Mental Health Of College Students Research Articles

The effect of social media use on mental health of college students during the pandemic.

Social media is viewed to be a key contributor to worsening mental health in adolescents, as most recently reflected in a public health advisory by the US Surgeon General. We provide new evidence on the causal effects of social media on mental health of college students during the Covid-19 pandemic, exploiting unique, longitudinal data collected before the Covid-19 pandemic began and at two points during the pandemic. We find small insignificant effects of social media 4months into the pandemic during a period of social distancing, but large statistically significant negative effects 18months into the pandemic when colleges were mostly back to normal operations. Using rich data on substance use, exercise, sleep, stress, and social support, we find some evidence of substitution away from activities that better support mental health at later stages of the pandemic but not at early stages. We find that the negative effects of social media are mostly concentrated among socially-isolated students. Both social support and resilience protect students from the negative effects of social media use. Policy implications include regulating social media while also bolstering social support and resilience as important protective factors.

Depressive and anxiety symptoms among university students during the later stages of the COVID-19 pandemic in Germany - Results from the COVID 19 German Student Well-being Study (C19 GSWS)

IntroductionData on the mental health of university students in Germany during the later stages of the pandemic is still limited. This study aimed to determine (1) the prevalence of anxiety and depressive symptoms among university students 1.5 years after the first COVID-19 restrictions and (2) which factors were associated with these outcomes.MethodsThe cross-sectional COVID-19 German Student Well-being Study (C19 GSWS) collected data of 6,996 students at five German universities. Associations between anxiety and depressive symptoms with sociodemographic and other factors were analyzed using multivariable logistic regression models.ResultsThe mean age of the participants was 23.9 years (SD = 4.8), 67% were female and 31% male. The prevalence for depressive symptoms was 29 and 32% for anxiety. The lack of a trusted person and financial difficulties were associated with anxiety and depressive symptoms. Being worried that someone in one’s personal network had become severely ill with COVID-19 and concern about (re)infection with COVID-19 were associated with anxiety symptoms. Those with pre-existing health conditions had an up to 1.98-times higher chance for reporting depressive symptoms (OR, 95% CI: 1.01–3.88) and an up to 2.27-times higher chance for anxiety symptoms, respectively (OR, 95% CI: 1.15–4.46).ConclusionConcepts for prevention and counseling to tackle mental health problems in students are needed and programs should take specific stressors in times of crises into account.

Academic and non-academic predictors of common mental health difficulties among university students during the COVID-19 pandemic

IntroductionPublic concern for the mental health of university students has been rising over recent years. Newly arising stressors associated with the COVID-19 pandemic could contribute to further mental health burden for students. This study aimed to understand the mental health status of university students at an early stage in the pandemic and to identify academic, non-academic, and COVID-19-related predictors of common mental health difficulties at this time.MethodsThis study examined how academic and non-academic predictors relate to common mental health difficulties using a cross-sectional sample of university students (n = 3817).ResultsThere were high levels of depression and anxiety during the pandemic, with more than 50% experiencing levels above the clinical cut offs. Academic stress, social isolation, intolerance of uncertainty, and more negative attitudes towards remote teaching and learning predicted higher levels of depression and anxiety. University identification predicted lower levels of depression whereas receiving a diagnosis of COVID-19 was associated with higher levels of depression.DiscussionThis study identified COVID-19-related factors that uniquely contributed to students’ distress during the pandemic, over and above social connectivity variables. As COVID-19 factors, such as the uncertainty surrounding the pandemic, may have driven an increase in distress levels among students, these findings provide insights that could help universities and policymakers develop targeted interventions to support the mental health and well-being of university students during future crises.

Prevalence and Association Between Sedentary Behavior and Suicidality Among College Students of Pre-Medical and Pre-Engineering Disciplines

Background: The mental health of college students, especially those in pre-medical and pre-engineering disciplines, is increasingly concerning due to academic pressures and sedentary behavior, which can lead to suicidal ideation (SI).Objective: This study aimed to examine the prevalence and association between sedentary behavior and SI among pre-medical and pre-engineering college students.Methods: A cross-sectional study was conducted with 200 students (100 pre-medical, 100 pre-engineering) from Government Degree College, Booni, Gilgit-Baltistan, using self-reported measures. Physical activity was assessed using the International Physical Activity Questionnaire (IPAQ), and SI was evaluated with the Adult Suicide Ideation Questionnaire (ASIQ). Data analysis included descriptive statistics and independent t-tests using IBM SPSS Statistics version 25.Results: Pre-medical students showed higher sedentary behavior (59% high activity) and SI rates (52% minimal risk, 34% low risk, 12% moderate risk, 2% high risk) compared to pre-engineering students, who had 74% high physical activity and 91% minimal risk SI. Significant differences were found in physical activity (t(200) = -3.45, p < .05) and SI (t(200) = 5.83, p < .05) between groups.Conclusion: Promoting physical activity may protect against SI among college students, particularly those in high-pressure academic disciplines.

Influence of the Mentis Plus+ program on the mental health of university students from a public university in Puno, Peru

The purpose of the study is to determine the influence of the Mentis Plus+ program on the mental health of Anthropology university students at the National University of Altiplano, Puno in Peru. The research was carried out using a quantitative approach with an experimental design, employing a pretest and a posttest. The Positive Mental Health Program for adults was implemented, based on the Lluch Multifactorial Model of Positive Mental Health. The participants were 60 students, divided into an experimental group and a control group, each with 30 participants. The group sessions were implemented systematically and developed over 8 weeks. In the results, before the intervention, both groups, Experimental (E) and Control (C), were in equivalent conditions corroborated with the Mann Whitney U test. After the application of the program, group E showed significant improvements in all dimensions, reaching "Medium" and "High" levels (p = 0.000). In contrast, group C did not show improvements and experienced deteriorations in some dimensions, such as prosocial attitude and self-control. In conclusion, the intervention significantly improved the mental health of the experimental group, while the control group maintained a high prevalence at low levels. These differences underline the positive impact of the Mentis Plus+ program on the mental health of university students.

Exploring the impact of smartphone addiction on mental health among college students during the COVID-19 pandemic: The role of resilience and parental attachment

Smartphone addiction is an increasingly severe issue in modern society, particularly impacting the mental health of college students during the COVID-19 pandemic. This study aims to explore the relationship between smartphone addiction and mental health issues among college students, and the mediating and moderating roles of psychological resilience and parental attachment. We employed a cross-sectional study design with 100,097 college Chinese students to examine the relationships between smartphone addiction, mental health (anxiety and depression), and the mediating role of psychological resilience. Parental attachment was assessed as a moderator within these relationships. Data were analyzed using multiple regression and mediation/moderation models, controlling for relevant covariates. Our findings revealed a significant positive correlation between smartphone addiction and both anxiety and depression. Psychological resilience mediated these relationships, suggesting that higher resilience levels can mitigate the negative psychological impacts of smartphone addiction. Additionally, parental attachment moderated the effects of smartphone addiction on psychological outcomes; stronger attachment was associated with less pronounced effects of addiction on anxiety and depression. Specifically, for students with low parental attachment, the predictive effect of smartphone addiction on anxiety and depression was more pronounced, whereas higher attachment levels were protective.

The influence of different intensity of Tan Tui exercises on the posture control of students in the Tai Chi Elective Course: protocol for a randomized controlled trial

BackgroundTai Chi (TC) holds a unique and valued place in promoting the physical and mental health of college students. Its significance is underscored by its incorporation as a compulsory physical education course in every university in China. TC, with its rich tradition, places a strong emphasis on posture control as a core sports ability. However, the students in Tai Chi Elective Course (TCEC) have very poor posture control ability. This study protocol investigates the potential of Tan Tui (TT) to address these issues, as TT is a fundamental skill for beginners of traditional Chinese martial arts and has a track record of enhancing lower limb strength and balance, making it a promising choice for improving posture control in TCEC.Methods/designTo investigate the impact of different intensities of TT exercises on posture control in TCEC students, we have designed a randomized, double-blind, parallel-controlled trial. Seventy-six students in the TCEC will be randomly divided into low-intensity Tan Tui (LTT), medium-intensity Tan Tui (MTT), and high-intensity Tan Tui exercises group (HTT) and control group (CON), each with 19 people. The LTT group, MTT group, and HTT group will be given different intensity of TT exercises, and the CON group will be given regular TCEC. The intervention period will be 6 weeks (2 times a week, 20 min each time). At baseline (before), 4 weeks of intervention (middle), and 6 weeks of intervention (after), the Unipedal Stance Test (UST), the Star Excursion Balance Test (SEBT), 60°/s angular velocity knee joint flexion and extension relative peak torque (RPT), and knee joint position perception (KJPP) will be evaluated.DiscussionThis is the first randomized controlled trial protocol from the perspective of training intensity to evaluate the effect of different intensity of TT exercises on posture control of students in TCEC. Should our research reveal a significant intervention effect, the results will offer preliminary, higher-quality evidence supporting the positive impact of varying intensities of Tan Tui exercises on posture control in TCEC students.Trial registrationChinese Clinical Trial Registry ChiCTR2000039109. Registered on October 17, 2020.

An ecology of resilience: A nature-informed pilot curriculum for improving stress management in college students

Objective: Mental health of college students is a matter of concern, and counseling centers have experienced a surge in demand and strain on capacity to provide services. This study explored the efficacy of a novel, nature-informed stress management curriculum entitled The Ecology of Resilience delivered via a for-credit general education course. The goals were a more favorable perception of stress and increased sense of bouncing back from stress (resilience). Participants: One hundred fifty-seven junior- and senior-level undergraduates participated in a project spanning three semesters from January 2022 to April 2023. Methods: The Perceived Stress Scale (PSS) and Brief Resilience Scale (BRS) were employed in a pretest/post-test arrangement. Results: PSS scores decreased significantly and BRS scores increased significantly for students enrolled in the course versus a control group. Conclusions: Curricula like the Ecology of Resilience, presented within the contexts of for-credit academic courses, are viable options for addressing student mental health.

Cross-sectional study on university students' mental health during the COVID-19 pandemic: Exploring the influence of adverse and positive childhood experiences.

This study examined the psychological impact of the COVID-19 pandemic on university students, focusing on how adverse childhood experiences (ACEs) and positive childhood experiences (PCEs) influence mental health. A web-based survey was administered to 3000 university students from October 26 to 31, 2022, following the peak of the COVID-19 pandemic. Mental health assessments included the Japanese version of the Kessler Psychological Distress 6-Item Scale (K6) for depressive/anxiety symptoms, the Impact of Event Scale-Revised (IES-R-J) for distress, fear of COVID-19, and a three-item loneliness scale. Of the respondents, 46.9% reported depressive/anxiety symptoms, 55.4% reported distress, and 37.3% reported fear of COVID-19. Factors such as current psychiatric treatment history and reduced income (either parental or personal) were predictive of worsening depressive/anxiety symptoms, distress, and loneliness. ACEs were found to exacerbate depressive/anxiety symptoms and distress, while PCEs mitigated these symptoms, and vice versa. This study underscores the importance of considering both ACEs and PCEs in supporting the mental health of university students. PCEs were found to independently prevent mental health deterioration, including depressive/anxiety symptoms and distress, which may include post-traumatic stress disorder symptoms, even in the presence of ACEs. Recognizing and fostering PCEs emerged as an effective strategy for mitigating mental health issues.

Research on Predicting the Mental Health of College Students with Prediction Models based on Big Data Technology

Research on Predicting the Mental Health of College Students with Prediction Models based on Big Data Technology

The impact of family factors and digital technologies on mental health in university students.

A substantial body of research indicates an increasing prevalence of mental health issues among university students in a range of countries. A number of psychosocial factors have been put forward in the research literature as possible explanations for this persistent decline in psychological wellbeing in higher education. The present study focused on the role of family factors and the use of digital technologies by students. A replication study was conducted at the University of the Americas (Chile) based on a previous study on psychosocial factors of academic learning patterns and mental health of university students at the Complutense University of Madrid (UCM), Spain. A cross-sectional design was employed, using the same questionnaire, plus indicators of most frequently used digital technologies by the students. The questionnaire was administered online at the same time to all incoming students, gathering a sample of 4,523 students. A series of multiple regressions and ANOVAs was conducted to ascertain the extent to which family and digital factors could be identified as predictors of mental health indicators. The most significant findings indicate that high levels of parental protection and control/discipline, and especially the high use of social media and smartphones, are particularly salient factors contributing to mental health problems in the learning process of higher education students. The results suggest strategies to promote wellbeing, with a focus on the psychosocial diversity within an inclusive university community. Social and digital innovation, collective entrepreneurship, and participatory place-building may facilitate networks of artistic, cultural, ecological, and sports spaces to promote the sense of university community. A longitudinal follow-up on the same sample across academic years will reveal the extent to which these wellbeing initiatives are fruitful.

A Transdiagnostic Video-Based Internet Intervention (Uni Virtual Clinic-Lite) to Improve the Mental Health of University Students: Randomized Controlled Trial.

Numerous studies have demonstrated the effectiveness of digital interventions for improving the mental health of university students. However, low rates of engagement with these interventions are an ongoing challenge and can compromise effectiveness. Brief, transdiagnostic, web-based video interventions are capable of targeting key mental health and related issues affecting university students and may be more engaging and accessible for this population. This study used a 2-arm randomized controlled trial to evaluate the effectiveness of Uni Virtual Clinic-Lite (UVC-Lite), a fully automated, transdiagnostic, web-based video intervention, relative to an attention-control condition. The primary outcomes were symptoms of depression and generalized anxiety disorder. The secondary outcomes included psychological distress, social anxiety symptoms, body appreciation, quality of life, well-being, functioning, general self-efficacy, academic self-efficacy, and help seeking. Program use (intervention uptake and engagement) and satisfaction were also assessed. University students (n=487) with mild to moderate symptoms of distress were recruited from universities across Australia and randomly allocated to receive access to the UVC-Lite intervention or an attention-control condition targeting general health for a period of 6 weeks. UVC-Lite includes 12 modules, each comprising a brief animated video and an accompanying exercise. Of the 12 modules, 7 also included a brief symptom screening quiz. Outcomes were assessed at baseline, postintervention, and 3- and 6-months postintervention. The primary and secondary outcomes were analyzed on an intention-to-treat basis using mixed models repeated measures ANOVA. The intervention was not found to be effective relative to the control condition on any of the primary or secondary outcomes. While 67.9% (114/168) of participants accessed at least 1 module of the intervention, module completion was extremely low. Subgroup analyses among those who engaged with the program (completed at least 1 video) and those with higher baseline distress (Distress Questionnaire-5 score ≥15) did not reveal any differences between the conditions over time. However, uptake (accessing at least 1 video) and engagement (completing at least 1 video) were higher among those with higher baseline symptoms. Satisfaction with the intervention was high. The UVC-Lite intervention was not effective relative to a control program, although it was associated with high satisfaction among students and was not associated with symptom deterioration. Given the challenges faced by universities in meeting demand for mental health services, flexible and accessible interventions such as UVC-Lite have the potential to assist students to manage symptoms of mental health problems. However, low uptake and engagement (particularly among students with lower levels of symptomatology) are significant challenges that require further attention. Future studies should examine the effectiveness of the intervention in a more highly symptomatic sample, as well as implementation pathways to optimize effective engagement with the intervention. Australian New Zealand Clinical Trials Registry ACTRN12621000375853; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380146.

A digital positive psychology intervention for college student mental health and health behaviors

Purpose The purpose of this study is to evaluate the impact of a 10-week positive psychology course on college student stress, anxiety, self-compassion, resilience and health behaviors. Design/methodology/approach This study implemented a 10-week positive psychology program that included ten one-week modules. Each module consisted of a reading on a given positive psychology topic, a guided learning slideshow, a video to reinforce topical understanding and individual reflection or application exercises. Participants completed pre and postintervention measures, including the perceived stress scale, generalized anxiety disorder-7, self-compassion scale, brief resilience scale and wellness behavior inventory. Findings A total of 48 students consented to participate in the study, of which 35 completed the 10-week positive psychology online intervention as well as the pre and postsurveys (27.1% attrition rate). There were no statistically significant differences between pre and postresponses for any of the outcome scales. However, there was a trend toward a decrease in perceived stress and generalized anxiety, as well as a trend toward an increase in self-compassion and health behaviors from pre to posttest. Research limitations/implications The main limitation of this study was design and sample size. Although it was a pilot study, future research should consider a randomized control trial, including pre and postevaluation and blind comparison group. Finally, this intervention was only implemented in the online, asynchronous format. Future research might consider comparing face-to-face, asynchronous online and synchronous online modalities. Practical implications Future implementation should include a more rigorous design, such as a comparison group with randomization as well as a larger sample size. Social implications Given the previous effectiveness of positive psychological interventions on health behaviors, continued research may use direct measures of health behavior engagement throughout the intervention (Biber and Ellis, 2019). This study provides other researchers and practitioners with a model for utilization with middle, high and university students. Originality/value This study used open-access content that was free of charge to students to promote positive mental health and health behavior change.

Screen viewing patterns and their association with mental wellbeing and psychological distress: a cross-sectional study amongst university students

BackgroundDependency on screen viewing (SV) has reached unprecedented levels, and mental health issues are becoming a major public health concern. However, the associations between SV, including variations in purposes, devices, and timing, and mental health remain unclear. This study aims to provide insights into these associations among university students.MethodsThis analysis used baseline data from a longitudinal cohort study among first-year university students matriculating in the 2021–2022 academic year. Self-reported data on sociodemographics, health behaviors and mental health outcomes alongside anthropometric measurements were collected. Unadjusted and adjusted logistic regression analyses were conducted.ResultsThe average age of the 997 valid students was 20.2 years, with 59.6% being female and 41.4% male. Students spent 14.3 h daily on SV, with females reporting higher SV than males. Daily SV was predominant for study purposes (7.6 h/day). Computer usage was the highest (7.0 h/day), while TV usage was the lowest (1.7 h/day). Poor mental wellbeing was reported by 33.6% of students, while 13.9% experienced psychological distress. Compared to students with low total SV, those with high levels were more likely to have poor mental wellbeing [OR (95% CI): 1.40 (0.99, 1.98)] and psychological distress [1.56 (1.00, 2.44)]. High levels of recreational and study related SV were significantly associated with poor mental wellbeing [1.81 (1.27, 2.56)] and psychological distress [1.75 (1.11, 2.83)], respectively. Those with high levels of computer time were more likely to have poor mental wellbeing [1.44 (1.01, 2.06)], and high weekend day SV was associated with greater odds of psychological distress [2.16 (1.17, 4.06)].ConclusionsSV among university students was high, as was the high prevalence of poor mental wellbeing and psychological distress. Greater SV was associated with poor mental wellbeing and psychological distress. Differences according to purpose of SV were noted. Although recreational SV was associated with poor mental wellbeing, study related SV was associated with psychological distress. Variations across different devices and timing were also noted. This highlights the need for further longitudinal research to understand the impact of SV on mental health and to guide interventions for promoting mental health of university students globally.

A review of the impact of sensory processing sensitivity on mental health in university students.

The concept of sensory processing sensitivity (SPS) was first introduced by Aron and Aron (1996) as an innate trait characterized by heightened processing of sensory, emotional, and physical stimuli. Since the concept's introduction in 1996, high SPS has been shown to be associated with poor physical and mental health. It is possible that this is especially true in university students, who are frequently faced with numerous stressors, such as intense workloads and test anxiety. This article is a systematic literature review conducted through EBSCOHost using the following databases: Academic Search Complete, APA PsycArticles, APA PsycInfo, Education Research Complete, ERIC, MEDLINE Complete, and SocINDEX. Search terms included terms regarding high sensory processing sensitivity, university or professional students, and mental health. A total of 6 studies were included. University students with high SPS experienced heightened reactions to sensory, emotional, and physical stimuli. The studies demonstrate correlations of high SPS with outcomes such as depressive tendencies and difficulty adjusting to college. These findings highlight that SPS is associated with poor mental health outcomes. The results underscore the importance of developing support methods for students with high SPS. Future studies should further explore SPS in university students to develop targeted support methods and programs.

The Effect of the COVID-19 Pandemic on Mental Health among College Students in the United States

The COVID-19 pandemic has significantly impacted the mental health of college students in the United States (U.S.). Here, we review studies that explored the effect of the COVID-19 pandemic on mental health measures and coping strategies of university students. Previously published studies conducted in this population, using tools like the PHQ-9, GAD-7, and PSS-10 questionnaires demonstrated a notable increase in the prevalence of depression, anxiety, stress and suicidal ideation. Female and advanced college students were particularly vulnerable, consistently showing higher scores for anxiety and stress. Females also displayed greater depression severity scores compared to their male counterparts; however, some advanced students displayed lower scores compared to the first-year undergraduate students. There was an overall decrease in suicidal ideation among college students during the pandemic; however, some schools were found to have an increase in the level of suicidal ideation. The shared negative effects of COVID-19 among college students encompassed health, academic, and lifestyle domains. Coping strategies varied, with "support from friends and family" being predominant. In addition, an overall underutilization of mental health resources was reported. Non-pharmacological therapies, particularly lifestyle modifications such as regular exercise, demonstrated efficacy in alleviating symptoms; however, challenges such as underuse and patient compliance were prevalent. These findings highlight the necessity of promoting mental health resources, addressing gender and academic level-specific vulnerabilities, and implementing accessible non-pharmacological interventions to mitigate the mental health impact of pandemics on U.S. college students.

Multilayer perceptron-based literature reading preferences predict anxiety and depression in university students.

This study aims to precisely model the nonlinear relationship between university students' literature reading preferences (LRP) and their levels of anxiety and depression using a multilayer perceptron (MLP) to identify reading-related risk factors affecting anxiety and depression among university students. In this cross-sectional study, an internet-based questionnaire was conducted among 2,092 undergraduate students (aged 18-22, 62.7% female, from seven provinces in China). Participants completed a customized questionnaire on their LRP, followed by standardized assessments of anxiety and depression using the Generalized Anxiety Disorder 7-item Scale and the Beck Depression Inventory, respectively. An MLP with residual connections was employed to establish the nonlinear relationship between LRP and anxiety and depression. The MLP model achieved an average accuracy of 86.8% for predicting non-anxious individuals and 81.4% for anxious individuals. In the case of depression, the model's accuracy was 90.1% for non-depressed individuals and 84.1% for those with depression. SHAP value analysis identified "Tense/Suspenseful-Emotional Tone," "War and Peace-Thematic Content," and "Infrequent Reading-Reading Habits" as the top contributors to anxiety prediction accuracy. Similarly, "Sad-Emotional Tone Preference," "Emotional Depictions-Thematic Content," and "Thought-Provoking-Emotional Tone" were the primary contributors to depression prediction accuracy. The MLP accurately models the nonlinear relationship between LRP and mental health in university students, indicating the significance of specific reading preferences as risk factors. The study underscores the importance of literature emotional tone and themes in mental health. LRP should be integrated into psychological assessments to help prevent anxiety and depression among university students.

The Relationship Between Self-control and Psychological Stress among College Students

The intensification of competition for further education and employment brought about by the development of the times has led to a sharp increase in psychological pressure on contemporary college students. The mental health of college students has become a social issue of common concern for parents and various groups in society. This article focuses on the relationship between self-control and psychological stress among college students. Through analysis of existing literature and research, it is found that college students with high levels of self-control are able to demonstrate stronger adaptability and lower psychological distress when facing academic, interpersonal, and economic pressures. This is mainly because individuals with higher self-control abilities have more disposable self-control resources compared to those with lower self-control abilities, so the resources allocated to psychological stress are more sufficient and can better control psychological stress. This study has important reference significance for alleviating psychological stress among college students and promoting the strengthening and improvement of student mental health education by the government and various social groups. In the future, further refinement can be made in the operationalization of the aforementioned variables to facilitate in-depth research on this topic.

The Effect of Dance on the Mental Health of University Students

The purpose of this study is to investigate the influence of dance on college students' mental health. First, the relationship between dance and mental health, as well as the current situation and problems of college students' mental health were summarized through a literature review. Second, a pre and post-test design was used to conduct a dance intervention with a certain number of college students, collect data through the Mental Health Assessment Scale, and analyze the data using statistical analysis software. The results of the study show that dance intervention has a significant positive effect on college students' mental health, which can effectively reduce psychological stress and enhance emotional regulation. In addition, the study also found that there is variability in the effect of dance intervention, with some differences in the effect of intervention among students from different backgrounds, and that dance preference has a close relationship with mental health improvement. This study provides theoretical basis and practical guidance for the application of dance in the field of mental health, which is of great significance for enhancing the effectiveness of mental health services.

University Students: Preferences for Counseling Methods

The mental health of university students has become an important concern escalated by pandemic-related stresses and insights into effective therapy for this population is needed. Participants (n 389) completed a survey indicating preferences regarding seeing a therapist employing methods reflecting one of three established schools of thought: psychoanalytic, person-centered, or cognitive-behavioral therapy (CBT). Analysis of results indicated that the CBT approach was the most popular method. However, when participants reacted to hypothetical dilemmas, there was evidence of some departure from the method students selected as their original preference. The CBT approach was more persistently chosen by participants who indicated an initial preference for that method. Demographic differences are reported. Commentary is offered on why college-aged participants might vary in their preferences for treatment styles and why so many maintain a propensity for CBT.