Health Problems Of College Students Research Articles

Analysis and research on mental health of college students based on cognitive computing

In recent years, according to the survey, college students have frequent psychological problems, anxiety, depression, inferiority, interpersonal sensitivity and other psychological problems, and even more, even the idea of suicide. It has a very serious negative impact on the family and society. Children are the flowers of the motherland, and college students are the important cornerstone of the country's future development. Therefore, the mental health problems of college students are particularly important. Based on the research of cognitive computing, this paper combines the research data to analyze the influencing factors of mental health, analyzes the shortcomings of mental health education, and proposes corresponding ideas and solutions.

Introduction to the special issue: The WHO World Mental Health International College Student (WMH-ICS) initiative.

Most mental disorders have their first onset in early adulthood. Epidemiological research, as well as research on preventive and early interventions, is therefore very important. This thematic issue focuses on one of the first systematic attempts to develop such services for college students. The WHO World Mental Health International College Student (WMH‐ICS) initiative is based on the largest and continuously growing epidemiological dataset ever collected in college students. Based on these results, the initiative has now started to implement internet‐based interventions for common mental disorders and emotional problems. In this special issue, a general paper about the initiative is presented, as well as a paper on the implementation of the WMH‐ICS initiative in low and middle income countries. It also includes several papers with core epidemiological results of the initiative, a meta‐analysis of internet‐based interventions for mental health problems in college students and the first results of trials conducted as part of the initiative. Taken together, the papers in this special issue show that WMH‐ICS is on its way to becoming a major initiative in addressing the problem of unmet need for treatment of mental health problems among college students.

College Students' Positive Mentality Cultivation from the Perspective of Confucian Culture

The problem of college students' mental health is ultimately a cultural issue and a question of values. The core of Confucian culture is ethics and values. Therefore, solving the mental health problems of college students also needs to return to the tradition. Starting from "knowledge and action", "righteousness and benefits", and "group-self relationship", we will revisit the teachings of Confucian philosophers at both ends, help guide college students to think seriously, cultivate a positive and enterprising attitude towards life, experience the dilemma of a balanced life, learn the wisdom of seeking harmony also respecting differences, and build a comparatively harmonious and healthy character. Contemporary college students are more confident. They are brave to express themselves, dare to love and hate, and never follow suit. The understanding of personal value emphasizes the perfection of individual personality and the freedom and independence of life. Therefore, it is of practical significance to make use of the nourishment of Chinese excellent Confucian culture, explore two ends of a thing, cultivate the value rationality of college students, help them gradually form positive psychological mechanism of optimistic attitude towards life, mature and stable interpersonal communication, natural development of physical and mental will mechanism, and relatively harmonious and perfect healthy personality.

Mental Health Problems and Related Factors in Ecuadorian College Students.

Although the mental health problems of college students have been the subject of increasing research, there are no studies about its prevalence in Ecuadorian college students. The aim of this study was to determine the mental health problems and their associated factors in Ecuadorian freshmen university students. A sample of 1092 students (53.7% women; mean age = 18.3 years) were recruited from the Technical Particular University of Loja (Ecuador). Socio-demographic, academic, and clinical characteristics were gathered, as well as information on the participants’ mental health through a number of mental health screens. Prevalence of positive screens was 6.2% for prevalence of major depressive episodes, 0.02% for generalized anxiety disorders, 2.2% for panic disorders, 32.0% for eating disorders, 13.1% for suicidal risk. Mental health problems were significantly associated with sex, area of study, self-esteem, social support, personality and histories of mental health problems. The findings offer a starting point for identifying useful factors to target prevention and intervention strategies aimed at university students.

Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills

ABSTRACTObjective: College students face a significant number of stressors, increasing risk for internalizing and externalizing psychopathology. The current study examines two promising avenues of intervention aimed to reduce stress and prevent psychopathology in this population: a coping skills group and a cognitive training program. Participants: 62 undergraduate students from two universities were recruited from 2013 to 2015. Methods: Students were randomized to a 6-week coping skills group or cognitive training program and completed measures of stress, coping, executive function, and symptoms of anxiety, depression and Attention-Deficit Hyperactivity Disorder (ADHD) at pre- and post-intervention. Results: Participants in both conditions reported significant decreases in social stress, executive function difficulties, and anxiety symptoms post-intervention. Students in the cognitive program improved significantly more on measures of behavior regulation and ADHD symptoms compared to the coping group at post-intervention. Conclusions: Brief stress management interventions targeting coping and executive function may benefit college students at risk for psychopathology.

Role of Internet Addiction in Mental Health Problems of College Students

Role of Internet Addiction in Mental Health Problems of College Students

Study on Psychological Health Problems and Countermeasures of University Student

Nowadays, university graduates are major contributors of social development, therefore their psychological health draws attention of the whole society. Facing the mental health problems of college students, the reasons of effective countermeasures were researched, and some suggestions for solving the college mental health problems were provided. This paper argues that the current mental health problems are complex and diverse, mainly from the social environment, the negative energy oriented education, family education and school students self concept development imbalance caused by four aspects. According to the psychological health problems of college students, this paper puts forward that to vigorously promote the social environment of positive energy, schools should strive to practice quality education, students should pay attention to family education and the students themselves should pay more attention to the balanced development.

Correlates of Psychotherapy Use Among Ethnically Diverse College Students

Correlates of Psychotherapy Use Among Ethnically Diverse College Students Erlanger A. Turner (bio), Jillian Camarillo (bio), Stevanna Daniel (bio), Jonathan Otero (bio), and Angela Parker (bio) College student mental health is a public health concern. Mental health disorders that are diagnosed early in life have been found to predict educational attainment, employment and productivity, and interpersonal relationships (Byrd & McKinney, 2012; Eisenberg, Speer, & Hunt, 2012; Hunt & Eisenberg, 2010). Mental health issues among college students are usually related to adjustment and developmental challenges. Throughout the years, mental health problems in college students have grown in complexity and severity. The literature and news media have reported several incidents related to mental health issues among college students that have led to tragic events (e.g., Castillo & Schwartz, 2013; Hunt & Eisenberg, 2010). Furthermore, the National Survey of Counseling Center Directors indicated that in the past decade there has been an increase in the number of students with more severe psychological problems such as substance-use disorders, problems associated with sexual assault, and self-injury (Castillo & Schwartz, 2013). Therefore, it is important that we continue to understand variables that contribute to psychotherapy use among college students. Scholars of mental health literature have noted that college students are among those who underutilize services when necessary (Cheng, Kwan, & Sevig, 2013; Joyce, Ross, Vander Wal, & Austin, 2009). Correlates of psychotherapy use include help-seeking attitudes (Corrigan, Morris, Michaels, Rafacz, & Rüsch, 2012), mental health stigma (Cheng et al., 2013; Corrigan, Watson, Warpinski, & Gracia, 2004), and psychological distress (Arria et al., 2011; Downs & Eisenberg, 2012). In addition, some authors have highlighted the importance of intersecting identities on mental health services use (e.g., Castillo & Schwartz, 2013; Donovan et al., 2013). Given the increasing diversity on college campuses, attention needs to be given to better understand the variables that impact the use of psychological services among college students from diverse backgrounds. According to Marsh and Wilcoxon (2015), data indicate that anywhere from 30% to 45% of college students in nonclinical samples report some form of mental health problem. Factors that impact college students’ mental health may include coping with educational demands, academic self-confidence, and forming new social relationships (Watkins, Hunt, & Eisenberg, 2011). Furthermore, research notes that some individuals report not completing college as a result of early onset mental health issues (Marsh & Wilcoxon, 2015). Given the impact of mental health on an individual’s functioning and the potential negative impact on the success of college students, it is imperative [End Page 300] that we better understand this lack of service use among this population. Scholars have reported that levels of psychological distress or symptomatology predict help-seeking behaviors (Cepeda-Benito & Short, 1998). However, some researchers have reported that although students may experience mental health issues that interfere with their functioning, few seek treatment (e.g., Castillo & Schwartz, 2013; Conley, Travers, & Bryant, 2013). Some note that college counseling centers’ primary function is to provide direct counseling and interventions to students whose personal problems interfere with their ability to be successful in college course work (Marsh & Wilcoxon, 2015). However, if students do not utilize the services, they are unable to reap the benefit of the services to help them be successful in college. In examining the mental health literature among college students, numerous studies have identified person-related and system-related barriers (e.g., Arria et al., 2011; Castillo & Schwartz, 2013; Marsh & Wilcoxon, 2015) that predict help seeking. Consistent with the mental health literature, studies with college students indicate that negative attitudes and perceptions decrease the likelihood of seeking psychotherapy (Marsh & Wilcoxon, 2015; Martin, 2010). In addition, Czyz, Horwitz, Eisenberg, Kramer, and King (2013) conducted a qualitative study among college students to examine the use of psychological services on campus. Findings indicated that students reported that having a lack of time and feeling that their depression symptoms were minor were the primary reasons for not seeking treatment. Other researchers have also reported that system barriers such as lack of awareness about the availability of services on campus impact the likelihood of college students seeking mental health services (Marsh & Wilcoxon, 2015). Numerous scholars have found that demographic variables influence help seeking (McLean, Asnaani, Litz, & Hofmann, 2011; Vogel, Heimerdinger-Edwards, Hammer, & Hubbard, 2011; Vogel...

Web-Based Acceptance and Commitment Therapy for Mental Health Problems in College Students: A Randomized Controlled Trial.

There are significant challenges in addressing the mental health needs of college students. The current study tested an acceptance and commitment therapy (ACT), web-based self-help program to treat a broad range of psychological problems students struggle with. A sample of 79 college students was randomized to web-based ACT or a waitlist condition, with assessments at baseline and posttreatment. Results indicated adequate acceptability and program engagement for the ACT website. Relative to waitlist, participants receiving ACT improved on overall distress, general anxiety, social anxiety, depression, academic concerns, and positive mental health. There were no between-group effects on eating concerns, alcohol use, or hostility, or on some key ACT process of change measures. ACT participants improved more on mindful acceptance and obstruction to valued living, both of which mediated treatment outcomes. Results are discussed in the context of lessons learned with the website prototype, and areas for further research are presented.

Resilience as moderator of the relationship between left-behind experience and mental health of Chinese adolescents.

In China, since the rural labor, leaving their children in the hometown to other caregivers is a trend that has been increasing, and the impact of parental absence on the well-being of left-behind children is increasingly drawing attention in the Chinese society. However, there is a lack of study on the potential impacts of being left behind on later psychosocial outcomes in adolescence and associated protective factors. This study was conducted on a large sample of Chinese college students to test the moderating effect of resilience between left-behind experience and mental health problems. The Connor-Davidson Resilience Scale and Symptom Checklist as well as a self-reported questionnaire about left-behind experience designed by the authors were adopted for a survey with 2,968 Chinese college students as respondents. Totally, 1,063 students (35.8%) had 1 year or more left-behind experience. Compared to those who had no left-behind experience, the students who had left-behind experience were rated lower on resilience score and higher on mental health problem score. Mental health problems had a negative correlation with resilience. Regression analysis showed that resilience moderated left-behind experience and mental health problems. Individuals with left-behind experience are more vulnerable to mental health problems. Promoting resilience may be helpful for prevention of mental health problems in college students with left-behind experience.

The Evaluation and Analysis of Campus Cultural Activities’ Positive Effects on College Students' Mental Health

This paper uses the positive impact of campus cultural activities on the formation of College Students' healthy psychology as the breakthrough point. Starting with the students of the Faculty of Infrastructure Engineering (FIE) and the School of Physics and Optoelectronic Engineering (SPOE) of the Dalian University of Technology who have high enthusiasm in extracurricular activities, it uses the self-rating scale SCL-90 for evaluation, Studying and analyzing the differences of the mental health condition between the students with high enthusiasm and the common students. Then offer opinions and suggestions on solving the mental health problems of college students, in order to help the students to improve the psychological quality and provide information for the majority of teachers, education work and student work, then serve the students work in Colleges and universities.

Attitudes Toward Health-Seeking Behaviors of College Students in Ukraine

This study elicited multiple perspectives on attitudes towards help-seeking behaviors associated with mental health problems of college students in Ukraine. It employed a sequential mixed method design. First, focus groups were conducted with students and psychologists. These data were analyzed and used to develop a survey. The survey was subsequently administered to psychiatrists, the primary providers of services to people with psychiatric problems in Ukraine. Findings from the focus groups revealed four help-seeking behaviors: 1) friends and partners, (2) alcohol use, (3) family support, and (4) conventional and alternative mental health services. Students and psychiatrists differed in their beliefs about help-seeking behaviors. Although psychiatrists believed students sought help from mental health and/or addictions professionals, students reported using self-medication and social network support. Implications include a troubling gap in perceptions between the students impacted and the professional communities that should be serving them.

Development and Initial Validation of the Symptoms and Assets Screening Scale

Objective: To develop and test a screening measure of mental health symptoms and well-being in college students, the Symptoms and Assets Screening Scale (SASS). Participants: Participants were 758 college students at 2 universities in the Northwest sampled between October 2009 and April 2011. Methods: Participants completed the SASS, as well as measures of depressive symptoms, anxiety symptoms, substance problems, and eating problems in 1 session. A subset of participants (n = 259) completed the SASS 1 to 2 weeks later to allow an examination of test–retest stability. Results: The SASS demonstrated good reliability and validity and appears to assess similar constructs as well-established measures in college students. Fifty-nine percent of the sample reported having problems with their thoughts, behaviors, or emotions, whereas only 9.7% reported currently receiving treatment. Conclusions: The SASS is a brief instrument that has the potential to effectively screen for the most prevalent mental health problems in college students.

Empirically Supporting the Increasing Severity of College Counseling Center Client Problems: Why Is It So Challenging?

Since the late 1980s, college counselors have reported seeing increasing numbers of students who present with severe forms of emotional and psychological disturbance. However, little direct evidence has yet to demonstrate any trend in the level of severity of presenting problems. In this article, the authors explore methodological challenges for researchers who attempt to examine the question of increasing severity of client problems. Implications for college counseling centers are discussed. ********** Growing concern about the prevalence of mental health problems among today's college students has been the subject of attention in national media (Kirn, 2003; Shea, 2002; Young, 2002) as have high profile cases of college student suicide (Sontag, 2002; Tavernise, 2003). Concern about the impact of student mental health problems on college campuses has even led to legislative action. The Campus Care and Counseling Act (2003, 2004) was introduced in the U.S. House of Representatives (H.R. 3593) and in the U.S. Senate (S. 2215) to amend the Higher Education Act in order to include a program to support college campuses that provide mental health services to students. The bill was subsequently incorporated into the Garrett Lee Smith Memorial Act ([H.R. 4799] 2004a, [S. 2634] 2004b), which was recently signed into law by President Bush. Funds were appropriated by Congress for 2005 authorizing competitive grants for colleges to strengthen or increase student access to mental health services. Is all of this concern justified? Have the mental health problems of college students become increasingly more severe over the past 2 decades? Results from Gallagher's national surveys of counseling center directors over the past several years, including the most recent one (Gallagher, 2003), suggest that most college counseling center practitioners would probably answer yes to these questions. For many years now, college counselors have contended that they are seeing growing numbers of students presenting with problems of a much more severe nature than traditional developmental or adjustment struggles. Severe problems have been defined as ones that cause significant disruption to a student's ability to function within the college environment or require mental health care beyond the capacity of the average campus counseling service (Sharkin, 1997, 2004). It is interesting that college counselors' claims of increasing client problem severity have not been supported by research. Sharkin (1997) previously noted this in a review of the research available at that time. According to Sharkin (1997), a primary reason that research failed to demonstrate a trend in the severity of presenting problems was because of methodological limitations. For example, previous studies did not always clearly define psychopathology or differentiate normal (developmental) problems from more severe problems. Since Sharkin's (1997) review, three studies have examined the trend of increasing severity of student problems. Findings from two of the studies (Cornish, Kominars, Riva, McIntosh, & Henderson, 2000; Pledge, Lapan, Heppner, Kivlighan, & Roehlke, 1998) did not provide any empirical support for the purported trend. Findings from a more recent large-scale study (Benton, Robertson, Tseng, Newton, & Benton, 2003) were believed, by many, to provide support for the trend, but this conclusion has been challenged due to methodological shortcomings (Sharkin, 2004). How do we understand this failure to empirically establish a trend reported for several years now by college counselors? It seems unlikely that the reported trend is simply based on distortions or misperceptions, given the large numbers of college counselors who seem to hold the perception of increasing severity. As counseling center practitioners with many years of college counseling experience between us, we too believe that increasing numbers of students have been presenting with more serious problems than in the past. …

Coping Mechanisms, Stress, Social Support, and Health Problems in College Students

(1998). Coping Mechanisms, Stress, Social Support, and Health Problems in College Students. Applied Developmental Science: Vol. 2, No. 3, pp. 127-137.

RELATIONSHIP BETWEEN HOSTILITY AND HEALTH PROBLEMS IN COLLEGE STUDENTS

Journal of School HealthVolume 41, Issue 3 p. 143-146 RELATIONSHIP BETWEEN HOSTILITY AND HEALTH PROBLEMS IN COLLEGE STUDENTS ELEONOR C. PRUESKE Ph.D., ELEONOR C. PRUESKE Ph.D. Associate Professor Health Education, Northeastern Illinois State College, Chicago, IllinoisSearch for more papers by this author ELEONOR C. PRUESKE Ph.D., ELEONOR C. PRUESKE Ph.D. Associate Professor Health Education, Northeastern Illinois State College, Chicago, IllinoisSearch for more papers by this author First published: March 1971 https://doi.org/10.1111/j.1746-1561.1971.tb03688.xCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume41, Issue3March 1971Pages 143-146 RelatedInformation

Mental Health Problems of College Students

Mental Health Problems of College Students