Mental Health Education Research Articles

Research on Mental Health Education for College Students from the Perspective of Comprehensive Education

In today's higher education environment, mental health issues among college students are becoming increasingly prominent, significantly affecting their academic performance, daily life, and future development. To address this issue, the concept of comprehensive education has emerged, emphasizing a holistic, comprehensive, and continuous approach to student education. This paper aims to explore mental health education for college students from the perspective of comprehensive education, analyzing the current state of college students' mental health and its influencing factors, while proposing targeted educational goals, content, and methods. Through the analysis of successful case studies, this paper highlights the importance of mental health education in promoting the overall development of college students and looks ahead to future research directions in this field. The findings will provide theoretical support and practical guidance for the practice of mental health education in higher education institutions.

An Exploration of the Application Path of Painting Art Therapy in Mental Health Education in Colleges and Universities

Painting art therapy integrates painting art theory and psychological analysis, it constantly improves and develops, the application prospects is considerable. Based on the connotation and characteristics of painting art therapy, this paper pays attention to the current situation of mental health education in colleges and universities, and combines the advantages of painting art therapy to explore the integration of painting art therapy into mental health education in colleges and universities: painting is used to project the inner world in psychological survey, painting is used to release signals for help in individual counseling, painting is used to create an expression atmosphere in classroom teaching, and painting is used to awaken emotional resonance in group counseling and theme activities.

The Construction of High-Risk Student Leave and Return-to-School Process from the Perspective of Home-School Collaborative Education

Psychological crisis management is a critical component of school mental health education today. In recent years, psychological crises on campus have become increasingly prominent. However, the existing "home-school collaboration" intervention system is still lacking in comprehensive processes and systems, which can lead to issues such as unclear responsibilities, incomplete systems, vague procedures, and disconnection between home and school education when addressing psychological crises from the perspective of home-school collaboration. Therefore, this paper analyzes a student psychological crisis intervention case at our school and explores in detail the construction of a system for managing the leave and return-to-school process for high-risk students from the perspective of home-school collaborative education. It aims to provide institutional support for frontline teachers dealing with students facing psychological issues and offers suggestions for improving the management of high-risk students in schools.

Mind matters: decoding mental health in medical students

This review synthesises current research on the prevalence and determinants of depressive and anxiety symptoms among medical students. It highlights significant mental health challenges faced by this group, emphasising the influence of various factors such as academic pressures, personality traits, and reluctance to seek professional help. The analysis also delves into the roles of gender and geographical variation, revealing how these factors contribute to differing rates of mental health issues among medical students globally. The findings reveal a concerning prevalence of depression and anxiety, with variation observed across different regions and genders, indicating the influence of cultural and societal norms on mental health. This review underscores the urgent need for enhanced mental health support and intervention strategies within medical education systems. The importance of incorporating psychological support programmes and mental health education into curricula is highlighted. By addressing these issues, there is a potential to significantly improve the well-being and academic success of medical students, ultimately contributing to their overall mental health and resilience in their future professional lives. The paper advocates for a multifaceted approach in tackling these challenges, suggesting that medical institutions should not only focus on academic excellence but also prioritise the mental health of their students, ensuring a more supportive and nurturing educational environment.

The Issues of Psychological Health Tests in Chinese High Schools

At present, adolescents are facing many challenges in mental health, and there are many problems with psychological test questions, so this paper aims to strengthen mental health education and interventions. There are many problems in the current psychological test questions, including insufficient professionalism, insufficient consideration of cultural differences, insufficient privacy protection, insufficient validity and reliability, excessive reliance on self-report, oversimplification of the interpretation of results, lack of timely updating and revision, suggestiveness of the questions, insufficient verification of reliability and validity, and failure to fully cover important aspects of mental health. These issues may affect the accuracy and reliability of test results and need to be continuously improved and resolved through scientific research and professional practice. When addressing mental health issues, schools should work with professionals to ensure that psychological tests are scientific and culturally appropriate, while updating test questions regularly. In addition, it combines quantitative and qualitative assessments, provides professional training, uses information technology to improve testing convenience, and establishes a feedback mechanism to optimize test questions. Resources and support are also needed after the exam to ensure that tests are designed without bias to help students address mental health challenges. Through these measures, the effectiveness of psychological testing can be improved, and the mental health and well-being of students can be promoted.

A Mixed-Methods Study to Evaluate Depression and Anxiety Among Undergraduate Nursing Students.

As the backbone of future healthcare delivery, the mental health of undergraduate nursing students can have a direct impact on patients' perceptions of health and the quality of their healthcare learning. However, there has been little qualitative research on the factors influencing the mental health of undergraduate nursing students. This study investigated the current status and factors influencing depression and anxiety in undergraduate nursing students. Questionnaires were administered to third-year nursing students at a medical college university using the Self-Assessment Scale for Anxiety (SAS) and the Self-Depression Scale (SDS). The students who suffered from anxiety or depression were selected for qualitative interviews and the results of the interviews were analysed by using the seven-step Koretz analysis. (1) SAS and SDS scores of undergraduate nursing students were higher than the national average. (2) The qualitative interviews revealed that five themes, including childhood experience, body image, interpersonal relationships, professional identity and career planning, influenced mental health. Undergraduate nursing students exhibited a high prevalence of anxiety and depression. The colleges should establish a proactive educational model centred on teaching quality, professional identity, career planning and mental health. This study found that the mental health of undergraduate nursing students was influenced by a variety of factors, which require diverse and constant interventions. School, family and social resources should collaborate to develop a systematic approach for better mental health education in undergraduate nursing students.

Drug-Related Violence, Substance Abuse, and Mental Health Challenges in a Southeastern American Indian Tribe: A Qualitative Study

ABSTRACT Background Drug-related violence [DRV] and substance abuse impact the mental health of economically challenged minority community members. DRV challenges to mental health promotion are exacerbated in American Indian [AI] communities. Purpose To investigate psycho-social and environmental factors influencing DRV, substance abuse, and mental health challenges within the Lumbee, a southeastern American Indian Tribe. Methods In-depth, one-on-one interviews with 37 Lumbee Tribal Members and Key Leaders were conducted. Results Findings align with existing research, revealing the influence of poor socioeconomic conditions, poor coping strategies, broken family structures, and failed federal policy. The substantial influence of local Christian churches on beliefs, attitudes, and practices of the Lumbee community vis-à-vis DRV and mental health was recognized. Discussion Findings indicated that social-environmental factors, seemingly independent of drug use/violence prevention and treatment, play important roles in the Lumbee community’s ability to recover from mental health consequences of DRV. Identifying barriers to, and facilitators of, prevention and treatment are critical to improving the welfare of tribal communities. Translation to Health Education Practice Major competencies associated with this research apply to Areas I & II, Assessment of Needs/Capacity and Planning. Identification of DRV and mental health education, prevention and treatment barriers are critical to quality-of-life improvement in tribal communities.

The Application of the Perma Model in Mental Health Education in Colleges and Universities

The Application of the Perma Model in Mental Health Education in Colleges and Universities

Psychological Crisis Management in Universities in the New Era: Application and Effectiveness Assessment of the 4R Crisis Management Theory

This paper discusses the application of the 4R Crisis Management Theory in modern higher education, based on case analysis and research on psychological crisis intervention. This provides support for the theory that prevention is possible and that psychological crises can be intervened in - after starting as well as prevent occurrences in everyday life and that the perception of the mental health effects on students availed is correct. Through the systematic implementation of the 4R Crisis Management Theory, universities can construct a more complete, efficient and systematized mental health intervention framework to further improve campus safety and student psychological health. In addition, this paper puts forward multi-faceted and specific policy suggestions to enhance mental health education, build a psychological crisis early warning mechanism and intensify inter-departmental cooperation.

The effect of perceived parental conflict on middle school students' social anxiety: The role of self‐compassion and shame

AbstractThis study explores the relationship between perceived parental conflict, self‐compassion, shame, and social anxiety and its internal mechanisms through two studies. Study 1 took 612 middle school students (285 women, 327 men, M = 14.18 years, SD = 1.72) as participants, and the Children's Perception of Interparental Conflict Scale, Self‐compassion scale (SCS), shame scale (SS), and Social Anxiety Scale were used for testing. The results showed that perceived parental conflict was significantly correlated with self‐compassion, shame, and social anxiety. Perceived parental conflict affects middle school students' social anxiety through feelings of self‐compassion and shame. In study 2, 106 middle school students (76 women, 30 men, M = 15.47 years, SD = 0.62) were randomly assigned to the self‐compassion group and control group, and students were asked to complete different literacy tasks, and then fill out the SCS, SS and adolescent social anxiety scale in turn. The results found that in the context of parental conflict, inducing the self‐compassion of middle school students can reduce the level of shame and social anxiety. The introduction of the concept of self‐compassion into the field of middle school students' mental health reveals the function of self‐compassion. It expands the relevant research on the intermediary role of self‐compassion, and also provides innovative ideas for the future research of mental health education in primary and secondary schools.

Examining the effect of nudging on college students' behavioral engagement and willingness to participate in online courses.

Nudging is a subtle behavioral intervention that has been successful in various domains such as healthy eating and energy conservation, yet its application in mental health remains underexplored. This study examines the effect of nudging to increase engagement with online mental health resources in a university setting. We assigned 2539 first-year undergraduate and graduate students in China to either a nudging group, which received course information augmented with behavioral cues (including framing effects and social norms), or a control group, which received only basic course information. Outcomes measured included self-reported willingness to enroll, willingness to recommend enrollment, and actual enrollment actions. Results indicated that students in the nudging group demonstrated significantly higher engagement levels than those in the control group across all metrics. These findings suggest the potential of nudging strategies to effectively enhance college students' participation in online mental health education.

Mental Health Education Issues in Colleges and Universities in China

The aim of this paper is to discuss the problems of mental health education in Chinese universities. Based on the literature review, this paper will discuss the following three modules: the teachers, the teaching staff, and the management system. In particular, the faculty consists of the structure, the expertise, and the training problems; the teaching of the course includes the methodology of teaching, the theory of the course; the management system includes reference, department coordination, and supervision and assessment. Mental health education in China has developed rapidly at the beginning, and now it is in the stage of qualitative development. In this phase, it is necessary to deal with the problems existing in mental health education in China, and to meet the needs of the students.

Revalidating the religious/spiritually integrated practice assessment scale for educators across four mental health disciplines

ABSTRACT This paper describes the validation of the Religious/Spiritually Integrated Practice Assessment Scale for Educators (RSIPAS-EDU) with a diverse sample of faculty in social work, counseling, marriage and family therapy, and psychology. Full-time faculty at accredited graduate schools across disciplines were invited to participate in an online survey that included the RSIPAS-EDU, and 1,742 completed it. Results support the RSIPAS-EDU as a reliable and valid tool to assess mental health educators’ self-efficacy, attitudes, perceived feasibility, behaviors, and overall orientation toward training students to integrate clients’ religion/spirituality in treatment, and identify faculty development needs. Implications and recommendations for future studies are discussed.

The influence of self-efficacy on social adaptability among college students: The mediating role of psychological resilience

Against the backdrop of rapid social development, given the importance of good social adaptability for individuals' careers and daily lives, the purposed of this study is to explore the influence of self-efficacy of vocational college students on social adaptability. A questionnaire survey was conducted on 940 vocational college students in China using the Self-Efficacy Scale, Social Adaptability Scale, and Psychological Resilience Scale to obtain valid samples. SPSS and AMOS are used to further explore the explanatory and predictive relationships between variables. A mediation effect is proposed to establish a structural model, and the bias-corrected percentile Bootstrap method is used to conduct an empirical test on the constructed model. The research results show that the self-efficacy of vocational college students in China has a significant positive impact on social adaptability. Moreover, psychological resilience plays a mediating role in the influence of self-efficacy on social adaptability. Based on these results, schools can promote the improvement of students' social adaptability by cultivating their self-efficacy. Through targeted mental health education and training, students' self-efficacy and psychological resilience can be enhanced, thereby improving social adaptability and enabling them to better cope with academic pressure and life challenges and adapt to vocational and social lives.

Social technology and people's mental health: informal work in an urban context

This article presents the experience of implementing the Health Promotion Extension Project through Social and Mental Health Education through Applied Technology, that is, Plant Biotechnology applied as a resource for Eco-Socio-Environmental Technology products. Aimed at members of indigenous peoples and ethnic groups in Rio de Janeiro, users of the Environmental Health, Parasitology and Bioethics Project (SAPB-LIPAT/FF/UFRJ), the project was carried out in an intersectoral partnership with the Laboratory for Studies on Aging Processes (PROVE/IPUB/UFRJ) and the Amazon Biobusiness Center (CBA), in a multi, inter and transdisciplinary approach. The article discusses the importance of social actors in the operationalization of public policy guidelines, with a focus on the promotion and defense of human rights, especially with regard to the right to work. The participation of the Sateré-Mawé and Tukano indigenous people was highlighted, demonstrating the leading role of these groups in solving local problems, which strengthened their cultures, worldviews and self-direction, demystifying attitudinal barriers. The present study was initiated through anamnesis in ethnopsychiatry (whose approach includes cultural anthropology). This study included the participation of these individuals from indigenous peoples and other peoples in an urban context in Rio de Janeiro, demonstrating how the anamnesis of unique ethnographic narratives favored investment in local study and work with elements of their cultures, reinforcing social ties and civic contribution. The project also explored procedures in plant biotechnology, specifically the ecophysiology of Euterpe oleraceae (Açaí) seeds, to analyze the desired biological effects of plant extracts of ethnic origin (Euphorbia tirucalli, Bixa orellana, Punica granatum and Tagetes erecta). Only E. tirucalli exerted antifungal action on the seeds used for informal work (crafts). In this way, equity of access and mental health were promoted through listening, but also through the resolution of concrete local problems, in a simple and viable way, maintaining the participation and autonomy of the participants through informal work. However, the expansion of this small and successful initiative depends on the engagement of a greater number of professionals, teachers and public managers committed to promoting dignity through work for these populations.

Mental health and higher education: confronting suicidal ideation in Mexico

Mental health and higher education: confronting suicidal ideation in Mexico

A Rapid Review of Mental Health Training Programs for School Nurses.

There is an urgent need for improved school-based mental health services to address students' increasing mental health needs. School nurses are often at the frontlines of youth mental health, but report feeling unprepared to manage student needs due to limited training. We conducted a rapid review to identify evidence-based mental health educational interventions for school nurses and evaluate program characteristics. Eleven studies met the inclusion criteria. While the literature evaluating mental health training programs for school nurses is limited, it suggests that training may improve school nurse knowledge, confidence, and preparedness to address student mental health needs and improve the management of student mental health. Additionally, it highlighted the importance of support, resources, and policies that foster mental health promotion. Future research should focus on obtaining a current assessment of school nurse mental health education needs, evaluating existing interventions, and developing more evidence-based mental health training programs for school nurses.

Depression and anxiety among K-12 teachers in the United States: A systematic review.

Teachers experience high levels of stress and burnout; however, it is less clear whether teachers also experience high levels of depression and anxiety. The purpose of this systematic review was to describe the literature examining depression and anxiety among K-12 teachers in the United States, with a focus on (a) identifying factors that may be associated with and (b) describing interventions aimed at improving depression and/or anxiety among teachers. A literature search was conducted in January 2022 using APA PsycInfo, ERIC, CINAHL, Web of Science, and PubMed. Studies were eligible if they (a) measured U.S. K-12 teachers as an outcome; (b) measured teacher depression or anxiety; (c) were available in English; and (d) were published between 2000 and 2021. Two coders extracted key study information and assessed the risk of bias using the Newcastle-Ottawa scale for observational studies and the U.S. Preventive Services Task Force checklist for clinical trials. This review included 19 studies (10 cross-sectional, four longitudinal, and five interventions). Studies indicated that teachers may experience greater levels of depression and anxiety than the general population. High perceived stress, poor coping skills, more student problem behaviors, and poor school climate were associated with greater depression and anxiety among teachers. Interventions achieved small to large reductions in depression and anxiety. This review suggests that several factors are related to depression and anxiety among teachers and is limited by the few studies that met the inclusion criteria. Interventions that use multilevel approaches to improve teacher mental health may be needed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Impact of internet contact on the ideological and mental health education of university students

In the Internet era, the communication environment of university students’ ideological and mental health education (IMHE) has become more complex. Few studies have focused on the communication effect of Internet contact on the IMHE of university students. This study adopts a questionnaire survey method to explore Internet contact and IMHE of 2294 university students. The study found that Internet was the most important information source for university students. Nearly half of the university students spent 2–5 hours online per day for entertainment or fragmented learning. Educational films, communication and discussion, and classroom teaching were the three most popular forms of IMHE for university students, while comments on current events, psychological counseling, and national policies and regulations were the three favorite contents. Internet contact during (ICD) had significant impacts on the cognitive and behavioral communication effect of IMHE among Chinese university students. The emotional dimension had the best communication effect, followed by behavior and will, and finally the cognitive dimension. After conducting IMHE, university students had stronger emotional management abilities and were more optimistic. This finding suggested that when developing and implementing IMHE intervention for university students in schools, special attention should be paid to the impact of ICD differences on the communication effect of IMHE, especially cognitive communication needed improvement.

Adult attachment and love psychological stress among college students: the mediating role of core self-evaluation and the moderating role of meaning in life

BackgroundWith college students going into dating relationships, dating partners become their new attachment figures. We aimed to investigate the relationship between adult attachment, and love psychological stress among college students, which also explored the roles of core self-evaluation and meaning in life.MethodsWe conducted a questionnaire survey on 813 college students using the adult attachment scale, core self-evaluation scale, meaning in life scale, and love psychological stress scale. We constructed a moderated mediation model to analyze the relationship between adult attachment and love psychological stress, as well as the mediating effect of core self-evaluation and the moderating effect of meaning in life.ResultsThe results showed that after controlling for single parent or not, adult attachment significantly negatively predicted love psychological stress of college students. Core self-evaluation partially mediated the relationship between adult attachment and love psychological stress of college students. The second half of the mediation model was moderated by meaning in life, that is, with the increase of meaning in life, the negative predictive effect of core self-evaluation on love psychological stress of college students gradually strengthened. The findings of this study demonstrate the detrimental impact of adult attachment on love psychological stress of college students, as well as the mediating core self-evaluation and the moderating role of meaning in life.ConclusionsThe mediating and moderating effect of adult attachment between love psychological stress, as well as the mediating effect of core self-evaluation and the moderating effect of meaning in life were confirmed. Overall, promoting the healthy development of adult attachment and helping them shape a positive meaning in life can enhance individuals’ core self-evaluation, thus alleviating love psychological stress among college students. It can also provide references for mental health education in colleges and universities.