Journal articles: 'Student mental health service'

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Gulliver, Amelia, Kylie Bennett, Anthony Bennett, Louise M. Farrer, Julia Reynolds, and Kathleen M. Griffiths. "Privacy Issues in the Development of a Virtual Mental Health Clinic for University Students: A Qualitative Study." JMIR Mental Health 2, no. 1 (March 31, 2015): e9. http://dx.doi.org/10.2196/mental.4294.

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Background There is a growing need to develop online services for university students with the capacity to complement existing services and efficiently address student mental health problems. Previous research examining the development and acceptability of online interventions has revealed that issues such as privacy critically impact user willingness to engage with these services. Objective To explore university student perspectives on privacy issues related to using an online mental health service within the context of the development of an online, university-based virtual mental health clinic. Methods There were two stages of data collection. The first stage consisted of four 1.5-hour focus groups conducted with university students (n=19; 10 female, 9 male, mean age = 21.6 years) to determine their ideas about the virtual clinic including privacy issues. The second stage comprised three 1-hour prototype testing sessions conducted with university students (n=6; 3 male, 3 female, mean age = 21.2 years) using participatory design methods to develop and refine a service model for the virtual clinic and determine student views on privacy within this context. Results The students raised a number of issues related to privacy in relation to the development of the university virtual clinic. Major topics included the types of personal information they would be willing to provide (minimal information and optional mental health data), concern about potential access to their personal data by the university, the perceived stigma associated with registering for the service, and privacy and anonymity concerns related to online forums contained within the virtual clinic. Conclusions Students would be more comfortable providing personal information and engaging with the virtual clinic if they trust the privacy and security of the service. Implications of this study include building the clinic in a flexible way to accommodate user preferences.

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Cleveland, Sandi D., Adam J. Branscum, Viktor E. Bovbjerg, and Sheryl Thorburn. "Mental Health Symptoms Among Student Service Members/Veterans and Civilian College Students." Journal of American College Health 63, no. 7 (November 14, 2014): 459–72. http://dx.doi.org/10.1080/07448481.2014.983925.

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Farrell, Suhanthini, Nav Kapur, David While, Louis Appleby, and Kirsten Windfuhr. "Suicide in a National Student Mental Health Patient Population, 1997–2012." Crisis 38, no. 2 (March 2017): 82–88. http://dx.doi.org/10.1027/0227-5910/a000412.

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Abstract. Background: Entering higher education is a time of transition that coincides with the typical age of onset of serious mental illness. Awareness of the distinguishing characteristics of students with mental illness who die by suicide may inform clinical management. Aim: We aimed to compare the characteristics of mental health patients who died by suicide as students with other young people who died by suicide. Method: UK data were analyzed for individuals aged 18–35 years in contact with mental health services who died by suicide from 1997 to 2012. Univariate analyses examined the sociodemographic, behavioral, and clinical features of those who died as students. Backward stepwise regression analysis identified factors independently associated with student deaths. Results: In all, 214 university students died by suicide within 12 months of mental health service contact. Factors associated with student deaths were: being younger, female, from an ethnic minority group, and a primary diagnosis of affective disorder. Medication nonadherence was less likely to be associated with student deaths. Conclusion: Deaths by suicide are split almost equally between male and female students, unlike the predominance of male suicide in the general population. There are clear differences in the characteristics of the student and nonstudent groups, although causation could not be established.

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Giovannetti, Sara L., Jessica R. G. Robertson, Heather L. Colquhoun, and Cindy K. Malachowski. "Mental Health Services for Canadian University Student-Athletes: An Exploratory Survey." Journal of Clinical Sport Psychology 13, no. 3 (September 1, 2019): 469–85. http://dx.doi.org/10.1123/jcsp.2018-0048.

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University student-athletes are equally vulnerable to mental health challenges compared to their non-athlete peers, but they access mental health services with less frequency. This study sought to explore the mental health issues experienced by Canadian student-athletes in order to address the question: how can Canadian universities better meet the mental health needs of student-athletes? An electronic survey was distributed to student-athletes at a large Canadian university. Data from 113 respondents were analyzed using descriptive statistics and content analysis. Stress and pressure were reported as the most prevalent contributors to mental health issues, and 47% of respondents indicated that there was a time in which they wanted to seek services for their mental health, but chose not to. Respondents identified mental health education for coaches and designating a healthcare professional within the athletic department as beneficial resources. Findings from this study can inform local and national mental health service planning for student-athletes.

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Way, William C., Ashley M. Coker-Cranney, and Jack C. Watson. "“So Many Mental Health Issues Go Unsaid”: Implications for Best Practice Guidelines From Student-Athletes’ Perspectives About Service Availability." Journal of Clinical Sport Psychology 14, no. 3 (September 1, 2020): 305–24. http://dx.doi.org/10.1123/jcsp.2019-0051.

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Using the framework of multidisciplinary best practice recommendations promoted by the National Collegiate Athletic Association, this study used a mixed-methods approach to investigate Division I student-athletes’ perceived access to and satisfaction with mental health service availability. Participants were asked about their satisfaction with direct (e.g., counseling, psychiatry, assessment) and indirect (e.g., mental health outreach, educational workshops) service availability, both on campus and within athletics. Results from a researcher-generated survey indicated that participants were moderately satisfied with service availability in each of the four contexts. Hierarchical multiple regressions revealed that student-athletes’ satisfaction was predicted by different factors for each service type-location combination. Qualitative data contained requests for more athlete-centered mental health services as well as more preventative outreach in general. These data provide a foundation for understanding factors that influence student-athletes’ satisfaction with mental health service availability and offer practical implications for current best practice recommendations.

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Hutchison, Trudy, Carolyn Lees, Robyn Lotto, Alison White, and Ron Harris. "Clinical decision making and the challenges of responding to mental health needs." Journal of Paramedic Practice 11, no. 10 (October 2, 2019): 434–39. http://dx.doi.org/10.12968/jpar.2019.11.10.434.

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The paramedic service responds to emergency calls for a variety of reasons, many relating to mental health concerns. This qualitative study aims to explore the views and experiences of student paramedics in relation to clinical decision making for mental health calls. Focus groups were used to investigate the participants' perspectives. Thematic analysis was used to organise data and identify key issues. Findings suggested some disparity between what paramedic students were prepared for and the reality of public need. Clinical decision making in relation to those with mental health problems was significantly influenced by the current provision of mental health services and the lack of mental health-specific education for student paramedics. Current changes to the paramedic programme make this an opportune time for a review of curriculum content.

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Bertocci, Doris, Eric Hirsch, William Sommer, and Ann Williams. "Student Mental Health Needs: Survey Results and Implications for Service." Journal of American College Health 41, no. 1 (July 1, 1992): 3–10. http://dx.doi.org/10.1080/07448481.1992.9936300.

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Arnstein, Robert L. "A Student Mental Health Service as a Place to Work:." Journal of College Student Psychotherapy 5, no. 1 (January 15, 1991): 19–34. http://dx.doi.org/10.1300/j035v05n01_03.

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Ackerman, Ashley M., Richard A. Wantz, Michael W. Firmin, Dawn C. Poindexter, and Amita L. Pujara. "Mental Health Service Providers: College Student Perceptions of Helper Effectiveness." Professional Counselor 4, no. 1 (April 2014): 49–57. http://dx.doi.org/10.15241/ama.4.1.49.

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Bohnenkamp, Jill Haak, Sharon A. Hoover, Elizabeth Halsted Connors, Lawrence Wissow, Nichole Bobo, and Donna Mazyck. "The Mental Health Training Intervention for School Nurses and Other Health Providers in Schools." Journal of School Nursing 35, no. 6 (July 22, 2018): 422–33. http://dx.doi.org/10.1177/1059840518785437.

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School nurses encounter many students presenting with mental health needs. However, school nurses report that they need additional training and resources to be able to support student mental health. This study involved a multilevel, stakeholder-driven process to refine the Mental Health Training Intervention for Health Providers in Schools (MH-TIPS), an in-service training and implementation support system for school health providers, including school nurses, to increase their competence in addressing student mental health concerns. Findings highlighted the importance of mental health content including assessment, common factors of positive therapeutic mental health interactions, common elements of evidence-based mental health practice, and resource and referral mapping. Additionally, multifaceted ongoing professional development processes were indicated. Study findings indicate that, with recommended modifications, the MH-TIPS holds promise as a feasible, useful intervention to support school nurse practice and ultimately impact student mental health and educational outcomes.

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Ross, Lora, Bipasha Biswas, Beth Halaas, and Heidi Jones. "Analysis of a School-Based Behavioral Health Program: Exploring the Value of Mental Health Services for Vulnerable Students." Journal of School Administration Research and Development 5, no. 2 (December 4, 2020): 77–85. http://dx.doi.org/10.32674/jsard.v5i2.3156.

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This paper explores the effectiveness of public school-based mental health treatment for K-12 students. Extant clinical data from 2017- 2018 for behavioral health service recipients (n = 874) was used in this analysis. Relationships among clinical diagnosis at discharge, duration in treatment, student participation, and status of mental health improvement were examined. Logistic regression explored associations among variables of interest. Results indicate 74.3% (n = 649) of students were identified by clinicians with improvement in mental health status at discharge. The most prominent mental health diagnoses being treated in the schools were depression, anxiety, and trauma. Students involved in treatment were over 15 times more likely to be categorized as having an improved mental health status; students who lacked participation were 63% less likely to improve. Our results highlight the necessity for school administrators to prioritize and support school-based mental health services. The findings provide school administrators guidance, evidence, and impetus for implementing effective school-based mental health programs.

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PASNAU, R. O., and P. STOESSEL. "Mental health service for medical students." Medical Education 28, no. 1 (January 1994): 33–39. http://dx.doi.org/10.1111/j.1365-2923.1994.tb02682.x.

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Vanderbleek, Linda M. "Engaging Families in School-Based Mental Health Treatment." Journal of Mental Health Counseling 26, no. 3 (July 1, 2004): 211–24. http://dx.doi.org/10.17744/mehc.26.3.xbwbr27wqhcptlmk.

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Increasing populations of students are unprepared for learning due to emotional or behavioral problems. Yet, school-based mental health services are fragmented, marginalized, and underutilized. Despite the federal mandate to improve all student achievement and an increased ability to identify students needing mental health services, school-based mental health services are noticeably absent from school reform initiatives. The research clearly shows family involvement in school-based mental health services is effective in improving student academic performance. By understanding barriers to school-based mental health counseling services and strategies for increasing family enrollment and retention, mental health counselors can help increase students' academic readiness and the integration of mental health services into the structure of the nation's schools.

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Stacey, Gemma, and Mark Pearson. "An inductive content analysis of formative feedback given by lived experience assessors in pre-registration mental health nurse education." Journal of Mental Health Training, Education and Practice 15, no. 1 (December 11, 2019): 33–42. http://dx.doi.org/10.1108/jmhtep-06-2019-0029.

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Purpose In the assessment of student nurses, there is limited research exploring why the contributions of people with lived experience (LE) have an impact on learning. The purpose of this paper is to compare the nature of feedback provided to students by people who have both worked in and used mental health services. Design/methodology/approach To explore the nature of qualitative student feedback generated from an assessment involving people who have experience of using and working in mental health services. Therefore, an inductive content analysis conducted on the formative written feedback provided to students following a simulated assessment. Findings The results demonstrate significant similarities in the feedback provided by those with LE of using and working within mental health services, suggesting a shared conceptualisation of professionalism. Research limitations/implications The research indicates the potential socialisation of professionals and service users to not only the assessment process but also the professional expectations of mental health nurses. These findings resonate with Barker et al.’s (1999) description of the “pseudo ordinary me” and emphasise the principles and importance of person-centred care. Originality/value The paper highlights that assessment approaches which incorporate feedback from people with LE offer a vehicle to demonstrate and explore how attributes, subjectively associated with professionalism, can be recognised and developed by student mental health nurses.

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Tossavainen, M. "Sexual Health Counselling and Sexual Therapy via Video Link or Internet for University Students in Finnish Student Health Services (FSHS)." Klinička psihologija 9, no. 1 (June 13, 2016): 40. http://dx.doi.org/10.21465/2016-kp-op-0021.

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Objective: A need for sexual counseling and therapy is very common among both male and female university students. More than twenty percent of students are unsatisfied with their sexual life and ten percent of students suffer from sexual dysfunctions. There are fourteen Student Health Service units for university students in Finland, but only a few of them have personnel specialized in sexual counseling. Since 2013 FSHS has offered a free nationwide secure internet-based counseling service and sexual therapy for students not having it in their local Student Health Service. This presentation introduces the prevalent causes for asking to be treated in virtual sexual therapy and some case examples of the treatment. Design and Method: Selected data collected from September 2013 till April 2016 in internet-based counseling services: Case examples and descriptive statistics. Results: Erectile dysfunction, female genital pain, fear or disgust of any sexual activities and lack of interest in sexuality were causes for participating in internetbased sexual therapy. Most students reported the virtual contact was informative and encouraging enough to ease their concerns. In cases with comorbidity of mental or physical symptoms and diseases the internet- based contact served mainly as a facilitator to seek out the proper face-to-face health care in local health services. Conclusions: The secure internet-based sexual counseling and therapy services are an excellent alternative and addition to traditional appointments and services especially in cases of mild problems and in need for support or evaluation of the mind-related reasons for sexual concerns.

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Ebrahim, Selma, Angela Glascott, Heidi Mayer, and Elodie Gair. "Recovery Colleges; how effective are they?" Journal of Mental Health Training, Education and Practice 13, no. 4 (July 9, 2018): 209–18. http://dx.doi.org/10.1108/jmhtep-09-2017-0056.

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Purpose Recovery Colleges are education-based mental health resources, utilising practitioner and lived experience expertise, promoting skills to enhance student independence. The purpose of this paper is to evaluate the impact of engagement with a Recovery College in Northern England on student wellbeing. Design/methodology/approach Feedback questionnaires were analysed from 89 students attending the Recovery College. Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMBS) and “Empower Flower” (a measure of personal resources) data for 56 students were compared pre- and post-attendance at courses. Findings The SWEMBS and Empower Flower indicated improvements in wellbeing and personal resources pre- to post-attendance at Recovery College courses. Satisfaction with the service was high. Students saw the service as unique, accepting and enabling. Students noted they developed a sense of hope, confidence and aspirations. They related this to practical changes, e.g. increasing work-related activity and decreasing service use. Research limitations/implications This research suggests that there is a need for further evaluation of the unique contribution that Recovery Colleges can make to mental wellbeing, and the mechanisms involved in promoting the process of recovery. Practical implications The Recovery College may be a cost-effective way to provide a supportive recovery-orientated environment which promotes students’ ability to build self-confidence and skills, enabling them to connect with others and progress towards independence and valued goals. This complements more traditional mental health services. Originality/value This paper reports on an area of mental health development where there is very limited research, adding valuable data to the literature.

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Denny, Simon, Hamish Howie, Sue Grant, Ross Galbreath, Jennifer Utter, Theresa Fleming, and Terryann Clark. "Characteristics of school-based health services associated with students’ mental health." Journal of Health Services Research & Policy 23, no. 1 (June 29, 2017): 7–14. http://dx.doi.org/10.1177/1355819617716196.

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Objective School-based health services (SBHS) have been shown to improve access to mental health services but the evidence of their effectiveness on students’ mental health is lacking. Our objective was to examine associations between variation in the provision of SBHS and students’ mental health. Methods A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted in March–November 2012. Students’ mental health is related to data on school health services obtained from clinic leaders and clinicians from 90 participating high schools. Results After adjustment for socio-demographic differences in students between schools, increasing levels of services were associated with progressively lower levels of student-reported depressive symptoms (p = 0.002), emotional and behavioural difficulties (p = 0.004) and suicidality (p = 0.008). Services with greater levels of nursing hours (p = 0.02) and those that performed routine, comprehensive psychosocial assessments (p = 0.01) were both associated with lower levels of student-reported depressive symptoms. Greater levels of nursing hours and doctor hours were associated with lower self-reported suicidality among students. Conclusions Although a causal association between school-based health services and students’ mental health cannot be demonstrated, these findings support the benefit of such services and the need for a cluster randomized trial.

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Simpson, Andrea, and Kerry Ferguson. "The Role of University Support Services on Academic Outcomes for Students with Mental Illness." Education Research International 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/295814.

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Mental illness in the university student population has come under increased scrutiny in recent years. Students with mental illness are understandably highly reluctant to disclose their condition to others due to fear of prejudice, “not blending in,” and a strong desire to appear self-reliant. This study considered whether disclosure to university support services, with all its perceived risks, had academic benefits for students with mental illness. Preliminary evidence was found that, for those students with mental illness who registered with the University’s Disability Support Service for assistance, academic achievement was significantly higher on average in the year following their joining the service. Academic retention for these students was comparable to their university peers. A number of recommendations are discussed that could accommodate for students’ learning needs, thereby benefitting those experiencing mental health difficulties.

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O'Dea, Bridianne, Catherine King, Mirjana Subotic-Kerry, Kathleen O'Moore, and Helen Christensen. "School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey." JMIR Mental Health 4, no. 4 (November 20, 2017): e55. http://dx.doi.org/10.2196/mental.8369.

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Background Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured. Objective This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. Methods This study utilized an online cross-sectional survey to measure school counselors’ perspectives. Results A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. Conclusions The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed.

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Brownlie, Elizabeth, Joseph H. Beitchman, Gloria Chaim, David A. Wolfe, Brian Rush, and Joanna Henderson. "Early Adolescent Substance Use and Mental Health Problems and Service Utilisation in a School-based Sample." Canadian Journal of Psychiatry 64, no. 2 (June 21, 2018): 116–25. http://dx.doi.org/10.1177/0706743718784935.

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Objective: This paper reports on substance use, mental health problems, and mental health service utilisation in an early adolescent school-based sample. Method: Participants were 1,360 grade 7 and 8 students from 4 regions of Ontario, Canada. Students completed an in-class survey on mental health and substance use. The sampling strategy and survey items on demographics, substance use, service utilisation, and distress were adapted from the Ontario Student Drug Use and Health Survey. Internalising and externalising mental health problems were assessed using the Global Assessment of Individual Needs – Short Screener. Distress was defined as fair or poor self-rated mental health. Results: Rates of internalising and/or externalising problems above the threshold exceeded 30%; yet, fewer than half had received mental health services in the past 12 mo. Substance use was associated with increased odds of internalising and externalising problems above the threshold and distress. Youth using cannabis had 10-times the odds of exceeding the threshold for internalising or externalising problems. The use of substances other than alcohol or cannabis was associated with increased odds of fair or poor self-rated mental health among grade 8 students. Of the youth who confirmed at least a substance use problem, most also reported mental health problems; this association was stronger among girls than boys. Conclusions: Early adolescent substance use was associated with concurrent self-reported mental health problems in a non-clinical sample. The low levels of service utilisation reported highlight the need for improved access to early identification and intervention to prevent the development of concurrent disorders.

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Crook, Sarah. "Historicising the “Crisis” in Undergraduate Mental Health: British Universities and Student Mental Illness, 1944–1968." Journal of the History of Medicine and Allied Sciences 75, no. 2 (January 8, 2020): 193–220. http://dx.doi.org/10.1093/jhmas/jrz060.

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Abstract This article explores how and why student mental health became an issue of concern in British universities between 1944 and 1968. It argues that two factors drew student mental health to the attention of medical professionals across this period: first, it argues that the post-war interest in mental illness drew attention to students, who were seen to be the luminaries of the future, investing their wellbeing with particular social importance. Second, it argues that the development of university health services made students increasingly visible, endorsing the view that higher education posed distinctive yet shared mental challenges to young people. The article charts the expansion of services and maps the implications of the visibility of student mental distress for post-war British universities. It suggests that claims that British higher education is currently in the midst of an unprecedented mental health “crisis” should be seen within this broader historical context, for while the contours of the debates around student mental health have shifted substantially, evidence that there was anxiety around student mental wellbeing in the immediate post-war years undermines accusations that contemporary students constitute a unique “snowflake generation.”

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Sullivan, Arthur P., Robert Guglielmo, and Roxane Polak. "The Theoretical Model: Diagnostic Assessment and Placement in Prevention Treatment Mode by School Personnel." Journal of Drug Education 17, no. 1 (March 1987): 59–67. http://dx.doi.org/10.2190/q9c8-bv1l-4683-qrml.

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The process by which children in the New York City Public Schools are identified and provided one of the several types of substance abuse prevention education or intervention services is presented as a formal model. The aligning of the students with services is compared to a psychological diagnostic-prescriptive process, and it is concluded that the school personnel, using observations available to them, make essentially the same decisions trained mental health professionals would. The types of student problems matched to each prevention service is shown in terms of comparable match between DSM III diagnostic categories and suitable treatment procedures. The exact nature of the decision model, the differential diagnoses, the different prevention dynamics, and the match of student-to-service are displayed schematically.

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Hootman, Janis, Gail M. Houck, and Mary Catherine King. "A Program to Educate School Nurses About Mental Health Interventions." Journal of School Nursing 18, no. 4 (August 2002): 191–95. http://dx.doi.org/10.1177/10598405020180040401.

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Concerned with the increasing incidence of mental health problems in children and adolescents and the impact of these problems on students’ school success and predisposition to self- and other-directed violence, the Multnomah Education Service District Department of School Health Services determined to become proactive by providing preventive interventions for students experiencing actual or potential mental health problems. An educational program was designed to assist school nurses in the identification of potential mental health problems. In addition, information about appropriate interventions for students at risk for aggression, violence, and other mental health pathology was presented. The program involved education on mental health assessment and intervention, as well as expert psychiatric clinical support for the development of student support groups. School nurses were then challenged to develop practice improvement projects incorporating this knowledge for a group of students in their work setting. This introductory article describes the project’s general rationale and implementation process. The four articles following in this issue of The Journal of School Nursing describe the goals, implementation, and outcomes of the practice improvement projects developed for early intervention with students exhibiting attention disorders, school absenteeism, social withdrawal, and depression.

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Hootman, Janis, Gail M. Houck, and Mary Catherine King. "A Program to Educate School Nurses About Mental Health Interventions." Journal of School Nursing 18, no. 4 (August 2002): 191–95. http://dx.doi.org/10.1177/10598405020180040501.

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Concerned with the increasing incidence of mental health problems in children and adolescents and the impact of these problems on students’ school success and predisposition to self- and other-directed violence, the Multnomah Education Service District Department of School Health Services determined to become proactive by providing preventive interventions for students experiencing actual or potential mental health problems. An educational program was designed to assist school nurses in the identification of potential mental health problems. In addition, information about appropriate interventions for students at risk for aggression, violence, and other mental health pathology was presented. The program involved education on mental health assessment and intervention, as well as expert psychiatric clinical support for the development of student support groups. School nurses were then challenged to develop practice improvement projects incorporating this knowledge for a group of students in their work setting. This introductory article describes the project’s general rationale and implementation process. The four articles following in this issue of The Journal of School Nursing describe the goals, implementation, and outcomes of the practice improvement projects developed for early intervention with students exhibiting attention disorders, school absenteeism, social withdrawal, and depression.

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Harris, Suzanne C., Derek Yates, Michael Patel, and Khushboo Patel. "Student engagement and perceptions of stigmatizing views in a mental health–focused collegiate organization." Mental Health Clinician 7, no. 5 (September 1, 2017): 187–93. http://dx.doi.org/10.9740/mhc.2017.09.187.

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Abstract Introduction: While often unintentional, stigma associated with mental health remains prevalent among health care professionals and is implicated in treatment disparities between patients with and without mental disorders. Pharmacists and pharmacy students have also been previously described as prone to discomfort interacting with this population. The purpose of this study was to evaluate stigma, student involvement in mental health activities, and student interest in psychiatric pharmacy. Methods: An anonymous, voluntary online survey was open to all student chapters in a mental health–focused professional organization. Sixty-five students from 19 chapters participated in the survey after consent was obtained. Stigma and social distance survey items were adapted from previously validated instruments. Descriptive statistics were used and correlations were investigated using Spearman rank correlation. Results: Results indicated that students had overall low stigma but more negative views related to disclosure of one's own illness or to more personal interactions. Level of involvement was unrelated to level of stigma, and perceived impact by nonleadership activities was associated with lower stigma (P = .016). Shadowing pharmacists and community service were frequently reported as most influential on student perceptions of mental health (23% and 26%, respectively). Discussion: Students involved in a mental health–focused organization had overall positive perceptions toward mental illness. Student engagement in specific opportunities at any level may be more influential than total number of activities participated in. Students have a strong interest in pursuing extracurricular activities in mental health and perceive interactions with patient contact as the most influential on their attitudes.

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Oliveira, Maria Lilian Coelho de, Clarissa de Rosalmeida Dantas, Renata Cruz Soares de Azevedo, and Cláudio Eduardo Muller Banzato. "Demographics and complaints of university students who sought help at a campus mental health service between 1987 and 2004." Sao Paulo Medical Journal 126, no. 1 (January 2008): 58–62. http://dx.doi.org/10.1590/s1516-31802008000100011.

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CONTEXT AND OBJECTIVE: Client characterization is an important step in evaluating the services offered by campus counseling and mental health centers and in their further planning and development. The objectives here were to describe reported complaints and demographics among students who sought counseling/mental healthcare at a Brazilian campus mental health service over a 17-year period and to compare these characteristics with those of the general university student body. DESIGN AND SETTING: Retrospective study at the Psychological and Psychiatric Service for Students (SAPPE), Universidade Estadual de Campinas (Unicamp). METHODS: The participants were all of the 2,194 students who sought counseling/mental health care at SAPPE from 1987 to 2004. Information was obtained from clients’ clinical charts. Unicamp’s database was consulted for general information on its students. RESULTS: The findings indicated overrepresentation, among the clients, of undergraduates, female students, students from Brazilian states other than São Paulo, students living in the campus residence hall and those whose main source of income was a scholarship grant. We also found overrepresentation of Humanities and Arts students among the clients. The most frequently reported complaints were difficulties in interpersonal relationships, family conflicts and poor academic performance. CONCLUSION: Course level (undergraduate or postgraduate), study field, living in a university residential facility and reliance on a scholarship grant were found to influence the behavior of seeking mental health counseling among Brazilian university students in this study. Course level was found to influence the pattern of complaints reported at first contact with the mental health service.

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Yount, Eugenia H. "The Use of Mental Health Center Emergency Service as a Student Experience." Nurse Educator 11, no. 3 (May 1986): 6. http://dx.doi.org/10.1097/00006223-198605000-00004.

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Wilson, Charlotte. "The experience of learning from mental health service users and carers." Journal of Mental Health Training, Education and Practice 14, no. 2 (March 11, 2019): 119–30. http://dx.doi.org/10.1108/jmhtep-06-2018-0036.

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Purpose The purpose of this paper is to explore student experiences of learning from mental health service users and carers. Design/methodology/approach In total, 30 clinical psychology trainees and ex-trainees took part in an online survey (n=21) or focus group (n=9). Responses were analysed using interpretative thematic analysis. Findings A number of themes were identified. There were two pre-conditions of learning: valuing the teaching and emotional arousal. Participants’ learning experiences were characterised by cognitive and meta-cognitive processes: active learning, reflection, increased attention and vivid memories. Furthermore, participants might have a meta-cognitive experience of having learned something, but being unsure what that something was. Participants reported learning about the lives of service users, about themselves and about the wider societal context for people with mental health difficulties. Practical implications In order to facilitate learning students should value the input of service users. This allows them to contain and use the emotional arousal the teaching produces. Furthermore, leaving students with a feeling that something has been learned but not being exactly sure what that has been may facilitate students seeking out further opportunities for service user involvement. Originality/value Few studies have explored the process of learning from mental health service users and carers. In the current study, the emotion aroused in participants was primary. Furthermore, a new meta-cognitive experience, namely, the experience of having learned something, but not being sure what has been learned, has been identified.

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Tunde-Ayinmode, Mosunmola, Mani Rajagopalan, and John Little. "Attitudes of psychiatric inpatients to medical student interviews." Australasian Psychiatry 10, no. 3 (September 2002): 275–78. http://dx.doi.org/10.1177/103985620201000316.

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Objective: The aim was to assess the attitudes of psychiatric inpatients to medical student interviews. Method: Psychiatric inpatients' experiences of being interviewed by fourth and fifth year medical students were ascertained through the use of a semi-structured questionnaire. Results: The majority of patients reported a positive interaction with medical students. Conclusion: Psychiatric inpatient involvement in medical student teaching was favourably received by patients in a rural area mental health service setting.

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Yu, Huina, Guihong Zhang, Jiali Liu, and Kai Li. "Intelligent Knowledge Service System Based on Depression Monitoring of College Students." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (June 27, 2019): 71. http://dx.doi.org/10.3991/ijet.v14i12.10702.

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The number of college students suffering from depression has increased in recent years. In order to help the college student administration departments understand students' psychological state of depression better and keep college students mentally healthy through mental health services, this paper studies an intelligent monitoring system for depression. Different from previous researches, this study, based on the cloud services platform, incorporates three indicators closely related to depression-sleeping, exercise and heart rate-into the monitoring database subsystem and establishes a relatively macroscopic intelligent knowledge service system for depression monitoring of college students. It uses the Mobile Material Link Device (MMLD) to collect data and information to monitor and analyze the changes in the depression status of college students dynamically, which also provides timely warnings and a chain of personalized intelligent knowledge services based on individuals’ depression status.

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Meiring, Leana, Maretha Visser, and Nicola Themistocleous. "A student-facilitated community-based support group initiative for Mental Health Care users in a Primary Health Care setting." Health SA Gesondheid 22 (December 15, 2017): 307–15. http://dx.doi.org/10.4102/hsag.v22i0.1060.

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Background: South African Mental Health Care (MHC) legislation advocates for supportive rehabilitative services in Primary Health Care (PHC) settings. PHC settings are often understaffed and MHC nurses in these settings overburdened with high patient loads. Alternative cost-effective psycho-social intervention strategies must be explored to supplement the overstrained MHC sector to meet the rehabilitative and supportive needs of service users in community settings. Using a social constructionist epistemology, this study aimed to highlight the value of a community-based support group for MHC users at a Tshwane District Community Health Centre. This was done by exploring the meaning group members attached to the group. The intervention was a collaborative partnership between a local University Psychology Department and the Department of Health, Tshwane District, utilising post-graduate psychology students as group facilitators.Methods: Qualitative research methods were applied. Data were collected using semistructured interviews and a collage-making and storytelling method. Thematic analysis highlighted the main themes representing the meaning the five participants ascribed to the group.Results: The findings suggest that the group offered the participants a sense of belonging and a means of social and emotional support. The group also created opportunity for learning, encouraged mental and physical mobilisation and stimulation, and served as an additional link to professional services. Conclusion: The findings suggest that student-facilitated support groups could offer a viable supplement for offering support to service users in PHC settings. The group assisted MHC users to cope with symptoms, social integration, and participating in meaningful activities as part of rehabilitation services.

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Best, Stephanie, Arja Koski, Lynne Walsh, and Päivi Vuokila-Oikkonen. "Enabling mental health student nurses to work co-productively." Journal of Mental Health Training, Education and Practice 14, no. 6 (October 24, 2019): 411–22. http://dx.doi.org/10.1108/jmhtep-10-2018-0063.

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Purpose The purpose of this paper is to investigate the use of innovative teaching methods and share a four-step model, to promote the use of co-production in mental health practice. Design/methodology/approach The case study approach highlights three real-life examples of day to day experiences in mental health nurse education with innovative approaches to sharing and developing co-production skills and attitudes in mental health student nurses. Findings The case studies highlight three settings where undergraduate mental health nurses experience co-production through a world café event and dialogical community development. Common themes include setting the environment, developing a common aim and relationship building. Research limitations/implications A limitation of this paper is that only three case studies are provided, further examples would provide a greater pool of exemplars for others to draw on. However, by focusing upon student nurse education in learning environment, these examples are transferable to other settings. Practical implications The practical applications are summarised in a four-step model that can help develop co-productive teaching methods; enable educators to set the climate and generate an understanding of co-production that empowers students and service users. Social implications The emphasis and relevance of promoting co-productive working habits early on in nurses’ mental health nursing careers will enable them to raise awareness of future social implications for a range of client groups. Originality/value This paper focuses upon mental health student nurses whilst providing an innovative model to facilitate co-production experiences applicable in a range of settings.

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Grayson, Paul A. "College Time: Implications for Student Mental Health Services." Journal of American College Health 33, no. 5 (April 1985): 198–204. http://dx.doi.org/10.1080/07448481.1985.9939605.

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Samuels-Dennis, Joan, Liudi Xia, Sandra Secord, and Amelia Raiger. "Health Advocacy Project: Evaluating the Benefits of Service Learning to Nursing Students and Low Income Individuals Involved in a Community-Based Mental Health Promotion Project." International Journal of Nursing Education Scholarship 13, no. 1 (January 1, 2016): 97–108. http://dx.doi.org/10.1515/ijnes-2015-0069.

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AbstractPoverty, along with other factors such as unemployment, work and life stressors, interpersonal violence, and lack of access to high quality health and/or social services all play a role in determining who develops a mental illness and for whom those symptoms persist or worsen. Senior nursing student preparing to enter the field and working in a service learning capacity may be able to influence early recovery and symptom abatement among those most vulnerable to mental illness. A consortium of community stakeholders and researchers collaboratively designed a 10-week mental health promotion project called the Health Advocacy Project (HAP). The project combines case management and system navigation support delivered by trained and highly supervised nursing students to individuals experiencing major depressive disorder (MDD) and/or post-traumatic stress disorder (PTSD). In this article, we present the findings of a qualitative fidelity evaluation that examines the effectiveness of nursing students in delivering the health advocacy intervention at the level and with the intensity originally intended. The findings demonstrate how the services of senior nursing students may be optimized to benefit our healthcare system and populations most at risk for developing MDD and PTSD.

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Kaffenberger, Carol J., and Judith O'Rorke-Trigiani. "Addressing Student Mental Health Needs by Providing Direct and Indirect Services and Building Alliances in the Community." Professional School Counseling 16, no. 5 (January 2013): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600505.

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Given that 20% of students experience mental health issues that interfere with school performance and most of these students will turn first to their school for help, school counselors need to consider how they can best serve this population. This article describes how school counselors can address the mental health needs of students by providing direct services, accessing community resources, and working with school staff and community service providers. The article provides case examples and guidelines for building alliances.

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Marini, Massimo, Cristiano Piovan, Francesca Gambaro, Simona Granà, Alberto Frasson, Elisabetta Fusco, Enza Romano, Massimo Semenzin, and Luigi Pavan. "Padua University Psychiatric Student Counseling Service." Journal of College Student Psychotherapy 18, no. 3 (March 8, 2004): 31–46. http://dx.doi.org/10.1300/j035v18n03_03.

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Giamos, Dimitris, Alex Young Soo Lee, Amanda Suleiman, Heather Stuart, and Shu-Ping Chen. "Understanding Campus Culture and Student Coping Strategies for Mental Health Issues in Five Canadian Colleges and Universities." Articles 47, no. 3 (December 20, 2017): 136–51. http://dx.doi.org/10.7202/1043242ar.

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This study aimed to better understand campus mental health culture and student mental health coping strategies, and to identify the mental health needs of students as well as gaps in mental health services within postsecondary education. A videovoice method was used to identify and document health-related issues and advocate for change. Forty-one interviews were conducted with campus stakeholders at five universities. Five themes involving mental health emerged from the campus interviews: the stigma of mental illness; campus culture related to mental health; mental health services available and barriers to mental health services on campus; accommodations for students’ mental health needs; and student mental health coping strategies. A documentary was developed to advocate for better mental health. We conclude that although Canadian campuses are raising awareness about mental health issues, there is not enough mental health infrastructure support on campuses; in particular, accessibility to campus mental health resources needs improvement.

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Vescovelli, Francesca, Paolo Melani, Chiara Ruini, Pio Enrico Ricci Bitti, and Fiorella Monti. "University counseling service for improving students’ mental health." Psychological Services 14, no. 4 (November 2017): 470–80. http://dx.doi.org/10.1037/ser0000166.

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Ryan, Geoffrey, Ian Marley, Melanie Still, Zaza Lyons, and Sean Hood. "Use of mental-health services by Australian medical students: a cross-sectional survey." Australasian Psychiatry 25, no. 4 (July 4, 2017): 407–10. http://dx.doi.org/10.1177/1039856217715990.

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Objective: Medical students have higher rates of mental illness compared to the general population. Little is known about services accessed by medical students for mental-health problems. This study aimed to assess the use of mental-health services by Australian medical students and to identify barriers that may prevent students from using mental-health services. Method: A cross-sectional online survey was designed and administered to medical students at the University of Western Australia. Questions focused on self-reported psychological well-being, use of mental-health services, the perceived usefulness of services and barriers to the use of services. Results: The response rate was 41% ( n=286). Sixty-two per cent self-reported experiencing mental-health problems, and of these, 75% had used at least one service. General practitioners and psychiatrists were rated as the most effective service type. The main barriers to seeking help were not enough time, affordability and concerns regarding stigma, including disclosure and peer judgement. Conclusion: A high proportion of students with self-reported mental-health problems had accessed services. However, barriers were also identified. Access to mental-health services needs to be improved, and strategies aimed at reducing stigma and raising awareness of mental-health issues should be encouraged by medical faculties.

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Pliannuom, Suphawita, Kanokporn Pinyopornpanish, Chaisiri Angkurawaranon, Kanokwan Pinyopornpanish, Anawat Wisetborisut, Surinporn Likhitsathian, and Wichuda Jiraporncharoen. "Utilization of Health Care Services and Common Disease Diagnoses among University Students: An Analysis of 35,249 Students from Thailand." International Journal of Environmental Research and Public Health 18, no. 13 (July 4, 2021): 7148. http://dx.doi.org/10.3390/ijerph18137148.

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The health care services for university students are important to improve student health and well-being. Analyzing the database of health conditions in the health service system will identify common health problems, which could be useful in further appropriate and specific health service planning. This study aims to investigate the utilization of health care services and common disease diagnoses among university students enrolled at Chiang Mai University during the academic year of 2018. A retrospective study was carried out using health data from the electronic health records (EHR) database of the university hospital. Ethical procedures were followed. Out of the overall 35,249 students in the academic year 2018, 17,284 students (49.03%) had visited an outpatient department (65,150 outpatient department visits), and 407 students (1.15%) had been admitted to the hospital (458 inpatient department admissions). The proportions of utilization between each field of education and training were similar across both groups. The top five categories of diagnosis, for both outpatient department visits and inpatient department admissions, differed between gender. Some of the most common diseases included trauma and injury conditions, respiratory diseases, and mental health. The conclusion of the study is that integration of a health promotion program with preventive methods, especially regarding traffic injury, transmitted diseases, mental health support, and safe environments are essential for university students. A general overview of utilization and common diseases among university students, which is still lacking in the literature, could be useful as a platform to enhance health care services for common diseases.

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Kuebel, Christa. "Health and Wellness for In-Service and Future Music Teachers: Developing a Self-Care Plan." Music Educators Journal 105, no. 4 (June 2019): 52–58. http://dx.doi.org/10.1177/0027432119846950.

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Researchers have published an increasing number of reports about undergraduate music students suffering from depression, anxiety, and stress as well as of in-service teachers’ experiences with burnout. Whether an undergraduate music student, a teacher, or a teacher educator, those in our profession need to increase awareness of the prevalence of stress and mental health concerns in music education. Along with presenting information to increase mental health literacy, this article discusses the use of self-care as a form of stress reduction among current and future music educators.

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Giamos, Dimitris, Alex Young Soo Lee, Amanda Suleiman, Heather Stuart, and Shu-Ping Chen. "Understanding Campus Culture and Student Coping Strategies for Mental Health Issues in Five Canadian Colleges and Universities." Canadian Journal of Higher Education 47, no. 3 (December 20, 2017): 136–51. http://dx.doi.org/10.47678/cjhe.v47i3.187957.

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This study aimed to better understand campus mental health culture and student mental health coping strategies, and to identify the mental health needs of students as well as gaps in mental health services within postsecondary education. A videovoice method was used to identify and document health-related issues and advocate for change. Forty-one interviews were conducted with campus stakeholders at five universities. Five themes involving mental health emerged from the campus interviews: the stigma of mental illness; campus culture related to mental health; mental health services available and barriers to mental health services on campus; accommodations for students’ mental health needs; and student mental health coping strategies. A documentary was developed to advocate for better mental health. We conclude that although Canadian campuses are raising awareness about mental health issues, there is not enough mental health infrastructure support on campuses; in particular, accessibility to campus mental health resources needs improvement.

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Bonar, Erin E., Kipling M. Bohnert, Heather M. Walters, Dara Ganoczy, and Marcia Valenstein. "Student and Nonstudent National Guard Service Members/Veterans and Their Use of Services for Mental Health Symptoms." Journal of American College Health 63, no. 7 (October 22, 2014): 437–46. http://dx.doi.org/10.1080/07448481.2014.975718.

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Farrer, Louise, Amelia Gulliver, Jade KY Chan, Kylie Bennett, and Kathleen M. Griffiths. "A Virtual Mental Health Clinic for University Students: A Qualitative Study of End-User Service Needs and Priorities." JMIR Mental Health 2, no. 1 (February 11, 2015): e2. http://dx.doi.org/10.2196/mental.3890.

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Background Help seeking for mental health problems among university students is low, and Internet-based interventions such as virtual clinics have the potential to provide private, streamlined, and high quality care to this vulnerable group. Objective The objective of this study was to conduct focus groups with university students to obtain input on potential functions and features of a university-specific virtual clinic for mental health. Methods Participants were 19 undergraduate students from an Australian university between 19 and 24 years of age. Focus group discussion was structured by questions that addressed the following topics: (1) the utility and acceptability of a virtual mental health clinic for students, and (2) potential features of a virtual mental health clinic. Results Participants viewed the concept of a virtual clinic for university students favorably, despite expressing concerns about privacy of personal information. Participants expressed a desire to connect with professionals through the virtual clinic, for the clinic to provide information tailored to issues faced by students, and for the clinic to enable peer-to-peer interaction. Conclusions Overall, results of the study suggest the potential for virtual clinics to play a positive role in providing students with access to mental health support.

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Goodman, Leah. "Mental Health on University Campuses and the Needs of Students They Seek to Serve." Building Healthy Academic Communities Journal 1, no. 2 (November 27, 2017): 31. http://dx.doi.org/10.18061/bhac.v1i2.6056.

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Background: The mental health of college students in the U.S. has become an undeniable concern to university administrators, service providers, and the higher education community at large. While universities seek to educate future great minds, their current policies and infrastructure do not unanimously prioritize mental health, thus, they often cannot meet the holistic needs of students and struggle to uphold their central mission.Aim: To outline the literature surrounding mental health in postsecondary education and the holistic needs of university students in order to target the national discussion of mental health toward actionable system change.Methods: A comprehensive review of the literature on college student mental health in the U.S.Results: The literature demonstrates that policy change is necessary to fully support students with psychiatric disabilities and mental health concerns.Conclusions: Mental health is a critical issue for young adults, and college presents a prime developmental context to equip students with the skills for a lifetime of mental health and wellbeing. Further research is needed to explore the impact of implementing innovative programs, curricular changes and supported education programs to support college students.

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Lee, Connie, Gina Marandola, Ashok Malla, and Srividya Iyer. "Challenges in and recommendations for working with international students with first-episode psychosis: a descriptive case series." International Journal of Migration, Health and Social Care 12, no. 3 (September 12, 2016): 185–93. http://dx.doi.org/10.1108/ijmhsc-07-2015-0025.

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Purpose The purpose of this paper is to present a series of cases of international students being treated in a specialized early intervention service for first-episode psychosis (FEP), describing the particular challenges that arise in this process, and to provide recommendations addressing these challenges. Design/methodology/approach Two researchers independently reviewed the charts of seven international students and discussed them with their treating clinicians. Recurring themes were identified through an iterative process of discussion and consensus. Findings Four themes were identified which demonstrated specific challenges faced by international students being treated for FEP: difficulty maintaining student visa status, limited social and family support, financial and health insurance issues, and service disengagement. Originality/value The study suggests that international students with FEP may present with numerous and unique challenges, thereby requiring special attention in their treatment. Although these are preliminary findings based on a small case series, the findings can inform recommendations for mental health services in cities with a sizeable international student population and guide future research on this topic.

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Zhao, Jian. "The Status Quo Survey and Countermeasure Analysis of Chinese Netizens’ Needs for E-Mental Health Services." Asian Social Science 11, no. 27 (November 23, 2015): 281. http://dx.doi.org/10.5539/ass.v11n27p281.

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The<strong> </strong>e-Mental Health Service refers to the work for mental health promotion provided, following the laws of mental health, by professional institutions and professionals to netizens through the Internet. A survey of 1588 netizens shows that netizens have a need for e-Mental Health Services and higher needs for mental health knowledge; they show obvious social orientation in their choices of service providers; demographic variables have remarkable influences on netizens’ specific needs; and netizen groups, there are relatively higher needs in female, college degree holders and above, the youth and brain workers, such as students, teachers, company employees, and staff in public institutions. The results of the survey indicate that netizens’ needs for e-Mental Health Services are complex and diversified, and netizens’ understanding and demand for professional service institutions, professional service providers and electronic service modes still need to be improved.

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Young, Sean D., and Renee Garett. "Ethical Issues in Addressing Social Media Posts About Suicidal Intentions During an Online Study Among Youth: Case Study." JMIR Mental Health 5, no. 2 (May 3, 2018): e33. http://dx.doi.org/10.2196/mental.8971.

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Due to the popularity of social media, researchers are increasingly conducting studies that monitor and analyze people’s health-related social media conversations. Because social media users can post about any topic at any time, no known best ethical practices exist as to whether and how to monitor participants’ posts for safety-related issues that might be unrelated to the study, such as expressions of suicidal intentions. This is a case study during a social media-based study on sleep and activity among freshman undergraduate students, where we by chance noticed that a student was using social media to express suicidal intentions. Although we connected the student to student psychological services in order to receive treatment, we encountered a number of barriers that initially prevented this from occurring, such as institutional review board and regulatory practices related to lack of experience with these newer types of studies. We discuss the implications of this experience for future research.

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Huang, Yan-hua, Adrian Patrick Tolentino Navarro, Lorie Park, Micaella Salunga, Kimberly Vu, Vanessa Ortiz, Jocelinne Torres-Lizarde, and Monique Sanchez. "Predictors of Student Veterans’ Use of Mental Health Services." American Journal of Occupational Therapy 75, Supplement_2 (August 1, 2021): 7512510241p1. http://dx.doi.org/10.5014/ajot.2021.75s2-rp241.

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Jerram, Timothy. "James Valentine: Formerly Consultant Psychiatrist, University Health Service, Leeds." Psychiatric Bulletin 32, no. 6 (June 2008): 237. http://dx.doi.org/10.1192/pb.bp.108.021089.

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James Valentine was born on 2 October 1906, of farming stock, in Glasgow. He won a scholarship to Hutcheson's Grammar School where he was an outstanding student (Dux Medalist, School Captain and Captain of cricket). He read Medicine at Glasgow where, he recalled, he met Ferguson Rodger (later Professor of Psychiatry) in their first week in the Anatomy Room and the two remained close friends until the latter's death. As a student Jim was active in many areas, but is particularly remembered for being a founding member of the National Party of Scotland (now the SNP) and serving on its National Council. He trained at Bethlem Royal Hospital (where, being in London, he was an assiduous theatre-goer). Then he went to Gartnavel Hospital, Glasgow, where his duties included waiting at Central Station to receive consignments of mosquitos from the Mott Clinic, Horton Hospital, Epsom, then used in the treatment of general paralysis of the insane (GPI).

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Journal articles on the topic 'Student mental health service'

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