Relevant bibliographies by topics / Students Mental health Victoria

Academic literature on the topic 'Students Mental health Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Students Mental health Victoria"

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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.

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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Barlow, Kate, Nicole Newman, Victoria Lehr, and Courtney Taylor. "Comparing Models of Fieldwork Through Student Performance." American Journal of Occupational Therapy 76, Supplement_1 (July 1, 2022): 7610510235p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po235.

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Abstract Date Presented 04/01/2022 This study examined the efficacy of the same site model (SSM) by comparing Fieldwork Performance Evaluation scores of students who completed the SSM (n = 42) versus the traditional fieldwork model (n = 43). Results showed that students who completed the SSM scored 1 point higher, with no statistical difference (p = .621). The SSM is preferred by most students; therefore, to promote positive mental health and take a trauma-informed pedagogy, the SSM of fieldwork should be a consideration for fieldwork. Primary Author and Speaker: Kate Barlow Additional Authors and Speakers: Courtney Taylor Contributing Authors: Nicole Newman, Victoria Lehr
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Happell, Brenda. "The Implications of Legislative Change on the Future of Psychiatric Nursing in Victoria." Australian & New Zealand Journal of Psychiatry 32, no. 2 (April 1998): 229–34. http://dx.doi.org/10.3109/00048679809062733.

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Objective: The aim of this paper is to explore the potential implications of the Nurses Act introduced in 1993 upon psychiatric nursing in Victoria. Essentially this Act abolished the existing separate undergraduate education for psychiatric nursing. The focus of this paper is to explore the potential implications of this legislative change to the psychiatric nursing profession, particularly in light of relevant research findings. Method: In order to ascertain the impact of legislative change, a survey of psychiatric nursing content was conducted in Schools of Nursing throughout Victoria. Results: A 100% response rate was achieved. The responses indicated that little alteration had been made to existing general nursing courses to incorporate the change in legislation. The compulsory psychiatric nursing content varies from nil to 17.4% of the total curriculum. Conclusions: The theory and practice of psychiatric nursing constitute only a small proportion of undergraduate curricula. In view of the comparative unpopularity of psychiatric nursing as a career option for undergraduate students, the implications of this situation for the future psychiatric nursing workforce are serious.
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Hemphill, Sheryl A., Aneta Kotevski, Todd I. Herrenkohl, Lyndal Bond, Min Jung Kim, John W. Toumbourou, and Richard F. Catalano. "Longitudinal consequences of adolescent bullying perpetration and victimisation: A study of students in Victoria, Australia." Criminal Behaviour and Mental Health 21, no. 2 (March 3, 2011): 107–16. http://dx.doi.org/10.1002/cbm.802.

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Pack, Margaret. "Defining moments in practice. Clinical supervision as a method of promoting critical reflection in fieldwork: A qualitative inquiry." Aotearoa New Zealand Social Work 23, no. 4 (July 8, 2016): 45–54. http://dx.doi.org/10.11157/anzswj-vol23iss4id150.

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In 2008, as coordinator and lecturer of a postgraduate allied mental health programme, I asked clinical supervisors and their supervisees who were completing the programme what their ‘most difficult’ practice scenario taken to supervision had been as part of a research project approved for ethics by Victoria University. Secondly, I asked clinical supervisees and clinical supervisors about how they had re- solved or dealt with this practice issue. The aim of the research was to determine if the self reflective and reflexive process described by Napier and Fook (2001) and Gardner (2009) was experienced by the social workers and occupational therapists completing their post- graduate studies. The results indicate that for students, through discussing complex and difficult cases in clinical supervision, they came to view their practice both more positively and more self reflectively and reflexively through engagement in clinical supervision. For supervisors, the most difficult scenarios for those who were the students’ line managers involved navigating a mixed role that balanced providing performance feedback in addition to clinical supervision. The implications for clinical supervision as the method of learning in fieldwork education are discussed.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.

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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
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Barrett, K. "Postgraduate teaching in the Department of Psychiatry, University of Keele." Psychiatric Bulletin 15, no. 1 (January 1991): 19–21. http://dx.doi.org/10.1192/pb.15.1.19.

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Keele received its Charter as the University College of North Staffordshire in 1950. The first Vice Chancellor was Lord Lindsay, formerly the Warden of Magdalen College, Oxford. In the pre-war years Lindsay was a frequent visitor to the Potteries, presenting lectures within the Workers Education Association. He was unusual as an Oxford don not only in this respect but also in his approach to university education. He was closely involved in the development of the Modern Greats degree at Oxford and had strong views on the need for a broad liberal university education. Keele was founded on this principle as a teaching university offering a four year degree, the foundation year requiring students to study arts, sciences and humanities. At its inception the university was housed in a Victorian stately home, Keele Hall, and several ex-army huts. For the first decade of its life a “community of scholars” ethos was strongly emphasised and academics as well as students were required to live on campus. There were weekly small group student seminars involving academics from the three different disciplines. The academics look back on these seminars fondly, although it is not clear whether the students derived the same enjoyment from these interdisciplinary talking shops.
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Walmsley, Tom. "Undesirable reading: the real role of the clinical tutor." Psychiatric Bulletin 14, no. 3 (March 1990): 165–68. http://dx.doi.org/10.1192/pb.14.3.165.

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I was appointed clinical tutor at Knowle Hospital seven years ago with little idea of what my responsibilities would be. From the College literature (which I have not found very helpful) it seemed I was responsible in a more or less indirect way for the psychiatric education of most of those working in the hospital as well as of those local general practitioners who might refer patients here. In addition, all medical students in the place are my responsibility – a considerable number of young people. To complicate this task, our academic unit had moved out of Knowle two years before my arrival and new trainees were advised that Knowle Hospital (usually described as a ‘traditional Victorian mental hospital’) would be closing in the near future as modern community services were provided. Finally, the advent of proper management, welcomed by me, was spoiled by an indifference to psychiatric education which bordered on absurdity.
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Bernard, Professor Michael Edwin, and Kate Walton. "The Effect of You Can Do It! Education in Six Schools on Student Perceptions of Well-Being, Teaching-Learning and Relationships." Journal of Student Wellbeing 5, no. 1 (August 9, 2011): 22. http://dx.doi.org/10.21913/jsw.v5i1.679.

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This research investigated the impact of a social and emotional learning program, You Can Do It! Education (YCDI), on different aspects of student social and emotional wellbeing. YCDI was implemented on a whole-school basis in six primary schools with six matched schools serving as controls. At the end of the school year, students in grade 5 in both types of schools completed the Attitudes to School Survey (Victorian Department of Education) and, again, at the end of the following school year when they were in grade 6. Results indicated significant improvements over time on different aspects of student well-being in the YCDI schools and not in the non-YCDI schools. The positive impact of a train-the-trainer model used in this study in a variety of schools under naturally occurring conditions holds promise for low-cost, preventive mental health programs.
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Dissertations / Theses on the topic "Students Mental health Victoria"

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Bewick, Bridgette M. "Measuring, monitoring and modifying students' mental health." Thesis, University of Leeds, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587058.

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Daley, Serena C. "School Connectedness and Mental Health in College Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564482011130592.

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Mirbaha-Hashemi, Fariba. "Determinants of Mental Health Problems Among College Students." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33227/.

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Many college students have reported struggling with mental health problems while dealing with challenging demands of college. The initial theoretical framework for this research was Pearlin's stress process model (SPM). Building on the SPM, the three additional mediating variables of perceived control, meaninglessness, and financial worries were added to create a composite model for the research. Mental health outcomes in the model were measured by a comprehensive range of factors, which included: psychological distress, suicide, substance abuse, and anger. Data were collected from a non-probability convenience sample of 463 undergraduate students attending a large state supported university in the southwestern region of the United States. Among the social status variables measured, being married, female, and white were significant predictors of poor mental health in the sampled college students. Poor self-image, feeling of meaninglessness, and worrying about current and future finances were significant mediating variables. Poor mental health could make individuals overwhelmed and discouraged. This is a formula for failure in college. The results of this study contribute to a better understanding of the correlates of mental health problems among college students. A greater understanding means that families and college administrations will have better ideas about how to intervene to reduce the stress of students and to focus the available and often limited resources to help young adults in their college experience.
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Waugh, Jennifer. "Clinical Mental Health Counseling Students' Views of Serious Mental Illness and Persons with Serious Mental Illness." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573037350270326.

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Millings, Monk Evelyn L. "Student mental health : a study of the relationship between stressors and the mental health of students." Thesis, Glasgow Caledonian University, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243535.

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In this country little research has been undertaken into the vast array of difficulties faced by students and the stressors that contribute to them, particularly in the professions allied to medicine. A pilot study of 40 students revealed that the major difficulty was completion of coursework and the emotional state of students gave cause for concern too. Finance was also a recurring problem. In the main study, 210 students were given a Problem Questionnaire, the General Health Questionnaire 30 and the Glasgow Symptom Checklist. Emotional lability was a significant finding. This was often accompanied by self-destructive thoughts. Anxiety appeared to be a prime manifestation of unresolved stress. A considerable number of students found the burden of coursework more difficult than anticipated which led to serious consideration of dropping out. Financial suffering was evident, confirming earlier findings. Highly stressed students had closer affiliation to the psychiatric than the normal population. 45 students from the main study were able and willing to continue with the research. An unexpected discovery was that many of these students suffered deeply but the severity of psychological manifestations had little bearing on the final academic results. Of the 45, indepth case studies of sixteen Honours degree students were carried out to illustrate the degree of stress among students, identify particular stressors and look at the outcomes. Personality and coping mechanisms' questionnaires were administered together with the health and problem questionnaires. Findings showed a similar pattern to the sample of 45. Coping resources on their own did not supply a satisfactory answer. A more pertinent explanation appears to lie in a theory of activation incorporating the ascending reticular activating system. This was allied to motivational concepts and closely related to Eysenck's personality dimensions. Conclusions are that students need more specialised and prolonged help for their psychological difficulties.
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Fisher, Jacob A. "Mental health concerns among gay and lesbian college students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fisherj.pdf.

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Park, Jennifer S. "Assessing Spiritually Competent Practice Across Mental Health Graduate Students." Thesis, Regent University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739778.

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Standards for integration of spirituality and religion within mental health training continue to be ambiguous. Although increased attention has incorporated such diversity into multiculturalism, proficiency remains inadequate among non-religiously affiliated individuals and institutions. This study examined competence levels utilizing the Revised Spiritual Competence Scale II (SCS-R-II) and the Spiritual and Religious Competency Assessment (SARCA). Participants were 125 students attending accredited counseling, psychology, and social work schools in the United States. Counselor trainees scored highest on both measures as did students with very strong personal religious affiliation and attendees of Christian affiliated schools. Implications and future recommendations are discussed.

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O'Shea, Melissa 1974. "Neuroticism and the course of depressive disorder from mid adolescence to young adulthood : an investigation of Australian adolescents in the Victorian Adolescent Health Cohort Study." Monash University, Dept. of Psychological Medicine, 2002. http://arrow.monash.edu.au/hdl/1959.1/8151.

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Albrecht, Opal. "Addressing graduate student mental health." Kansas State University, 2014. http://hdl.handle.net/2097/17381.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Christy Craft
It is estimated that nearly twenty-five percent of graduate students experience symptoms of depression, anxiety, or seasonal affective disorder (Kernan, Bogart, & Wheat, 2011). Graduate students are defined as being unique, vulnerable, and at risk for experiencing a variety of challenges (Hyun, Quinn, Madon, & Lustig, 2006). Several of these challenges can result in high levels of stress (Oswalt & Riddock, 2007). Failing to cope with this stress can lead to increased stress levels, more severe mental health concerns or illness, and potentially dropping out (Hamaideh, 2011). Graduate students are not completing programs at the rate that they should, in fact attrition rates are estimated to be as high as fifty percent for some graduate programs (Kent, 2013). Understanding the effect mental health has on a student’s ability to persist through a graduate program is crucial to understanding the graduate student experience. It is suggested that higher education institutions begin to acknowledge the stress graduate students endure, the transitional struggles they encounter, and the barriers graduate students overcome to seek help. Based on the literature and personal experience, it is proposed that higher education institutions focus on preventative measures when combating the mental health challenges graduate students experience. This report provides a summary of the best strategies to consider when focusing on graduate student mental health. These strategies include the creation of an office devoted to providing graduate students with the support services they deserve.
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Tso, Hoi-yan. "The stress and mental health of community college student /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36783328.

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Books on the topic "Students Mental health Victoria"

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N, Morrow Katherine, ed. Mental health of college students. New York: Nova Science Publishers, 2008.

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Quackenbush, Marcia. Emotional & mental health. 4th ed. Santa Cruz, Calif: ETR Associates, 2010.

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Jerald, Kay, and Schwartz Victor 1955-, eds. Textbook of college mental health. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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V, Landow M., ed. College students: Mental health and coping strategies. Hauppauge, N.Y: Nova Science Publishers, 2006.

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Victoria. Health Dept. Office of Psychiatric Services. Policy and strategic directions for public psychiatric services in Victoria: Continuing Victoria's reform of psychiatric services. Melbourne: The Office, 1992.

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C, Whitaker Leighton, ed. Parental concerns in college student mental health. New York: Haworth Press, 1988.

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Board, Victoria Mental Health Review. Decisions of the Mental Health Review Board, Victoria, 1987-1991. Melbourne: Mental Health Review Board, 1992.

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Law Reform Commission of Victoria. The concept of mental illness in the Mental Health Act 1986. Melbourne: The Commission, 1990.

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(Organisation), Skill. Students with mental health difficulties: Your questions answered. London: Skill, 1994.

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Trenoweth, Steve. Understanding Mental Health Practice for Adult Nursing Students. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE | Learning Matters, 2022. http://dx.doi.org/10.4135/9781529769753.

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Book chapters on the topic "Students Mental health Victoria"

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Shaw, Steven R. "Mental Health." In Reaching and Teaching Students Who Don't Qualify for Special Education, 224–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003133896-15.

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Hass, Michael, and Amy Ardell. "Recognizing Students' Mental Health Problems." In Supporting Student Mental Health, 53–80. New York: Eye on Education, 2022. http://dx.doi.org/10.4324/9780367810269-4.

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Conley, Colleen S., and Joseph A. Durlak. "Universal Mental Health Promotion and Prevention Programs for Students." In Global Mental Health, 127–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59123-0_12.

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Eisenberg, Daniel, Sarah Ketchen Lipson, Peter Ceglarek, Adam Kern, and Megan Vivian Phillips. "College Student Mental Health." In Promoting Behavioral Health and Reducing Risk Among College Students, 75–86. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-5.

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Biggs, Amanda, and Cynthia Furse. "Engineering Students' Stress and Mental Health." In Advancing Engineering Education Beyond COVID, 147–69. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003263180-12.

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Matsopoulos, Anastassios, Bonnie Nastasi, Eva Fragkiadaki, and Eirini B. Koutsopina. "Exploring Students’ Views about their Psychological Wellbeing through Ecomaps." In Mental Health Promotion in Schools, 69–83. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-053-0_5.

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Schorr, Marisa, Whitney Van Sant, and John Paul Jameson. "Preventing Suicide Among Students in Rural Schools." In Handbook of Rural School Mental Health, 129–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64735-7_9.

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Gonzales, Mabel. "Emotional Intelligence and Adolescent Mental Health." In Emotional Intelligence for Students, Parents, Teachers and School Leaders, 295–322. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0324-3_13.

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Askell-Williams, Helen, and Carmel Cefai. "Life at School and Mental Health from Students’ Points of View." In Mental Health Promotion in Schools, 25–52. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-053-0_3.

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Pillay, Jace. "University Students’ Mental Health: A Concern for All." In Handbook of Health and Well-Being, 277–93. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8263-6_12.

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Conference papers on the topic "Students Mental health Victoria"

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Andrew, E., R. Roggenkamp, Z. Nehme, S. Cox, and K. Smith. "5 Mental health-related presentations to emergency medical services in victoria, australia." In Meeting abstracts from the second European Emergency Medical Services Congress (EMS2017). British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjopen-2017-emsabstracts.5.

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Lim, Olivia Oswald, David Habsara Hareva, Eden Steven, Dionysius Sentausa, and Frentsen Adeputra Abineno. "Companion: Mental Health Mobile Applications for Students." In 2022 1st International Conference on Technology Innovation and Its Applications (ICTIIA). IEEE, 2022. http://dx.doi.org/10.1109/ictiia54654.2022.9935882.

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Yasmin, Maya, and Duryati. "Hardiness, Sense of Belonging, and Homesickness among First-year Boarding School Students." In International Conference of Mental Health. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0011094900003368.

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Kulesha-Liubinets, Myroslava, and Elena Ruban. "Features of the Idea of University Students About Mental Health." In III INTERNATIONAL CONFERENCE ON MENTAL HEALTH CARE “Mental Health: Global challenges of XXI century”. NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.klr.15.

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Sun, Jing. "Mental Health Status of Contemporary Female College Students." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3456912.

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Wang, Mei. "Music Education and Mental Health Cultivation of University Students." In 2011 International Conference on Control, Automation and Systems Engineering (CASE). IEEE, 2011. http://dx.doi.org/10.1109/iccase.2011.5997804.

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Akullian, Jennfier, Adam Blank, Lauren Bricker, Linda DuHadway, and Christian Murphy. "Supporting Mental Health in Computer Science Students and Professionals." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366980.

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Xiuyan, Liu. "Students' Mental Health Education Situation and Ways of implementation." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.2.

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Sui, Xiuping. "Research on Influencing Factors of College Students' Mental Health." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.174.

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Zhang, Meng, Hongwei Wang, Yuanlin Zhang, Zihan Zhang, Renjie Liu, and Zhihan Cao. "The Influence of Internet on College Students' Mental Health." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.146.

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Reports on the topic "Students Mental health Victoria"

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Cowan, Benjamin, and Zhuang Hao. Medicaid Expansion and the Mental Health of College Students. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27306.

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Munter, Leo. Differential Adherence to Community Mental Health Ideology Among First Year Social Work Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1774.

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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Chimbutane, Feliciano, Catalina Herrera-Almanza, Naureen Karachiwalla, Carlos Lauchande, and Jessica Leight. COVID-19 school closures and mental health of adolescent students: Evidence from rural Mozambique. Washington, DC: International Food Policy Research Institute, 2021. http://dx.doi.org/10.2499/p15738coll2.134878.

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Yorke, Louise, Pauline Rose, Stephen Bayley, Darge Wole Meshesha, and Paul Ramchandani. The Importance of Students’ Socio-Emotional Learning, Mental Health, and Wellbeing in the Time of COVID-19. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/025.

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In this policy brief, we set out the importance of focusing on students’ socio-emotional learning, especially in the context of the ongoing COVID-19 pandemic. We first consider the role of socio-emotional learning in students’ education and development and also their mental health and wellbeing, and then identify specific areas that we suggest have particular importance in supporting students’ education and development during and beyond the COVID-19 pandemic.
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Wang, Zaisheng, Chris Blackmore, and Scott Weich. Mental Health Services International Students can Access in UK Higher Education: an Evidence and Gap Map (EGM). INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0038.

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Review question / Objective: a. Question • What kind of mental health services that international students can access in UK higher education? b. Objectives • to systematically search and identify the range of mental health services that international students in UK higher education can access. • to gather and display evidence on health care and services to maintain or enhance mental health conditions of mental health services in the UK. • to collect clusters of existing evidence and gaps to inform the potential literature review design. Background: Mental health is already a significant global issue in higher education (Alonso et al., 2018; Auerbach et al., 2016a, 2016b; Mortier et al., 2018). As the WHO argued, there is no health without mental health (DH, 2011; Prince et al., 2007; WHO, 2018, 2021, 2022a). Higher education students who are far away from home, lack social support and face language and cultural differences are the vulnerable populations in terms of mental health compared with home students (Blackmore et al., 2019; Forbes-Mewett & Sawyer, 2016, 2019; Minutillo et al., 2020; Sachpasidi & Georgiadou, 2018; Sherry et al., 2010). As a critical industry, UK higher education has the second-largest group of international higher education students globally (Department for Education & Department for International Trade, 2021; QS, 2019; QS Enrolment Solutions, 2021; Universities UK, 2021a, 2021b). However, compared with home students, international students are less likely to use mental health services in UK higher education. Attention to the mental health conditions of international students in UK higher education has more possibility to be improved in this country (HESA, 2021; Orygen, 2020; Quinn, 2020).
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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Ala, Sílvia, Francisco Ramos, and Inês Relva. Psychological impact of the SARS-CoV-2 pandemic on the mental health of university students - PRISMA Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0006.

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Review question / Objective: Our goal will be to assess the impact on mental health of university students by comparing data from studies during and after contingency measures imposed to contain the spread of the SARS-CoV-2 coronavirus and to identify potential risk and protective factors for mental health. The results will be important for designing appropriate psychological interventions and mental health resources needed by university students. The research question was constructed following the PECO strategy. P=Population includes university students. E= exposure comprises contingency measures (confinement/social isolation/quarantine). C= comparison of studies conducted during and after the contingency measures (confinement/social isolation/quarantine) imposed by the pandemic of COVID-19. O= outcome immediate effect or consequences such as psychological impacts (depression, stress, anxiety, well-being, fear, burnout). Thus, the main question to be asked is: "What is the psychological impact caused by the Sars-Cov-2 pandemic on students' mental health during and after the contingency/restriction measures (confinement/social isolation/quarantine)?"
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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6522.

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Gong, Xiaogang, Lepeng Wang, Guang Rong, Daoning Zhang, Ayuan Zhang, and Chao Liu. Effects of online mindfulness-based interventions on the Mental Health of university students: A protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0099.

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