Dissertations / Theses: '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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Zhu, Ge. "Understanding utilization of mental health services among Chinese international students." Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32678.

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Master of Science
Journalism and Mass Communications
Nancy W. Muturi
Background: Depressive and anxiety disorders are common mental health disorders that threaten the well-being of ethnic minorities. Asian international students are suggested experience higher level of depression and anxiety, but less likely to use mental health services than students in general. This study examines factors that motivate and impede Chinese international students from seeking college counseling services from the perspective of health communication. Method: An online, self-administered questionnaire was conducted among a randomized sample of 150 Chinese international students from a Mid-Western university. The questionnaire was structured with key variables derived from the Health Belief Model (HBM) and the Social Cognitive Theory (SCT), such as perceived severity, perceived susceptibility, and self-efficacy of using counseling services. Key variables are measured by 5-point Likert scale. Data analysis was conducted with Pearson’s correlation and multiple linear regression. Results: Chinese international students’ counseling seeking behavior is influenced by their perceived self-efficacy and external impediments of using counseling services. Perceived knowledge of mental health disorders and counseling contribute significantly to Chinese international perceived self-efficacy of using counseling services; however, perceived knowledge of the two items are generally low. The adherence of Asian cultural values, especially to collectivism and emotional self-control, contribute significantly to Chinese international students’ negative perceptions of counseling. Conclusion: College counseling services should conduct health communication campaigns that aim at improving Asian international students’ knowledge of depression/anxiety and psychological counseling, in order to encourage them to engage in college counseling system. College counseling services should also enhance the cultural sensitivity of counselors, and provide culture-matched counseling services to Asian international students.

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Slemon, Alice (Allie). "Nursing students' experiences in mental health practicums : a narrative inquiry." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62718.

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Mental health challenges are one of the leading global health concerns, yet health care for people experiencing these health issues is severely lacking, in both accessibility and quality. Nurses are uniquely positioned to provide direct care to this population, however nurses’ attitudes towards individuals with mental health challenges are frequently characterized by stigma and misconceptions. Mental health practicums within nursing school are a key venue for student learning, development, and experience in working with this population, yet research demonstrates that students frequently hold negative attitudes toward mental health nursing as a career path and do not feel adequately prepared to work with individuals with mental health challenges in any health care setting. To address gaps in understandings of these issues, this qualitative study explored students’ experiences within mental health practicums through a narrative inquiry approach. Individual interviews were conducted with 15 nursing students following their practicum experiences. Findings describe the narrative of resistance within the students’ practicums that emerged from participant stories of their experiences. The students identified this practicum as fundamentally different from others, and as such, their pre-engagement included particular preparation strategies to maintain their emotional well-being through the practicum, and critical engagement with societal stereotypes around mental health. Within the practicum, the students’ recognized the ways in which nursing care of patients was characterized by power relations, enacted through disengagement and unsafe and unethical practices. Participants enacted resistance through connecting with patients, enacting ways of knowing that contrasted with dominant nursing practices, and drawing on their student role to justify their resistance. Informing participants’ enactment of resistance, narratives spoke to the complex interplay of empowerment and disempowerment in the setting, shaping their experiences in the practicum and expectations of future nursing practice. Study implications include theoretical contributions to the concept of resistance within nursing education. Additionally, this study supports the need for increased educator support for students in advance of, and during, their mental health practicums; findings further speak to the need for systemic changes in the practice environment to support safe and effective patient care.
Applied Science, Faculty of
Nursing, School of
Graduate

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Insulander, Ella, and Henrik Larsson. "Creating a campaign to reduce mental health stigma amongst students." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130017.

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Syftet med studien är att undersöka hur stigmatisering kring psykisk ohälsa kan reduceras bland universitets- studenter genom en social marknadsföringskampanj. I studiens första del undersöks vilka riktlinjer som finns för utformning av en social marknadsföringskampanj, vidare undersöks vilka strategier som är effektivast för att minska stigmatisering kring psykisk ohälsa. Med utgångspunkt i studiens första del utforskar författarna hur den sociala marknadsföringskampanjen skulle kunna utformas för att besvara forskningsfrågan. Inom ramen för studien har en kampanj utformats som kretsar kring sloganen Face it ur tre olika perspektiv. Kampanjen består av de tre stegen Sätt ett ansikte på det, Inse det och Möt det och har ut- formats med målsättningen att studenter ska komma i direkt eller indirekt kontakt med personer drabbade av psykisk ohälsa vilka de kan relatera till. En kampanj med dessa egenskaper har potential att minska stigmatisering kring psykisk ohälsa bland universitetsstudenter.

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Palmer, Kathleen. "Undergraduate College Students’ Attitudes About Internet-based Mental Health Interventions." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5756.

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Millennial-aged young adults, often referred to as “digital natives,” comprise the typical college-age population, and there has been a growing number college students at risk for mental health problems (Mowbray, Mandiberg, Stein, Kopels, Curlin, Megivern, Strauss, Collins & Lett, 2006; Eisenberg, Gollust, Golberstein & Hefner, 2007). Suicide is the second leading cause of death among college students (Suicide Statistics, 2014); however, their rate of utilizing mental heath counseling is decreasing. Providing the types of mental health services college students are likely to use can mitigate factors thought to impede their use (e.g., stigma, anonymity, confidentiality), as well as help improve students’ learning and success and reduce college attrition rates. Minimal research has been conducted on undergraduate college students’ attitudes about Internet-based mental health interventions, and the findings from those studies are conflicting. This study attempts to fill in the missing data to address undergraduate students’ attitudes about several types Internet-based of mental health counseling, and to determine the extent of their familiarity with its terminology. Forty-two undergraduate college students participated in a survey where they were asked about their familiarity with Internet-based mental health interventions, experience with and preferences for mental health counseling, and the availability of campus-based Internet mental health interventions. Quantitative data was collected, and descriptive statistics and chi square test of independence were calculated. The students’ familiarity with Internet-based mental health interventions did not influence their use of counseling services, but they were interested in knowing more about mental health-related cell phone apps. Other findings are discussed, conclusions are drawn, and recommendations for future study and implications for the field are included.

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Demers, Nikki Richelle. "The Relationship Between Exercise and Mental Health in College Students." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/27187.

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The purpose of this study was to evaluate the influence of an exercise program on aspects of wellness in college students. The study explored changes in physical fitness and on self-reports of anxiety and depression symptoms before and after participating in a six-week exercise program at a Midwestern university. The study participants consisted of 53 undergraduate students from activity courses, and 25 undergraduate students from a lecture course. The Burns' Anxiety Inventory, Burns' Depression Inventory, and the Attitudes Towards Exercise Inventory were used for assessment. Quantifiable measures of physical fitness were assessed using anthropometric measures for weight and body composition, and the Rockport walking test was used as a measure of cardiovascular fitness. Results indicated significant differences existed between pre- and post-scores for the treatment group that participated in the six-week exercise program in categories of anxiety, depression, attitudes/beliefs that exercise can improve mental health, and maximal oxygen uptake (VO2 max) scores which indicate cardiorespiratory fitness. Non-significant differences were found between pre and post data in the measures of attitudes in the stages of change, body composition and Body Mass Index for the treatment group. In the control group, a significant difference was noted in VO2 max, but no differences were found in all other categories of anxiety, depression, attitudes towards exercise, body fat, and Body Mass Index. Results from this study indicate that an exercise prescription may be used as a tool to alleviate symptoms of depression and anxiety in college students. Additional studies may confirm significance in reducing anxiety and depression symptoms or seeing changes in body composition while adhering to a regular exercise program.

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Xie, Wanze, Jeffery Ellison, and Jodi Polaha. "Mental Health Treatment Seeking and Perceived Stigma Among International Students." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6641.

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Background. Mori (2000) put forward evidence that international students were at greater risk for psychological problems. He also said that mental health concerns of international students on American campuses were often overlooked. Stigma associated with mental illness and seeking treatment is the reason most often cited that people do not seek counseling and other mental health services (Corrigan, 2004). No studies have focused on international students’ beliefs about service seeking or stigma around health treatment seeking. Objective. The basic aims of this study are to examine international students’ beliefs about mental health services and relationships between stigma and mental health treatment seeking. Method. Participants are 35 international students who were invited to fill out an online questionnaire. The measures included in the questionnaire were designed to collect demographic information (i.e. sex, age, country of birth, etc.), students’ perceived stigma regarding help seeking (i.e. social stigma), students’ overall distress level, students’ prior treatment seeking and willingness to seek treatment from various people (i.e. family/friends, psychologists, teachers, doctors, etc.), and students’ willingness to seek treatment from a psychologist in various settings (i.e. Community clinic, private practice, primary care, etc.). Results. International students at ETSU generally reported feeling moderate levels of stigma regarding mental health treatment [M=2.02, SD=.466, N=36 (1= little/no experienced stigma and 4 = extremely high levels of experienced stigma). Additionally, they reported being equally as likely to seek help from others as to deal with their troubles on their own (M=2.47, SD=.416, N=34). Among the students who hadn’t talked with family members/close friends, doctors, or psychologists about their problems, the more stigma that they felt, the less willing that they were to talk with family members/close friends, doctors, or psychologists in the future (r=-.474, p<.05, N=19; r=-.503, p<.01, N=27; r=-.689, p<.001, N=27). Among all international students, the more stigma they felt, the less willing that they were to seek treatment from a psychologist (counselor or therapist) working at their school or community behavior and health center (r=-.39, p<.05, N=30; r=-.415, p<.05, N=31). However, stigma was not found to be significantly correlated with treatment seeking from a psychologist working in any other setting (ie. private practice or doctors’ office). Implications. Even though the results show that international students generally only feel a moderate amount of stigma, the stigma that they do experience significantly influences their willingness to seek mental health treatment. Future research should focus on identifying new ways addressing this major barrier to mental health treatment seeking to hopefully increase mental health service utilization by international student on college campuses.

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Eisenbrandt, Lydia L., Jill D. Stinson, and Carrie C. LeMay. "Mental Health Training for Medical Students: Implications for Integrated Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7945.

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Ramsay, Lourina. "Investigating third year medical students' racial and mental health attitudes." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/18513/.

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Objective: To develop a current understanding of the differences in how physicians communicate with Black and Minority Ethnic (BME) patients in comparison to non-BME patients. Methods: Systematic searches of electronic databases and references lists were performed. Data from the included studies were extracted in line with the review’s aims, and the studies’ quality was assessed using a standardised criteria. Results: Sixteen studies were included. The results indicated that physicians communicated differently with BME patients compared to non-BME patients as a consequence of patients’ race. Physicians were found to show less participative and affective behaviours towards BME patients and black patients received more information giving behaviours than other ethnicities. Additionally, BME patients displayed less conversational behaviours in comparison to non-BME patients. Studies have also begun to relate other culture related variables to communication but their relationship was less established. Conclusion: While physicians’ communication behaviours varied across patients’ race, there still continues to remain a gap in relation to the literature base being able to sufficiently explain, (a) how race exerts its effect on physician communication and (b) what other variables can account for the differences in physicians’ communication. This gap may reflect the complexity of communication and the measures used. The review firstly reinforces the need for a diverse workforce and the necessity to incorporate affective dimensions of communication in physicians’ cultural communication training, and secondly, calls for future research to expand explanations beyond patients’ race.

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Wood, Olivia S. "Utilization of Mental Health Services by African American Undergraduate Students." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505234/.

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This study explores where African American college students find mental health support and why those supports are chosen. Greater knowledge of the sources of mental health support sought by African American college students can assist higher education institutions in adapting current services to meet the needs of this specific student population. A qualitative phenomenological approach was utilized, and the study's sample included twelve participants, 6 female and 6 male, from a large public four-year university in Texas. These participants, undergraduate students with ages ranging from 18 to 24, were given a survey and completed two semi-structured interviews throughout one semester. Results indicated that study participants were more likely to utilize informal than formal support for their mental health and many had no source of support. Family stigma, peer attitudes, as well as internal and external pressures all influenced participant's choices to seek support. Based on findings from the study, recommendations for two distinct groups, counseling center directors and higher education administrators, are also discussed.

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Bettosini, Nicholas, and Conrad Paul Akins-Johnson. "SOCIAL WORK STUDENTS’ ATTITUDES AND BELIEFS ABOUT MENTAL HEALTH COURTS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/740.

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Mental Health Courts (MHCs) are a diversion program for mentally ill offenders in lieu of incarceration. The Substance Abuse and Mental Services Administration (SAMHSA) developed these specialized court programs in the 1990’s to assist mentally ill offenders in overcoming barriers to treatment. While new laws have begun to change the way mentally ill offenders are viewed from a law enforcement standpoint, social workers’ attitudes and beliefs about these programs have not been studied. This quantitative study’s purpose was to examine Master of Social Work (MSW) Graduate students’ attitudes and beliefs of mentally ill offenders and MHCs. Social work student participants completed an online questionnaire developed by the researchers using Qualtrics software. We analyzed the data using descriptive and inferential statistics, including a t-test. Our hypothesis that attitudes and beliefs of social work students varied based on the student’s year in the MSW program was not supported by the data. These findings suggest that students’ attitudes and beliefs about MHCs remain consistent throughout their graduate social work training. Although, our findings do not generalize to all social work students or to social workers in the field, these findings suggest students’ exposure to this topic during their MSW program may be limited and may warrant further investigation. We discuss these findings and their implications for social work curriculum and practice.

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Peterson, Linda F. "School Counselors' Lived Experiences Supporting Students with Mental Health Concerns." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7420.

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Mental health in schools is a growing concern for many school counselors, educators and communities. School counselors are in key roles in the school setting to support students with mental health concerns. This research was done to gain a deeper understanding of the experiences, beliefs, and attitudes of school counselors supporting students with mental health diagnoses. This hermeneutic phenomenology research used n=4 participants school counselors and each has worked in their field for over 6 years. Additionally, each participant worked in the same school building for a minimum of 3 years or more. Semi structured interviews were used to collect the data. Key findings indicated that the participants all identified many of the same mental health diagnoses in their schools. There were five themes that emerged from the data: The themes included: (a) common mental health concerns, (b) desire for education/training, (c) outside resources for students with mental health concerns, (d) barriers to effective student support and (e) limited time to support students with mental health concerns. The results of this study may inform school counselor education programs, inform other school counselors of ways to support students with a mental illness, and begin conversations about mental health funding for schools.

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Cook, Samantha R. "Social work students' attitudes toward adults with serious mental illness." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523178.

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Stigma toward adults with serious mental illness involves labeling, stereotyping, separation, status loss and discrimination. Stigma has been linked to lowered self-esteem, social isolation and withdrawal, and lowered quality of life. As providers of treatment and services, it is fundamental that social work professionals have knowledge regarding serious mental illness and stigma. This quantitative study evaluated the attitudes of 87 Master of Social Work students attending California State University, Long Beach. Respondents completed the Attribution Questionnaire (AQ-27) which evaluated attitudes toward a schizophrenic man presented in a case vignette. Measurements of the nine subscales measuring stigma had a total possible range of 3-27. Results showed correlation between age and pity, differences between ethnicity and stigma subscales, and between stigma subscales and gender. This study contributes to the understanding of stigma toward adults with serious mental illness and shows the need for curriculum that addresses mental health, cultural diversity, and stigma.

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Koltz, Rebecca. "A qualitative study of mental health counseling interns as they transition from students to professionals." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006koltzr.pdf.

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Hackworth, Naomi. "Development and application of a methodology for the evaluation of a health complaints process." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070928.092053/index.html.

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Thesis (DPsych (Health Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2007.
Submitted as a requirement for the degree of Professional Doctorate in Health Psychology, Faculty of Life and Social Sciences, Swinburne University of Technology - 2007. Typescript. Includes bibliographical references (p. 189-210).

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Gelb, Yuliana. "Co-distraction and Co-rumination in the Friendships of Undergraduate College Students." Thesis, Alliant International University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562194.

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This research introduced and studied a new response style construct, co-distraction. Co-distraction refers to diversion of attention from emotional problems to a neutral or pleasant stimulus within a dyadic relationship. It is characterized by discussing or engaging in neutral or pleasant activities, mutual encouragement to discuss or engage in neutral or pleasant activities, and a focus on positive feelings. It was hypothesized that co-distraction would serve a protective function by relating positively to friendship quality and negatively to depression and anxiety.

Participants were undergraduate college students who were recruited and tested online. They completed questionnaires measuring rumination, distraction, co-rumination, co-distraction, depression, anxiety, and friendship quality. In describing co-rumination, co-distraction, and friendship quality, participants reported on their relationship with their closest same-sex friend. Due to large differences in sample sizes between males (N = 40) and females (N = 138) as well as previously found gender differences on response style and emotional distress variables, the genders were studied separately in statistical analyses.

Results for co-distraction were as follows: (a) co-distraction scores had high reliability (alpha = .93), (b) co-distraction was positively correlated with positive friendship quality for females but not for males; (c) co-distraction was unrelated to emotional distress for both genders; and (d) it correlated positively with distraction and co-rumination for both genders. As predicted, rumination correlated positively with depression and anxiety, whereas distraction correlated negatively with anxiety for males only. Unexpectedly, co-rumination correlated negatively with one measure of depression for males and was unrelated to emotional distress for females. Distraction was positively correlated with co-rumination for males but was unrelated to co-rumination for females. All told, results were partly consistent with response styles theory.

In general, predicted gender differences were not obtained, and many results ran counter to expectation. The findings were discussed in light of the sample's highly diverse composition, and they emphasize the importance of taking into account culture when studying associations between response styles and outcomes of emotional distress and friendship quality. Implications for theory and for psychotherapy practice with depressed and anxious clients were discussed. Limitations and directions for future research were considered.

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Odigwe, Alicia. "Perceived Cultural Competence, Mental Health Distress and Health Care Access Factors among Post-Secondary Foreign-born Students." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543580489988287.

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O'Dea, Theresa. "The views of students, parents and teachers concerning mental health terminology and mental health promotion in primary schools in Ireland." Thesis, University of East London, 2010. http://roar.uel.ac.uk/3703/.

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This research study is primarily an explorative study concerned with the views of students, parents and teachers about mental health promotion activity in five selected primary schools in Co. Kildare in the Republic of Ireland. A mixed methodology approach was used that involved both quantitative and qualitative phases. The views of teachers were sought through semi-structured interviews and the views of students and parents were elicited through focus groups. The quantitative phase (Phase 1) of the study was undertaken to screen out the five highest ranked primary schools in terms of self-reported positive mental health of final year students by means of the Multi Dimensional Self Concept Scale for participation in the qualitative phase (Phase 2) of the research study. The researcher also explored the relationship between the variables of school size and school type (single sex/mixed, urban/rural) with school global self concept/mental health. Quantitative data analysis revealed no significant difference between these variables in this research study sample. The qualitative phase was carried out within the five selected schools identified in Phase 1 of the research study. The views of participants were sought concerning their understanding of mental health terminology and factors and processes within their own schools that contributed to student mental health. The role of primary schools in mental health promotion, barriers to mental health promotion and what is still needed concerning mental health promotion in schools was also explored. Thematic analysis revealed that research participants held more positive associations with the terms 'mental health' and 'positive mental health' than negative associations. However, verbatim responses encompassed some negative associations with both terms and some teachers conceptualised 'mental health' in an entirely negative manner. Efforts to raise mental health awareness and to empower and help students and adults were encompassed within participants' understanding of the term 'promoting positive mental health'. Many of the general factors and processes that participants identified as important for the mental health of students were also perceived by them to be catered for within their own school contexts. These were typically associated with good school practices that could be described as relatively low cost activities. These included, providing a variety of activities, positive relationships/communication, psychologically supportive/secure environments, addressing the holistic needs of the child, effective mental health leadership, facilitative learning approaches and whole school endeavors. Research findings indicated that participants view mental health promotion as an important endeavour in schools and that they value and support an educational agenda that involves a broad range of mental health promotion activity. The school role concerning mental health promotion was understood to include much more than mental health provision for students who present with mental health issues. The need for Social, Personal, Health Education [SPHE], additional resources for schools, more awareness about mental health promotion, teacher training in mental health and leadership in school mental health promotion were some factors identified. Barriers to school mental health promotion included internal and external factors to schools. Suggestions for future research and implications for educational psychologists with regard to advancing the field of school mental health are distinctive contributions of this research study. Raising awareness of the results of this research study across primary schools will help schools understand that school context is an important factor in the promotion of mental health and well-being of students.

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Smith, Megan Theresa, and University of Lethbridge Faculty of Education. "Mental wellness in United Arab Emirates female post-secondary students." Thesis, Lethbridge, Alta. :|bUniversity of Lethbridge, Faculty of Education,|c2011, 2011. http://hdl.handle.net/10133/3078.

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The purpose of this thesis was to investigate the prevalence of mental illness in a nonrandom sample of undergraduate female Emirati students in the United Arab Emirates. In addition, students’ views and attitudes towards counselling were solicited. One hundred and twenty-three women completed Golberg and Hillier’s (1979) 28-item scaled version of the General Health Questionnaire (GHQ-28). The GHQ-28 revealed a high prevalence of mental illness (51%) among the students surveyed, using a GHQ-28 threshold of eight. Furthermore, students reported they held favourable views towards counselling despite never having sought counselling services. The differences between American/European and Arab views of mental illness are explored as one of several limitations to this study. Recommendations for future research are noted.
xii, 117 leaves ; 29 cm

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Dalton, Linda Louise. "Developing a protocol for campus health service professional nurses to manage students with mental distress." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1303.

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Professional nurses working at a campus health service have to cope with challenges such as staff shortages and budgetary constraints associated with working in a complex environment providing primary health care. The aim of primary health care includes promoting health, preventing disease and the early detection and treatment of illness. Mental health services form an integral part of the integrated primary health care package as implemented in the campus health service. Students attend the Campus Health Service for help related to their health. Health care is provided by professional nurses and counsellors through a comprehensive primary health care service which serves students as well as staff. Some students may state that they experience feelings of being stressed or depressed. Other students may complain of physical symptoms such as headache or upper backache. Upon further investigation emotional problems may be identified as the cause of the psychosomatic symptoms. The professional nurses working in the campus health service verbalised that it is sometimes difficult to identify a mental illness or mental distress as there is no effective assessment tool that they can use. Management of conditions is also problematic as there are no protocols indicating the therapeutic interventions that can be taken. The research question in this study was therefore: What information should be included in a protocol to assess and manage a student experiencing mental distress that can be used by professional nurses working in a Campus Health Service? The aim of this study is to develop a mental health care protocol for campus health service professional nurses to assess and manage university students who are experiencing mental distress. The research design of this study was qualitative, explorative, descriptive, explanatory and contextual. In this study the Delphi research technique was used to create an instrument to standardise mental health care in a campus health service. The Delphi technique is a series of sequential questionnaires or “rounds” interspersed with controlled feedback that seeks to gain the most reliable consensus of opinion of a group of experts. A questionnaire was developed based on an extensive literature review. The research population of this study consisted of two groups: professional nurses with knowledge of student health care needs and expert psychiatric nurses. The study was conducted at the Campus Health Service at a university in the Eastern Cape. The data collection and analysis was done utilising the Delphi technique. Trustworthiness was ensured by using the Lincoln and Guba Model utilising the criteria of credibility, applicability, dependability and conformability. In this study the ethical principles of beneficence, non-maleficence, justice and self determination were applied to ensure that participants are treated with respect and consideration and ensured high ethical standards. Informed consent was obtained from the participants in this study. The findings of this research were utilised to assist the researcher in developing a protocol for mental health care of students in campus health service settings.

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Pan, Alexandria. "The Mental Health and Well-Being of College Students in Cambodia." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288540.

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The present study investigated the prevalence of depression, anxiety, stress and resiliency among college students in Cambodia. The study further identified the impact of socio-demographic factors including gender, place of upbringing, religious affiliation, and perceived financial status on the mental health and resilience of Cambodian college students. Significant predictors influencing depression, anxiety, and stress were identified. The present study was conducted among 529 Khmer students sampled from public and private institutions in Phnom Penh, Cambodia. Results found the sample to have mild to moderate levels of depression (M=6.85), moderate anxiety (M=6.61), and mild levels of stress (M=8.90). However, analysis of the severity of distribution explained that 44.6%, 54.2%, and 37.5% of students experienced symptoms above the moderate levels for depression, anxiety, and stress respectively. Results showed 89.8 % of students reported high levels of resiliency. Significant differences in level of depression, anxiety, and resilience were found based on students’ perceived financial status. Additionally, differences in resiliency were observed based on gender. While no socio-demographic or protective factors were predictive of stress, perceived financial status and resilience were found to be significant predictors of depression and anxiety among college students in Cambodia. Implications, limitations, and recommendations for future research are discussed.

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Secrist, Zachary S. "Perceptions and knowledge of Hmong high school students regarding mental health." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006secristz.pdf.

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Rebholz, Rita Eve. "Promoting mental health : students' perspectives and experiences of a university environment." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/6054.

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The aim of this flexible, multi-method case-study (after Yin 1994, 2003), was to elicit the 'student perspective' on issues relating to mental well-being within the Higher Education Institution setting. It has been guided by the ideology of the health promotion model, the concept of salutogenesis and the Health Promoting University initiative. Phase One consisted of eleven focus group discussions involving fifty one self-selecting participant undergraduates and a semi-structured interview conducted with the lead medical practitioner of the Medical Centre on site. In Phase Two, a quota sample of 806 undergraduates completed a questionnaire. The three datasets were analysed according to a facilitative and complementary approach (Brannen 2004) and in keeping with assumptions of the paradigms from which they originated. The qualitative data were analysed within the framework provided by Miles and Huberman (1994) and the survey was analysed using the Statistical Package for Social Sciences (SPSS). The findings demonstrated that this multi-site university may have specific difficulties with regard to the provision of equal access to the support services. Reduced pastoral care could pose risks to the mental well-being of some students whereas the allocation of students to a personal tutor might increase levels of social capital and reduce symptoms of 'anomie'. Conclusions of the study suggest that HEIs need an understanding of the concerns of the students and their help-seeking behaviour in order to define 'health assets' and minimise 'health deficits'. Overall, the development of co-ordinated institutional support service provision - that is responsive to the needs of a diverse student body - facilitates and supports the creation of a salutogenic environment that both promotes and sustains mental well-being. Health education programmes need to address the persistence of stigma and discrimination. Attention should be focused on health protection measures so that all groups of students are treated equally and fairly in order to counter-balance a possible residual biomedical approach to health promotion from within the medical sector provision. As a case-study of one university, the findings may be theoretically generalisable to other similar multi-site HEIs in their mental health promotion provision.

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Burns, Kerry Lynn. "College Students' Experiences with Mental Health| Sorority Members, Anxiety, and Depression." Thesis, Johnson & Wales University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700708.

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College student mental health is a significant issue for educational leaders, as mental health needs are increasing in prevalence and severity (ACHA, 2013; Gallagher, 2013). Eisenberg, Downs, Golberstein, and Zivin (2009) note that mental health issues cause adverse occupational, academic and social outcomes, impacting student success, retention, and persistence (Belch, 2011; Cleary, Walter, & Jackson, 2011). Anxiety and depression, which are more prevalent in women (ADAA, 2007; APA, 2013), are the most common mental health issues affecting college students (ACHA, 2013; Gallagher, 2013).

Coyne and Downey (1991) correlated social support with improved mental health outcomes. Baron (2010) indicated that involvement in student organizations may promote development and connection, thereby enhancing learning and retention (Chambliss & Takacs, 2014). Female students may engage in campus life by joining sororities, which are prominent and influential on many campuses (Lien, 2002). The purpose of this research was to investigate sorority member mental health, specifically anxiety and depression. The relationships between anxiety, depression, and student characteristics were examined.

This correlational, ex-post facto study explored the presence and severity of anxiety and depression of women (N =72) who self-identified as living in sorority housing. Permission was obtained to review data from the 2013-2014 Healthy Minds Study (Eisenberg & Lipson, 2014), including demographic information and results from the PHQ-9 (Kroenke, Spitzer, & Williams, 2001) and the GAD-7 (Spitzer, Kroenke, Williams, & Löwe 2006). Data analyses produced frequencies, correlations, and t-tests.

Findings revealed the following: 20% of respondents reported anxiety, with 8% percent reporting severe anxiety; 15% of respondents reported depression, with 5% reporting major depression. Financial difficulty was correlated with depression (r =.27, r²=.07, p=.008) and a significant relationship existed between the presence of anxiety and depression (r²=.36, r2=.13, p=.004). No statistically significant difference existed in reported symptoms of anxiety and depression of women residing in sorority housing compared to those residing elsewhere. Information about mental health may assist sororities in providing support and resources to members. Educational leaders, mental health practitioners, faculty, and student affairs staff can also benefit from this information as they work to help address student mental health needs, student retention, persistence, and success.

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Chau, Cecilia, and Patty Vilela. "Determinants of mental health in college students from Lima and Huanuco." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/101582.

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The aim of this study was to identify the psychological variables that predict the mental health in a sample of 1, 024 students from Lima and Huánuco. For this purpose, the following scales were used: General Self-efficacy, Coping Estimation Inventory (COPE 60), Academic Experiences Questionnaire (QVA-r), Perceived Stress Scale (PSS) and SF36 questionnaire.Results showed that perceived stress, the avoidant coping, the interpersonal area and study center predict mental health. The mediation analysis revealed that stress mediates the relation between the avoidant coping and the mental health. These findings of this research may contribute to the development of programs to improve the mental health in college students.
La presente investigación tiene como objetivo identificar las variables psicológicas que predicen la salud mental en una muestra de 1,024 estudiantes universitarios de Lima y Huánuco. Para ello, se aplicaron las siguientes escalas: Autoeficacia General, el Cuestionario de Estimación del Afrontamiento (COPE 60), el Cuestionario de Vivencias Académicas (QVA-r), la Escala de Estrés percibido (PSS) y el cuestionario SF 36. Los resultados indican que el estrés, el estilo de afrontamiento evitativo, el área interpersonal y el centro de estudios predicen la salud mental. El análisis de mediación indica que el estrés media la relación entre el estilo evitativo y la salud mental. Los hallazgos de la presente investigación pueden contribuir con el desarrollo de programas que busquen mejorar la salud mental de los estudiantes universitarios.
A presente investigação tem como objetivo identificar as variáveis psicológicas que preveem a saúde mental em uma amostra de 1.024 estudantes universitários de Lima e Huánuco.Para isso, se aplicaram as seguintes escalas: Auto eficácia Geral, Questionário de Estimativa de Enfrentamento (COPE 60), o Questionário de Vivencias Acadêmicas (QVA-r), a Escala de Estresse Percebido (PSS) e o Questionário SF36. Os resultados indicam que o estresse, o estilo de enfrentamento evitativo, a área interpessoal e o centro de estudos preveem a saúde mental. A análise das medições indicam que o estresse media a relação entre o estilo evitativo e a saúde mental. As descobertas das presente investigação podem contribuir com o desenvolvimento de programas que busquem melhorar a saúde mental dos estudantes universitários.

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Nann, Nathalie. "The Mental Health and Well-being of University Students in Germany." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825819.

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The present study examined the prevalence of depression, anxiety, stress and resiliency among university students in Germany. Further, the study used structural equation modeling (SEM) to investigate a hypothesized model of protective factors and their interdependence on the mental health of German university students. The sample consisted of 787 students sampled from two public universities in Germany. Results found the sample to have normal to mild levels of depression (M = 4.40), normal to mild levels of anxiety (M = 3.81), and normal levels of stress ( M = 6.36). The prevalence rates of moderate to extremely severe depression, anxiety, and stress were 22.8%, 30.9%, and 24.1%, respectively. SEM revealed that suppression, reappraisal, and resilience mediated the effect of self-esteem and mindfulness on depression. Furthermore, reappraisal, self-esteem, and stress mediated the effect of mindfulness and social support on depression. Furthermore, reappraisal, and resilience mediated the effect of mindfulness, social support, and exercise on stress. Implications, limitations, and recommendations for future research are discussed.

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Shrestha, Sabita. "MENTAL HEALTH AND HELP-SEEKING BEHAVIORS OF INTERNATIONAL AND U.S. STUDENTS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1387.

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With the rise of the global market economy, higher education is a necessity for many students from the United States and around the world. Mental health is an important aspect of student’s health and well-being. The purpose of this study was to examine mental health, especially psychological distress, help-seeking behaviors, and the influence of stigma on help-seeking behaviors among international and US students. The study utilized a descriptive, cross-sectional research design. Existing instruments: General Health Questionnaire (GHQ-12), General Help-seeking Questionnaire (GHSQ), and Self-Stigma of Seeking Help Scale (SSOSH) were adapted, and a demographic survey was developed for the study. The study used a non-random convenience sampling method. The sample (N = 752) consisted of international and the US students that were selected from the College of Liberal Arts, the College of Engineering, the College of Science, the College of Education and Human Services, the College of Agriculture, the College of Business, and the College of Applied Science and Arts. The survey was self-administered during the spring of 2016. The results found no significant differences with the total scores of mental health status (GHQ-12), the total scores of help-seeking (GHSQ) behaviors, and self-stigma (SSOSH) among international and US students. There was a statistically significant difference with the mean scores of GHQ-12 between gender, race/ethnicity, and religion groups of US students only. There was a statistically significant difference with the mean scores of GHSQ for the race/ethnicity group for international students; whereas for US students, there was a statistically significant difference for both race/ethnicity and religion groups. Self-stigma was found to be predictive of help-seeking behavior among the US students, and explained a significant proportion of variance in help-seeking mean score. Overall, international and the US students indicated having no psychological distress, however, help-seeking was a problem due to stigma. Therefore, resources tailored toward students should be provided, so that they feel comfortable seeking help for mental health problems. Health educators and mental health professionals should provide education, prevention, and intervention programs on campus in order to reduce the incidence of mental health issues and the stigma associated with mental illness. Health promotion and prevention education activities that focus on reducing stigma will most likely increase help-seeking behaviors among college students.

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van, Vliet Helen E. Psychiatry Faculty of Medicine UNSW. "Mental health prevention: design and evaluation of an internet-delivered universal program for use in schools with adolescents." Awarded by:University of New South Wales. School of Psychiatry, 2007. http://handle.unsw.edu.au/1959.4/31899.

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This research describes the design and evaluation of an internet-based universal program for use in schools with adolescent students to prevent common mental disorders and promote mental health. The research began in response to investigations that showed that rates of mental illness in Australian children, teenagers and adults were high, that these illnesses caused significant burden to individuals and society, and that there were insufficient services to treat. When current interventions are unable to alleviate disease burden it is important to focus on prevention. Mental health prevention should target youth before disorders cause disability and restriction of life choices. A review of the mental health prevention literature supported a universal cognitive behavioural approach in schools. Internet delivery was used to maintain content integrity, enable access to people living in regional and remote areas, and to appeal to young people. Internet delivery makes universal prevention cost effective and feasible. The Intervention Mapping approach was used to direct the design of the program. A feasibility study was conducted to gain opinions from students and teaching staff. Changes were made in light of results from this study and 463 students were then exposed to the program in an effectiveness trial. The effectiveness trial was a before-after design with no control group. Results from this trial provided evidence that the program was acceptable and effective for use by teachers in the intervention schools. Also student behaviour and mood changed in beneficial ways after program administration. Specifically, student reported significantly increased knowledge about stress and coping, use of help-seeking behaviours, and life satisfaction, and significantly decreased use of avoidance behaviours, total difficulties and psychological distress. The study design allows causal inferences to be surmised concerning exposure to the intervention and changes in behaviour and mood, but further evidence is needed before firm conclusions about effectiveness can be posited and generalizations made concerning different populations, settings and times. In conclusion, this thesis provides evidence that a computerised, cognitive behavioural mental health prevention program delivered to adolescent school students by teachers can potentially change student coping behaviours and mood in beneficial ways.

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Gomez, Steven David Jenkins Sharon Rae. "Culture and mental health help-seeking attitudes in Mexico." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3670.

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Alsaad, Khaled Saeed M. "Psychosocial and mental health challenges of international students compared to British students in UK universities." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622526.

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According to Harman (2004), international students were one of the main sources of finance in the UK, US, Australia, Canada and New Zealand. These students may face many difficulties once they arrive in countries like the UK, trying to adjust to their new surroundings. They confront, for example, more difficulties and challenges than the British students beginning a university course, especially if English is not their first language and the culture of their motherland is substantially different from British culture. Apart from language and cultural barriers, other reported difficulties include high academic demand, missing family and friends, lack of social support, lower self-confidence, deficiencies with study skills and a need to have more assertiveness (Poyrazli et al., 2002). Currently, not enough research has been published regarding acculturative stress and social support, including its relationship with psychological mental health amongst international students studying at UK universities. The main purposes of this study were threefold: (1) investigate the association between mental health and psychosocial variables amongst both international and British students (in UK universities); (2) explore the perceptions, thoughts, and feelings of international students in the context of acculturation, while they study abroad in the UK universities; and finally (3) to triangulate and integrate the findings of this study obtained from two distinct approaches of combined results. A concurrent triangulation mixed methods design was employed, consisting of three main studies. (a) I (Pilot study): a quantitative study employing simple yet effective cross-sectional approaches through its intention to using sample data; (b) II (Main study): a quantitative method specifically utilising cross-sectional design using authoritative data; and (c) III: a qualitative research conducting semi-structured interviews (using two qualitative questionnaires) to examine the metaphors participants used to describe their experiences in the host society. Study I: A snowball purposive sampling technique was used to select 358 students (international and British) studying in UK universities. Three different UK universities were selected. Eight pre-existing questionnaires were first tested for validity and reliability, then were utilised to examine the relationships between mental health and seven other independent variables. Study II: A snowball purposive sampling technique was used to select 796 students (international and British) studying in UK universities. Ten different UK universities were selected. The previous eight pre-existing questionnaires used in Study I were used in Study II, but the difference was that GHQ-12 was replaced by GHQ-28, and the IAI and SAI forms of the Three Assimilation Indexes were excluded. Study III: A snowball purposive sampling technique was used to select 30 students (international) studying in three UK universities. A semi-structured interview was conducted with these students. This study used thematic analysis to categorise metaphors and analyse the qualitative data. With a response rate of 82%, Study I showed that international students from the Middle East are less affected by cultural distress than other students from outside of Europe. In addition, many students find themselves leaning more towards religion to deal with the new cultural environment. Study II had an 80% response rate and found that there was an association between three out of five predictor variables (coping flexibility, social support and coping) with mental health, for both international and British students. In addition, the study found that there was an association between three out of seven predictor variables (coping strategy, religious problem solving, and acculturation) with mental health in international students. In Study III, the metaphors supported the quantitative results in terms of finding that a substantial number of the respondents had negative feelings about living in the UK and found the new setting depressing. The findings of the two quantitative studies (Study I and Study II) found that there is an association between international students and British students and coping flexibility with mental health. This finding has been confirmed by Study III which addressed metaphorical phrases used by international students. These findings indicate that interventions are strongly required in order to prevent and control potential psychological problems in both groups. The main recommendations are that regular training sessions should be provided for all international students, giving strategies for coping with the new culture. It is concluded that social support played a moderating role in the relationship between culture stress as well as mental health only in international students. These findings imply that strategies could be created to help students to cope with their mental issues and reduce the impact of distress they experience during their study. This might have a positive effect on their academic achievement consequently.

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Tso, Hoi-yan, and 曹海欣. "The stress and mental health of community college student." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014577.

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Jones, Monica Yvette. "HEALTH AND RELIGIOUS COMMITMENT AMONG COLLEGE STUDENTS: THE EFFECTS OF HEALTH BEHAVIOR, MENTAL HEALTH, AND SOCIAL SUPPORT." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2922.

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Empirical findings supporting the connection between religion and spirituality and health have been consistently found in the literature, whereas the factors explaining this relationship have lacked clarity. The present study sought to explore this relationship and establish health behavior, mental health, and social support as mediating factors to the proposed association between religious commitment and physical health. Physical health was measured by a number of indicators: body mass index, self-reported medical conditions, prescription drug use, over-the-counter medication usage, and problem use of drugs and alcohol. A sample of 150 college students from a university in Central Virginia participated in this study. The initial hypothesis was that there would be a positive correlation between religious commitment and each potential mediator: health behavior, mental health, and social support. The second hypothesis proposed that religious commitment and physical health would be correlated. The third hypothesis posits that health behavior; mental health; and social support would be correlated with physical health; thereby, establishing them as mediators. The results of this study confirmed that health behavior was related to religious commitment; however, the remaining two proposed mediators were not found to have significant relationships with religious commitment. While health behavior was correlated to religious commitment, physical health was not found to be significantly related to religious commitment. These findings did not satisfy the conditions deemed for mediation; therefore, it was unable to prove that health behavior, mental health, and social support mediate the relationship between religion/spirituality and health, as hypothesized. Further implications of these findings are discussed.

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Nath, Yogini. "Prevalence and correlates of suicidal ideation and suicide attempts among college students in Gujurat, India." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40790.

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Research on suicidal behaviors from non-Western countries is limited, and knowledge from Western studies may not be suitable for developing appropriate intervention strategies in other cultures. An understanding of the sociocultural context within which suicidal behaviors take place can provide valuable insight into the processes that contribute to risk of suicide. The aim of the present study was to estimate the prevalence and identify correlates of suicide ideation and suicide attempt in a population of college age youth in India. The cross-sectional study took place in Ahmedabad, the largest city in the western state of Gujarat. A total of 1,817 undergraduate college students aged 18-24 years completed a questionnaire with self-report measures assessing suicidal thoughts and suicide attempts in the past 12 months and over their lifetime, as well as potential risk factors. Independent risk factors were identified through logistic regression models. Overall, 11.7% of youth reported suicidal thoughts in their lifetime, and 4.0% reported lifetime suicide attempts. Results indicate that suicidal behaviors were significantly associated with economic stress, illness or mental health problems of a family member, experiences of caste discrimination or caste conflict, religious or political conflict, and depressive symptoms. The findings underscore the importance of sociocultural factors in determining vulnerability to suicidal behaviors in the Indian context and point to the need for culturally appropriate and locally informed approaches in mental health service delivery.
Force est de constater que la recherche sur les comportements suicidaires dans les pays non occidentaux ne revêt qu’une valeur limitée. Ainsi, les conclusions d’études occidentales ne peuvent pas toujours être transposées à d’autres cultures et servir à l’élaboration de stratégies d’intervention au sein de ces différentes cultures. Or, la compréhension du contexte socioculturel dans lequel les comportements suicidaires interviennent peut fournir de précieux renseignements sur les processus qui contribuent au risque de les comportements suicidaires. Le but de la présente étude était d’estimer la prévalence et identifier les corrélats de l’idéation suicidaire et des tentatives de suicide au sein d’une population de jeunes collégiens indiens. L’étude transversale a été menée à Ahmedabad, la plus grande ville de l’Ouest de l’État du Gujarat. Un total de 1817 étudiants de premier cycle âgés entre 18 à 24 ans ont rempli un questionnaire comportant des mesures auto déclarées évaluant les pensées suicidaires et les tentatives de suicide au cours des 12 derniers mois et tout au long de leur vie, ainsi que des facteurs de risque potentiels. En outre, des facteurs de risque indépendants ont été identifiés à l’aide de modèles de régression logistique. Globalement, 11,7% des jeunes ont rapportés avoir entretenu des pensées suicidaires au cours de leur vie, et 4,0% ont déclaré avoir fait une tentative de suicide durant leur vie. Les résultats indiquent que les comportements suicidaires sont associés de façon significative au stress économique, à la maladie ou aux problèmes de santé mentale d’un membre de la famille, aux expériences de discrimination de castes ou aux conflits parmi les castes, aux conflits religieux ou politiques, et aux symptômes dépressifs. Les résultats soulignent l’importance des facteurs socioculturels dans la détermination de la vulnérabilité au les comportements suicida

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Nyman, Maria, and Sofie Bjärntoft. "A comparison between students’ mental health in Sweden and Cambodia." Thesis, Högskolan i Gävle, Akademin för hälsa och arbetsliv, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7066.

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Mental illness is seen as a public health problem around the world, especially among adolescents. Cambodia is one of Asia's poorest countries, and has one of the lowest health statuses. Only one in four children are able to go to school in Cambodia for economic reasons however in Sweden all children have the right to education but mental health is still a major problem. The aim of the present study is to make a comparison between the mental health of children in English schools in Sweden and in Cambodia, using a target group of fifteen-year-olds, and also to see if there are differences in the school staff's work in promoting children's mental health. This study used both a qualitative and a quantitative method involving sixty-six fifteen-year-old students. A questionnaire adapted from Antonovsky‟s Sense of Coherence (SOC) theory was used. Five qualitative interviews with teachers working with health were also carried out.The results showed that the Swedish students were satisfied with their life situation, and also had a higher SOC than the Cambodian participants. The students in Cambodia enjoyed school more than the Swedish students, but still, anxiety and worries were more common among students in Cambodia. The teachers in Cambodia and in Sweden had different ways of defining what health is.

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Walsh, Audra St John. "Interdisciplinary Collaboration for Youth Mental Health: A National Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4605.

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Collaboration between school- and community-based mental health professionals has the potential to result in early identification of and intervention for youth with mental health problems; however, the limited research in this area suggests that collaboration does not often occur between these professionals (Walsh, 2011). The purpose of this investigation was to collect survey data from a national sample of school psychologists in order to examine the collaborative practices of school psychologists and community-based mental health professionals on behalf of youth with mental health problems. Survey data from 327 members of 11 professional state organizations of school psychology were collected and analyzed. Data indicate that all respondents communicated and 77% collaborated with community-based mental health professionals at least once during the 2011-2012 school year. The primary purpose of this communication was to obtain or provide information to community-based professionals. Respondents communicated and collaborated most commonly with community-based counselors and therapists and least commonly with neurologists. Barriers to collaboration included a lack of time, inaccessible community-based professionals, and obtaining parent consent to collaborate. Significant relationships were found in communication and collaboration frequencies and number of professional development hours received related to mental health, as well as between collaboration frequency and the primary professional role of the school psychologist. Significant relationships were not found between communication or collaboration frequencies related to the highest degree earned or the years experience of the school psychologist, the socio-economic status of the student population, the number of students served, or the number of schools served by the school psychologist. Furthermore, significant results were not obtained for predicting collaboration frequency by the percentage of students with internalizing or externalizing problems. Implications of these findings are discussed in relation to strategies and policy recommendations for professional organizations and supervisors of school- and community-based mental health professionals to foster systems-level interdisciplinary collaboration for the promotion of mental health and wellness in youth.

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Wilson, Natascha Monique. "Substance Use Among Female Graduate Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27934.

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This study examines data from a modified version of the Core Alcohol and Drug Survey to establish the frequency use of alcohol, tobacco, marijuana, and stimulants, which were the four variables used to denote substance use. This study also investigates the consequences experienced as a result of substance use among female graduate students (n = 266) in mental health majors, including Counseling Education (n=164) and Other Mental Health majors (n=102). Eight universities located in the southeastern region of the United States participated in the study. In addition to measuring substance use, the survey also provided a general description of the participants. The participants, who averaged 24.85 years in age, were 48.9% (n=130) Caucasian and 51.1% (n=136) African American. In terms of marital status, were 38.7% (n=103) the respondents single, 18.8% (n=50) in a committed relationship but not married, 28.2% (n=75) married, and 13.5% (n=36) married, but with an absentee spouse. A majority of the respondents (n=178) were employed in a full time capacity. An ensuing analysis of the data revealed generalized substance use among female graduate students in mental health majors, with alcohol being the most prevalently used substance among the four. Demographic variables found to be significant in these findings were ethnicity, age, major, marital status and living arrangements. When examining consequences experienced as a result of tobacco, alcohol, marijuana and stimulants use during the past year, the majority of participants did not experience any consequences; frequencies indicated small percentages of consequences experienced by graduate students and are reported herein. Implications for the profession and recommendations for future research are suggested.
Ph. D.

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Hall, Kristopher. "Identifying the Initial Mental Health Messages of Army ROTC Students and Exploring Their Connection to Mental Health Stigma and Help-Seeking Behaviors." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6291.

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Mental health stigma among military service members has been recognized as a significant barrier to mental health treatment as researchers (Greenberg, Langston, & Gould, 2007; Greene-Shortridge, Britt, & Castro, 2007; Hoge et al., 2004; Pietrzak, Johnson, Goldstein, Malley, & Southwick, 2009) have concluded that military service members are reluctant to engage in help seeking behaviors to avoid negative labeling in the form of stereotyping. Additionally, links have been made between leadership and stigma, acknowledging that military service members are more likely to seek mental health treatment if they perceive that their leadership is supportive (Britt, Wright, & Moore, 2012; Hoge et al., 2004; Wright et al., 2009). Each of the aforementioned authors has advocated for an increased attention on those military service members with mental health issues by offering new programs and providing leadership support. The military has attempted to address both of these suggestions with the introduction of resilience training and increased screening for mental health issues. Unfortunately, despite such interventions, prevalence rates for diagnoses such as PTSD remain at high levels. A reason for this may be due to a lack of attention to the origins of the messages that future leaders receive regarding mental health. The purpose of this study was to investigate the thoughts, feelings, and beliefs of US Army ROTC students and the possible presence of mental health stigma at their level of military involvement (i.e. pre-commission). The author sought to understand how biases against mental health are formed at one of the earliest points of cultural indoctrination within the military structure. This dissertation will contain an overview of the identified mental health beliefs of US Army ROTC students at a large southern university. How these beliefs relate to mental health stigma and help seeking behaviors will also be explored.
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education Track

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Larsson, Emilia, and Frida Rydqvist. "Swedish compulsory teachers' knowledge and experience in mental health prevention for students." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143375.

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The current study explored how teachers in Swedish schools experience their involvement in the prevention of mental health issues among students, within what areas they need enhanced knowledge as well as how they think their relationship to their students influence the students’ mental well-being. Data were collected through nine semi-structured interviews with fourth to seventh-grade teachers, and analyzed using thematic analysis. Teachers engage in prevention through methods such as structuring the environment around the students, arranging the educational environment, and cooperating with professionals and parents. Teachers’ preventive work was further described to center around establishing warm teacher-student relationships. Prevention programs were seen as dissatisfactory in teachers’ preventive work due to a lack of scientific evidence and their indirect approach to mental health issues. Working experience was identified as important regarding teachers’ knowledge about prevention of mental health issues. Shortages in economic resources, time, and support were perceived as barriers to the preventive work. Future recommendations include more research on prevention programs for internalized behavior problems within a Swedish school context. This study also identifies the need for more research regarding how preventive actions can be implemented by teachers through the teacher-student relationship. Teachers and schools are part of a unique community resource for prevention of mental health issues among students, but much more research is needed to further consolidate their position in the prevention of mental health issues. Keywords: teacher-student relationship, school-based prevention, students’ mental health issues

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Leach, J. S. R. "Organisational responses to students' mental health needs : social, psychological and medical perspectives." Thesis, Oxford Brookes University, 2004. http://radar.brookes.ac.uk/radar/items/e5eca0f1-9e7c-d32d-a439-94d33c8459de/1.

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This research examines the support offered to students with mental and emotional problems in Oxford, based on a theoretical model which distinguishes between social, psychological and medical/biological approaches. Although there has been a long-running debate about the contribution of each of these approaches, their impact on the provision of formal and informal support for students has not been previously studied. Using a case study research design, 76 semi-structured interviews were conducted with 'students and staff within three educational institutions and two healthcare trusts, with additional information coming from meetings of the Oxford Student Mental Health Network and other documentary evidence. The case studies found that concerns about stigma, confidentiality, damaged career prospects and beliefs about the nature of the support provided all impacted on students' willingness to seek help. Sources of social support included friends, family, student officers, academic, residential and administrative staff. Psychological support came from university counsellors and National Health Service psychotherapists. General Practitioners provided the first line of medical support, with psychiatrists and other mental health professionals becoming involved with the more severe cases. There were gaps between the different levels of support, concerns about the difficulty in accessing secondary and tertiary levels of care, and sometimes mutual suspicion between different types of supporters. The distinctions between social, psychological and medical approaches to mental health which tend to be polarised in the literature, were not articulated so forcefully by the majority of the respondents. Integrating different forms of support was seen as providing students with the best chance of completing their studies successfully, but raises challenges of working across organisational and professional boundaries. Whilst there were established pathways for referring students into psychological and medical services at times of crisis, there were not such well organised pathways back in to the social levels of support upon recovery.

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Herzig, Benjamin A. "An Examination of American-born Muslim College Students’ Attitudes toward Mental Health." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1305301419.

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Galligan, Patrick Kenneth. "Male Chinese international students' utilization of and barriers to mental health resources." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2078.

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The number of Chinese international students obtaining their education at American institutions of higher education has reached a pinnacle, in that more Chinese international students attend American colleges and universities than ever before (Institute of International Education, 2015). Colleges and universities actively recruit Asian international students, especially those from the People’s Republic of China. As Chinese international students continue to represent an ever-greater percentage of the student bodies at colleges and universities, these institutions have a responsibility to attend to the mental health needs of this population. Within this population, research suggests that male Asian international students hold less positive attitudes toward seeking help than their female peers (Komiya & Eells, 2001). Since the participants in this study represent an intersection of identities, the extant research from several populations will be reviewed. Specifically, literature examining college students’, college men’s, racial minorities’, and international students’ mental health needs, attitudes towards mental health resources, and help-seeking behaviors will be discussed. The literature review will also build a case for examining male Chinese international students’ mental health needs. The goal of this study is to provide greater insight into how male Chinese international students perceive mental health resources. The current study utilized Consensual Qualitative Research (Hill, 2012; Hill et al. 2005; Hill et al., 1997) to examine male Chinese international students’ experiences as international students, their adjustment to American culture, their mental health needs, their perceptions of mental health resources, and their help-seeking behaviors. Results indicated that participants struggled with a number of aspects of their experience as international students, specifically the adjustment to a new language, academic challenges, difficulty with isolation, and professional dilemmas. Participants also identified positive aspects of their experiences as international students including but not limited to making friends and academic successes. Participants revealed copious challenges within their adjustment to American culture. The majority of participants reported that they enjoyed the cultural differences, although participants often noted their dislike of American culture and their preference for Chinese culture. Participants also discussed perceived discrepancies in cultural norms between American culture and Chinese culture. The majority of participants in this study had never sought psychological counseling before. The results indicated that participants were aware of a number of barriers to seeking counseling including the lack of need for counseling, the desire to manage their concerns by themselves, the fear of judgment or stigma from seeking help, the perception that counseling is not helpful, and that other resources were preferred. Participants also identified several potential reasons for seeking help including relationship difficulties, academic challenges, and severe mental health needs. The findings of this study also point to several ways in which participants felt masculinity could impact their perceptions of counseling. Although many participants did not feel that masculinity impacted help-seeking behaviors or perceptions of counseling, participants acknowledged that masculine norms like the need to handle problems alone or not wanting to seem weak or emotional could impact their perceptions of counseling. Participants also identified a number of differences between counseling in the United States versus counseling in China. Results indicated that participants viewed counseling as more developed, professional, effective, and trustworthy in the United States. Lastly, participants shared their opinions about mental health concerns. Some participants identified mental health concerns as important, while others felt that they were not important or were perhaps less important than concerns like physical health. The author identifies practical applications for mental health professionals working with international students, aspiring to provide more culturally-sensitive services to male Chinese international students. Limitations of this study and suggestions for future research are provided.

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Dissertations / Theses on the topic 'Students Mental health Victoria'

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