Mental Health Education Research Articles

Advancing Mental Health and Ethics Education for College Students

This study explores the implementation of the DeepPsy framework at a university in Hebei, China, assessing its impact on student mental health and ethical behavior. By integrating a 2D convolutional neural network (2D-CNN) with long short-term memory (LSTM) networks, DeepPsy analyzes complex online behavior patterns and academic performance data. The methodology involves diverse data collection techniques, providing a comprehensive understanding of students' mental health. Results indicate improved identification of at-risk students, leading to timely interventions and enhanced mental health outcomes. This study highlights the potential of advanced data analytics in fostering supportive educational environments that promote student mental health and ethical decision making.

Mental health at the intersections: understanding South Asian Muslim youth mental health in Peel Region, Toronto, Canada

Purpose The purpose of this study was to understand the unique mental health concerns and access barriers experienced by South Asian Muslim youth populations living in the Peel Region of Toronto, Canada. Design/methodology/approach For this qualitative exploratory study, interviews (n = 15) were conducted with mental health professionals, educators and spiritual leaders (n = 11) who work with South Asian Muslim youth living in Peel Region, as well as with South Asian Muslim youth themselves (n = 4, aged 20–23). Interview transcripts were analyzed using reflexive thematic analysis. Findings Four primary themes emerged from the data: challenges and stressors, barriers, facilitators and hope and recovery. South Asian Muslim youth navigate a number of unique stressors related to the domains of culture, religion and family dynamics, as well as the impact of migration. Practical implications The findings stress the necessity of creating culturally safe, multilevel strategies to meet the nuanced challenges and diverse needs of South Asian Muslim youth communities. Originality/value This is one of the few papers to the knowledge that addresses the mental health needs and service access barriers of youth populations at the intersections of South Asian diasporic community belonging and Muslim faith in Canada.

Factors contributing to anxiety among final year junior high school students in Ghana: implications for supporting mental well-being during basic education certificate examination

Introduction/problemAnxiety disorders are increasingly prevalent in sub-Saharan Africa (SSA). Limited data exist on factors contributing to anxiety, particularly among final year junior high school (JHS) students in Ghana preparing for the Basic Education Certificate Exam (BECE).PurposeThis study aimed to investigate the factors influencing anxiety levels among final year JHS students in Ghana, focusing on hunger, parental support, sleep duration, co-occurring mental health concerns, gender, and other variables.MethodsA sample of 394 final year JHS students in the Greater Accra Region of Ghana was surveyed using established measures for anxiety, sleep duration, parental support, hunger, substance use, and mental health concerns. Logistic regression analyses were conducted to explore the relationships between these variables and anxiety levels among students.Key findingsThe study revealed a high prevalence of anxiety among final year JHS students, with 71.4% exhibiting symptoms above the chronic anxiety cut-off point. Significant factors associated with anxiety included hunger, living with a single parent, and co-occurring mental health concerns. Age, gender, access to school counseling, school type, and substance use showed no significant associations with anxiety.Conclusions/implicationsThe findings underscore the need for a comprehensive approach to addressing anxiety among final year JHS students, considering socio-economic factors, family dynamics, and mental health support. Stakeholders can use these insights to develop targeted interventions that promote mental well-being and academic success.RecommendationsEnhancing access to mental health services, addressing socio-economic disparities, providing support for students from single-parent households, and integrating mental health education into school curricula are recommended.

Partnerships Between Faith Communities and the Mental Health Sector: A Scoping Review.

Faith communities are increasingly providing services to address the mental health needs of their congregations and communities. However, many feel limited in their capacity to address serious illness and experience challenges to collaborating with the mental health sector. To inform the development of faith community-mental health sector partnerships, the authors conducted a scoping review to assess the characteristics and evidence base of partnership approaches to addressing mental health needs. A search of four databases identified peer-reviewed articles published between 2010 and 2023 on faith community-mental health sector partnerships in the United States. In total, 37 articles representing 32 unique partnerships were reviewed. Most partnerships (N=19) used multicomponent approaches, particularly involving training the faith community (N=18), mental health education for the broader community (N=14), and direct counseling (N=11). Many partnerships (N=14) focused on African American communities. Partnerships that included an evaluation component (N=20) showed promising findings for improving mental health symptoms, mental health literacy, stigma, and referrals, among other outcomes. Several articles reported facilitators (e.g., support from faith leaders and reciprocal relationships and equal power) and barriers (e.g., limited time and funding and differing interests and attitudes) to developing partnerships. The findings highlight how faith communities can be a critical partner in providing services across the continuum of mental health care and reveal the need for more rigorous evaluations of the effectiveness, feasibility, and sustainability of these partnerships. The results also identify strategies that may facilitate the development and strengthening of future faith community-mental health partnerships.

Evaluation of a student pharmacist-led depression screening program in a community pharmacy.

One in 5 adults in the United States have depression and are at risk for suicide, the 11th leading cause of death in the United States. Community pharmacy settings are ideal for increasing access to mental health services. Our objectives were to assess PHQ-9 scores and evaluate participant satisfaction in a student pharmacist-led depression screening program in a community pharmacy. Student pharmacists trained in mental health first aid recruited participants 18 to 90 years old in a community pharmacy to complete the PHQ-9 and provided mental health education, referrals, and resources. A 2-week follow-up was completed, and participants reported on actions taken since the initial visit. Descriptive statistics, independent t tests, and χ 2 tests were used in data analysis. Twelve depression screening events were held, and 70 participants completed the screenings. The mean age was 52 years, and 75.7% were female. PHQ-9 scores ranged from 0 to 24 with an average of 3.96. Most participants (92.9%) reported the depression screening program was helpful. More than 90% of participants completed the 2-week follow-up, and 92.3% reported being comfortable seeking mental health services from a pharmacist. About half (53.8%) reported reading the educational materials, 24.6% helped a friend or family member, and 16.9% made an appointment with their health care provider. Student pharmacists successfully provided depression screenings and mental health education in a community pharmacy. Most participants had low PHQ-9 scores, found the program helpful, and are willing to utilize mental health services in a community pharmacy.

Advancing Education in Challenging Times: A Review of the XVI International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2024)

Abstract This paper presents a comprehensive review of the XVI International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2024), held from May 15-17, 2024, at Kryvyi Rih State Pedagogical University, Ukraine. The conference, organized in a hybrid format, brought together over 100 attendees from 9 countries, showcasing cutting-edge research and innovations in educational practices amid global challenges. The review synthesizes key themes and findings from 37 selected papers across various domains, including Mathematics Education, Science Education, Computer Science Education, and Educational Technology. Notable trends include the increased integration of artificial intelligence and digital technologies in education, the development of 21st-century skills, and adaptive strategies for education in crises. Particular attention is given to studies addressing the unique educational challenges faced in Ukraine, demonstrating the resilience and innovation of educators and researchers in conflict-affected regions. The paper highlights significant contributions in areas such as online learning environments, visual thinking in mathematics, AI applications in mental health education, and the design of university digital ecosystems.

PERSPECTIVA SOBRE O CENÁRIO ATUAL DO ADOECIMENTO MENTAL DOS PROFESSORES DA REDE PÚBLICA DE ENSINO DE RONDÔNIA

In recent years, mental illness at work, especially among public school teachers, has gained prominence in discussions about mental health. Given the importance of the topic, this article’s general objective was to identify and analyze the factors that contribute to the mental illness of teachers in the public education system in Rondônia, proposing intervention strategies that can minimize these disorders. In order to identify and analyze these issues in Rondônia, the research used a quantitative and descriptive approach, involving a bibliographic survey and an online questionnaire. The data collected was statistically analyzed, allowing the identification of patterns and the proposal of recommendations for improving working conditions and mental health of teachers. Research applied to public school teachers in Rondônia reveals a complex scenario and that these teachers face significant challenges related to mental health. The identification of factors such as excessive workload, lack of support and high prevalence of lack of motivation and mental illness highlights the urgency of effective interventions. It is concluded that it is essential that education departments and other competent bodies develop policies that promote a healthier working environment, aiming not only to retain teachers, but also to improve the quality of education offered to students. The research shows that acting in this direction can result in benefits for both educators and students who depend on quality teaching

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.