of the Effectiveness of Standardized Patient Simulation as a Teaching Method in Psychiatric and Mental Health Nursing.

Background: The use of standardized patient simulation in psychiatric nursing education addresses the unique challenges presented by mental healthcare settings. Students' attitudes toward clinical simulation remain predominantly favorable, with many expressing enthusiasm for the opportunities it provides in terms of embracing challenges, enhancing realism, and promoting critical thinking through problem solving, decision-making, and adaptability. Methods: This quantitative study used a cross-sectional, descriptive, correlation design to investigate the effectiveness of standardized patient simulation as a teaching method in the Psychiatric and Mental Health nursing course in a university setting. A total of 84 nursing students were recruited for the convenience sample. Data were collected using a three-part questionnaire survey which included the following: a demographic data sheet, the Student Satisfaction and Self-confidence in Learning Scale, and a narrative open-ended question asking the participants to write the advantages and disadvantages of their simulation experience. Data were analyzed using the statistical software JMP pro17. Results: The total satisfaction with learning subscale score ranged between 5 and 25 with a mean score of 19.36 ± 6.32. The total self-confidence subscale score ranged between 8 and 40 with a mean score of 30.87 ± 9.1. Pearson's correlation coefficient r revealed a statistically significant positive relationship between the participants' satisfaction with the learning experience and their self-confidence (t = 0.923, p < 0.0001). Approximately 91.7% of the students recommended using simulation. The results confirmed the students' recommendations of simulation use in teaching psychiatric and mental health courses; furthermore, the results showed a statistically significant positive correlation with the total SSLS (p = 0.01) and satisfaction with learning subscale (0.003). Participants reported that authentic, practical, comfortable, and safe learning environments contributed to an enriched learning experience. Additionally, factors such as timesaving, access to information, cost-effectiveness, standardized teaching, varied exposure, skill development, and immediate feedback also enhanced the learning experience through patient simulation in psychiatric and mental health nursing. Conclusion: Simulations can contribute efficiently and positively to psychiatric and mental health nursing education in a manner that optimizes the learning experience while ensuring the consistency of student learning in a safe learning environment.

Educational Reform Strategy for Improving Mental Health Literacy of Vocational College Students

Depression is a prevalent negative emotion in daily lives that threatens individuals' physical and mental well-being. Adult attachment plays a crucial role in interpersonal relationships. In this study, adult attachment and depressive emotion were selected as variables to delve into the factors influencing the mental health status of vocational college students from different angles. Such research holds significant implications for fostering psychological maturity and better personality as well as developing social relations and personal careers among vocational college students. This study investigated 280 vocational college students on their adult attachment styles and depressive emotion and came to the following conclusions: (1) Significant difference was observed in attachment anxiety between genders, with males experiencing lower levels of attachment anxiety compared to females; (2) Students across different academic years showed significant variations in avoidant attachment and depressive emotion, with sophomores and juniors exhibiting lower levels of depressive emotion compared to freshmen; (3) Significant differences were also observed in the levels of depressive emotion between students who are only children and those who have siblings, with the latter group reporting lower levels of depression; (4) Significant positive correlations were found between the level of depressive emotion and both attachment avoidance and attachment anxiety, that is, the lower the degrees of attachment anxiety and attachment avoidance, the less likely for students to be depressed. In terms of the above, below educational strategies for improving the mental health literacy of vocational college students were proposed: (1) Educational institutions should shift from lecturer-led teaching to practical teaching in mental health education; (2) Educational institutions should offer different mental health courses based on the attachment styles of vocational college students.

Design of a Computer Technology-Based Teaching System for College Students Mental Health Course

The hypothetical discussion describes the design of a personal computer innovation-based display structure tailored specifically for subordinates enrolled in an educational well-being course. Using a sophisticated approach, this structure intends to raise understudy devotion, urge dynamic studying, and enhance profitability. The displaying framework promotes reflective thinking, resolute thinking, and the acquisition of practical qualities associated with psychological wellness through the use of intuitive multimedia, competitive elements, and tailored input. This innovative displaying structure allows students to grow a more substantial grasp of mental health concerns while growing their personal psychic flourishing in a consistent and enticing teaching environment through the integration of cutting-edge technology with informative content. Modern instructional tactics stay frequently grounded in scheduled exam-based schooling besides infrequently actually caring about the root cause of pupils' questions, although flipping psychological training methods have emerged in some sectors. The primary goal of this concept is to combine digital intelligence with flipping laboratory brain studies. This essay focuses on the characteristics of fraudulent learning as well as the symbolic significance of flipping their house. What exactly are the advantages of the smart display stage over traditional learning? The following piece chooses crucial 1, the classroom, important 2, the school, main 3, the group, and key 4, from our institution's undergraduates. The A1 and B1 groups guide an academic year of artificial intellect, along with the concept of inverted classrooms for neuroscience. Bundles A2 and B2 depict the under study in accordance with normal training. According to the study data, the size of gatherings A1 and B1 increased respectively. Gatherings A1 and B1 had higher midterm and final normal scores respectively, than assemblages A2 and B2, and their scores have increased by a rate. The influence of artificial intelligence and flipping residence mind study on mental health in education programs may additionally energize subordinates' benefit and forward the advancement of understudy's display throughout autonomous education.

The Relationship Between Self-Reported Childhood Maltreatment and Mental Health in Substance Use Disorders: A 6-Year Retrospective Analysis

Objective This longitudinal cohort study aims to investigate the relationship between self-reported childhood maltreatment (CM) and the retrospective trajectory of substance use, mental health, and satisfaction with life in individuals with substance use disorders. Methods One hundred eleven treatment-seeking individuals with substance use disorder were recruited from clinical settings and monitored prospectively for 6 years. The participants’ substance use, mental health, and satisfaction with life were assessed using standardized measures. Cluster analysis divided the cohort into two groups—low CM and high CM—based on their scores on the Childhood Trauma Questionnaire Short Form at year 6. Mixed-effects linear models were fitted to assess the association between longitudinal scores on drug use, mental health, and satisfaction with life and CM group. Results Most participants (92%) reported at least 1 CM. Out of all participants, 36% were categorized into the high-CM group, while 59% were categorized into the low-CM group. CM group was not associated with the amount of substance or alcohol use. CM group was significantly associated with the longitudinal course of mental health and life satisfaction. Conclusions This study underscores the association between self-reported CM and mental health and life satisfaction in patients with substance use disorder. Our results may imply an increased risk of adverse outcomes in patients with high levels of CM, while bearing in mind that both current and retrospective mental health and substance use problems can influence the accuracy of recalling CM.

Development of a Telehealth Simulation Using Intraprofessional Collaboration.

Telehealth allows access to high-quality, holistic patient care, including diagnosis, interventions, treatments, monitoring, and patient education. As the use of telehealth continues to increase, faculty considered the need for entry-level nursing students to be introduced to telehealth and its services. Faculty from the medical-surgical II and mental health courses developed a learning experience for students that blends concepts from both courses, as patients often present with multiple problems. The telehealth experience helped students utilize assessment skills, learn delegation, and connect concepts from two courses to provide care for a patient remotely.

A study on the management practice of college students’ mental health education during the novel coronavirus pandemic

College mental health education plays a crucial role in the well-being and overall development of students. It is closely related to their academic progress and quality of life, as well as their adaption to society upon graduation. In recent years, the COVID-19 pandemic has exacerbated psychological problems among college students, which directly affect academic performance and overall campus experience. In this study, the current situation of mental health education at X University was selected as the research object. A random selection method was adopted, with a research sample of 381 individuals. Sample data were collected by means of questionnaires and face-to-face interviews. The weighted average was used to measure the compliance level of students’ mental health education management. The 4-point Likert scale, as shown in Table 1, was utilized to evaluate the compliance of mental health education management among students at Linyi University. Through the research, the measures to improve the level of school mental health education and management are as follows: set up mental health courses, establish psychological counseling service stations, incorporate life education and resilience-building education into the curriculum, conduct mental health education training for all teachers, encourage the participation of psychological counselors in the professional development of mental health education, and promote communication and cooperation between schools. Besides, efforts should be made to strengthen the coordination between parents and social support institutions to improve the prevention and intervention capacity of psychological crises.

Social work undergraduate curriculum and the readiness of the students to practice in the field of mental health

ABSTRACT With the growing economic and sociopolitical challenges, coupled with the COVID-19 pandemic and the increasing use of social media, Nigeria is recording a continuous increase in mental health problems. Social workers are expected to be at the forefront of mental health management, which begs the question of whether student social workers are ready for mental health practice. This paper sets out to find out the extent to which the content of the undergraduate curriculum of the Department of Social Work, University of Nigeria, Nsukka, prepares the students to practice in the field of mental health. In-depth interviews were used to collect data from 20 purposively selected undergraduate social work students. Thematic analysis was used to analyze the generated data. Findings show that the students who participated in the study believed that the curriculum has sufficient mental health courses to prepare them to practice in the field of mental health. Highlighting the paramount role of educators, the participants also indicated a need to improve the delivery of the course contents by educators. With this, it is necessary to introduce practical context-based and innovative delivery methods like the recent use of video simulations for mental health service delivery training.

Research on the Intervention of Mental Health Literacy of Students in Private Colleges Based on Mental Health Courses

Research on the Intervention of Mental Health Literacy of Students in Private Colleges Based on Mental Health Courses

Exploration of College Students’ Psychological Education Teaching Mode Based on Cognitive Behavioral Theory and Its Practice in the Internet Era

Abstract The Internet era brings to the teaching of mental health courses not only the sharing of the best quality teaching resources, but also will profoundly impact the traditional teaching mode of mental health education classes. Based on Cognitive Behavioral Theory (CBT), this study constructed a hybrid online + offline psychological education teaching mode in the Internet era and designed a controlled experiment between it and the traditional teaching mode to analyze the significant difference through the independent samples t-test method to realize the comparative analysis of the teaching mode. Additionally, the influence factors for evaluating the effectiveness of the teaching method were explored using the CART categorical regression tree model. In Group I, which adopted the blended teaching mode, there were significant differences in the male students’ mental health factors in obsessive-compulsive (p=0.013) and paranoia (p=0.014) and highly significant differences in interpersonal relationships (p=0.006) and academic stress (p=0.002). There is a significant difference in the mental health factors of female students in five factors: compulsion, interpersonal relationship, anxiety, maladjustment, and emotional instability, and there is a highly significant difference in paranoia and academic stress. Only the compulsive (male) factor (p=0.029) and depression (female) factor (p=0.031) showed significant differences in each health factor before and after the experiment in Group II, which used the traditional teaching mode. The teaching mode of this paper has an obvious effect on the improvement of college students’ mental health, which is much better than the traditional teaching mode, thus providing feasible ideas for the construction of a psychological education teaching mode.

State and Development Guidelines in Subjective Well-being of students in Guangxi Vocational University of Agriculture

With the continuous development of the global economy, the transformation of social structure continues to accelerate, people’s living conditions gradually improve, and the demand level of college students continues to increase. However, due to the relative shortage of resources and the intensification of social competition, the pressure of college students has greatly increased. All of this All have a great impact on the happiness of college students.This article uses questionnaires and interviews to study the current situation of subjective well-being among students at Guangxi Agricultural Vocational University, and to provide guidelines for the development of subjective well-being among students at Guangxi Agricultural Vocational University.The research results show that the subjective well-being of students at Guangxi Agricultural Vocational University is generally at a high level. From the three dimensions that affect subjective well-being, self-health factors have the greatest impact, followed by family factors, and school factors have the least impact.The development guidelines proposed based on the above results are as follows: 1. Schools can help students by establishing mental health consulting agencies for college students, providing relevant mental health courses and face-to-face communication between teachers and students, thereby improving students’ subjective well-being. 2. Institutionalized guarantees are needed: A clear system should be established to ensure the improvement of students’ happiness and mental health education. 3. Disadvantages of improving students’ subjective well-being: First, the school’s hardware facilities can better help students build satisfaction with the school, thereby improving their sense of well-being. Secondly, there is room for improvement in helping students solve practical difficulties, such as timely intervention in students’ employment pressure and teachers’ timely intervention in students’ psychological problems. 4. Schools should organize relevant extracurricular activities to improve students’ subjective well-being. 5. Establishing positions dedicated to managing students, such as counselor positions, will help understand and solve students’ psychological problems. 6. Regular visits to students’ parents can help to gain an in-depth understanding of students’ family life and discover some hidden psychological conditions.

Research on the Teaching Design of Mental Health Courses for Science and Engineering College Students from the Perspective of Positive Psychology

Research on the Teaching Design of Mental Health Courses for Science and Engineering College Students from the Perspective of Positive Psychology

心理电影赏析融入大学生心理健康教育课程探究

Integrating psychological film appreciation into the teaching of mental health courses for college students is conducive to popularizing psychological knowledge and improving college students’ mental health awareness; it is helpful to integrate education with entertainment and stimulate the enthusiasm of college students to participate in classroom learning; and it is helpful to interpret others and promote Self-development of college students. Finally, this article combines the author’s teaching experience with examples to illustrate some operable teaching plans, in order to provide some reference and significance for the actual teaching of peers.

Investigation on the Current Situation of Life Education and Reflection on the General Goal of Life Education for Contemporary Chinese Medical Students

Life education is an important subject of contemporary college education. The responsibility and pressure of contemporary college students are increasing rapidly, but the overall construction of psychological consultation and mental health courses in China is not mature, there still remaining the difficulty to solve psychological problems of college students from the source. At present, the importance of life education has been generally recognized all over the world, and amounts of increasingly perfect life education systems in schools, families, society and other aspects have been established, so as to effectively and permanently protect the mental health of college students. This article conducts an overall investigation on the current situation of life education in China and other countries, and discusses the overall goal of life education for contemporary Chinese medical students for reference.

Investigation on the Current Situation of Life Education and Reflection on the General Goal of Life Education for Contemporary Chinese Medical Students

Life education is an important subject of contemporary college education. The responsibility and pressure of contemporary college students are increasing rapidly, but the overall construction of psychological consultation and mental health courses in China is not mature, there still remaining the difficulty to solve psychological problems of college students from the source. At present, the importance of life education has been generally recognized all over the world, and amounts of increasingly perfect life education systems in schools, families, society and other aspects have been established, so as to effectively and permanently protect the mental health of college students. This article conducts an overall investigation on the current situation of life education in China and other countries, and discusses the overall goal of life education for contemporary Chinese medical students for reference.

A Community Mental Health and Well-Being University Level Course: Design and Implementation

Background: Community mental health is growing discipline in psychology that recognizes the importance of creating a community that fosters wellness. Although universities provide many individuals a sense of community, little research has examined how community mental health interventions can be implemented into a classroom setting. Purpose: This paper provides a proof of concept of a university course that was created to give students the opportunity to interact with their campus community while receiving course credit over two semesters. Approach: In the first semester, the course provided students with content and theory as it relates to community mental health, well-being, and health promotion. The second semester implemented experiential learning, where students applied knowledge and skills to a placement related to mental health and well-being within their university. Conclusions: This university course can provide benefits to the university (e.g., cost-efficiency), the students (e.g., networking), and the community (e.g., accessible mental health services). This research presents a course framework that other post-secondary institutions can build upon and implement into their own programs. Implications: Future research should focus on implementing experiential learning courses that provide opportunities in the mental health field for undergraduate psychology students to facilitate post-graduate student success.