Comparing Japanese International College Students' and U.S. College Students' Mental-Health-Related Stigmatizing Attitudes

2009 ◽  
Vol 37 (3) ◽  
pp. 178-189 ◽  
Author(s):  
Akihiko Masuda ◽  
Steven C. Hayes ◽  
Michael P. Twohig ◽  
Jason Lillis ◽  
Lindsay B. Fletcher ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Health Related ◽  
International College ◽  
Stigmatizing Attitudes

scholarly journals Mindfulness and Mental Health Among African American College Students

2009 ◽  
Vol 14 (3) ◽  
pp. 115-127 ◽  
Author(s):  
Akihiko Masuda ◽  
Page L. Anderson ◽  
Shawn T. Sheehan
Keyword(s):  
Mental Health ◽  
College Students ◽  
African American ◽  
African American College Students ◽  
College Sample ◽  
Acceptance And Action Questionnaire ◽  
Health Related ◽  
Mindful Attention Awareness Scale ◽  
Interpersonal Situations ◽  
Adequate Internal Consistency

The current study examined the relation of a commonly used measure of mindfulness (Mindful Attention Awareness Scale [MAAS]) and psychological flexibility (Acceptance and Action Questionnaire [AAQ]) to mental health-related variables within an African American college sample. The study also examined these constructs as potential mediators of the link between self-concealment and mental health variables. The AAQ did not show adequate internal consistency, and thus was not used in subsequent analyses. Mindfulness was found to be a significant predictor of mental health-related variables and mediated the relation between self-concealment and emotional distress in stressful interpersonal situations (full mediation) and general psychological ill health (partial mediation). These results are suggestive that mindfulness may be useful to understand mental health within African Americans college students, although additional research is clearly needed.

Childhood adversities and mental disorders in first-year college students: results from the World Mental Health International College Student Initiative

2022 ◽  
pp. 1-11
Author(s):  
Mathilde M. Husky ◽  
Ekaterina Sadikova ◽  
Sue Lee ◽  
Jordi Alonso ◽  
Randy P. Auerbach ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
College Student ◽  
Mental Disorders ◽  
Type Number ◽  
Childhood Adversities ◽  
World Mental Health ◽  
The World ◽  
International College ◽  
Role Impairment

Abstract Background This study investigates associations of several dimensions of childhood adversities (CAs) with lifetime mental disorders, 12-month disorder persistence, and impairment among incoming college students. Methods Data come from the World Mental Health International College Student Initiative (WMH-ICS). Web-based surveys conducted in nine countries (n = 20 427) assessed lifetime and 12-month mental disorders, 12-month role impairment, and seven types of CAs occurring before the age of 18: parental psychopathology, emotional, physical, and sexual abuse, neglect, bullying victimization, and dating violence. Poisson regressions estimated associations using three dimensions of CA exposure: type, number, and frequency. Results Overall, 75.8% of students reported exposure to at least one CA. In multivariate regression models, lifetime onset and 12-month mood, anxiety, and substance use disorders were all associated with either the type, number, or frequency of CAs. In contrast, none of these associations was significant when predicting disorder persistence. Of the three CA dimensions examined, only frequency was associated with severe role impairment among students with 12-month disorders. Population-attributable risk simulations suggest that 18.7–57.5% of 12-month disorders and 16.3% of severe role impairment among those with disorders were associated with these CAs. Conclusion CAs are associated with an elevated risk of onset and impairment among 12-month cases of diverse mental disorders but are not involved in disorder persistence. Future research on the associations of CAs with psychopathology should include fine-grained assessments of CA exposure and attempt to trace out modifiable intervention targets linked to mechanisms of associations with lifetime psychopathology and burden of 12-month mental disorders.

scholarly journals The Impact of Health Behaviors on Health-Related Quality of Life in College Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 439-439
Author(s):  
Kayla Parsons ◽  
Leigh Neptune ◽  
Ashley Reynolds ◽  
Amelia Sullivan ◽  
Carol Byrd-Bredbenner ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
College Students ◽  
Health Behaviors ◽  
Perceived Stress ◽  
Poor Mental Health ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

Abstract Objectives The objective was to explore the influence of health behaviors on health-related quality of life (HRQOL) among college undergraduate students. Methods A convenience sample of college students completed an online survey consisting of the Center for Disease Control's HRQOL modules, perceived stress scale, sleep questionnaire, and the National Cancer Institute Fruit and Vegetable (FV) Screener. Body mass index (BMI) was calculated using self-reported height and weight. Independent t-test were used to compare HRQOL between students who consumed above/below average fruit and vegetable intake. Two multiple regression analyses were used to determine health factors that predicted better HRQOL. Results Participants (N = 655) were 19.8 ± 1.5 years old, female (63%), and white (84%). The average FV intake was 2.2 servings per day. Students who consumed more than the average intake of FV, reported more days/month (d/m) feeling healthy and full of energy (11.9 ± 8.6 vs. 8.9 ± 7.9, P < 0.001), and reported less d/m of poor mental health (8.5 ± 8.1 vs. 11.1 ± 9.8, P < 0.001) compared to those who consumed less than the average. Two predictors explained 38.5% of variance in d/m when mental health was not good (r2 = 0.38, F (2,639) = 200.11, P < 0.001): perceived stress (β = 0.61, P < 0.001) and FV intake (β = −0.08, P < 0.05). Four predictors explained 30.0% of the variance in d/m feeling happy and full of energy (r2 = 0.29, F (4,549) = 58.6, P < 0.001): perceived stress (β = −0.46, P < 0.001), BMI (β = −0.11, P < 0.01), FV intake (β = 0.16, P < 0.001), and hours of sleep (β = 0.08, P < 0.05). Conclusions This data shows that students who consumed above average FV intake reported more days of feeling happy and full of energy and less days of poor mental health, and that modifiable behaviors (FV intake, stress, sleep) impact HRQOL of young adults. This research provides justification for college aimed wellness interventions to include both nutrition education and mental health resources to improve overall HRQOL. Funding Sources This project was supported by the USDA National Institute of Food and Agriculture, Hatch project number #ME0022104 through the Maine Agricultural & Forest Experiment Station. NJ Agriculture Experiment Station.

scholarly journals Understanding University Students’ Experiences, Perceptions, and Attitudes Toward Peers Displaying Mental Health-related Problems on Social Network Sites (Preprint)

2020 ◽  
Author(s):  
Taewan Kim ◽  
Hwajung Hong
Keyword(s):  
Mental Health ◽  
Social Support ◽  
College Students ◽  
At Risk ◽  
Mental Health Problems ◽  
Health Problems ◽  
Structured Interviews ◽  
Design Guideline ◽  
Perceptions And Attitudes ◽  
Health Related

BACKGROUND College students are at a vulnerable age; among those with serious mental health problems, this period is frequently when the first episodes appear. As a result, college students are increasingly disclosing their vulnerable, stigmatized experiences on social networking sites (SNSs). Understanding students’ perceptions and attitudes toward their peers who are dealing with mental health problems is vital to the efforts to eliminate peer exclusion and foster social support. OBJECTIVE This work aims to provide a better understanding of how college perceive and react to their fellow students’ mental health related activities on SNSs. We investigate how students recognize, perceive, and react to peers who display mental health related challenges on SNSs. METHODS Survey with 226 students, and semi structured interviews with 20 students were conducted at six universities in South Korea. RESULTS We revealed that a considerable number of college students did not proactively provide support even when they identified at-risk peers because of stigmatized content, unusual online activities, or a gap between online and offline identities. We found that the students’ lack of knowledge, confidence, and expectations as well as their desire to maintain distance from at-risk peers hindered social support. CONCLUSIONS On the basis of this study’s finding, we discuss SNS design guideline that would help these platforms facilitate support exchanges among peers while minimizing potential risks.

Prevalence and correlates of mental health symptoms and disorders among US international college students

2021 ◽  
pp. 1-7
Author(s):  
Tat Shing Yeung ◽  
Sunah Hyun ◽  
Emily Zhang ◽  
Fifi Wong ◽  
Courtney Stevens ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Mental Health Symptoms ◽  
Health Symptoms ◽  
International College

scholarly journals Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities

2018 ◽  
Vol 7 (1) ◽  
pp. 19
Author(s):  
Mary Jorgensen ◽  
Jillian Budd ◽  
Catherine S. Fichten ◽  
Mai N. Nguyen ◽  
Alice Havel
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Persistence ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
First Choice ◽  
Students With Ld ◽  
Health Related ◽  
Socially Isolated ◽  
Specific Learning

This study’s goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students - 55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were less likely to intend to graduate than students with LD. Students with mental health disabilities were also older, more likely to be female, to have worse personal circumstances and to feel more socially isolated on campus. They were also less likely to be enrolled in their first choice program or to be registered for campus disability related services than students with LD. Different variables predicted intention to graduate for the two groups. This is a key finding in helping students in these two groups successfully graduate, as they may have different academic, social, personal and accommodation needs. Recommendations are made about how to intervene to improve the academic persistence of students with mental health related disabilities. These include minimizing the fear of stigmatization and adopting a model where accommodations are based on students’ unique needs rather than their diagnoses. 

scholarly journals What College Students Post About Depression on Facebook and the Support They Perceive: Content Analysis

10.2196/13650 ◽  
2020 ◽  
Vol 4 (7) ◽  
pp. e13650
Author(s):  
Scottye Cash ◽  
Laura Marie Schwab-Reese ◽  
Erin Zipfel ◽  
Megan Wilt ◽  
Megan Moreno
Keyword(s):  
Mental Health ◽  
College Students ◽  
Social Media ◽  
Content Analysis ◽  
Online Survey ◽  
Health Related ◽  
The Individual ◽  
Qualitative Responses ◽  
Racial Ethnic ◽  
Do So

Background College students frequently use social media sites to connect with friends. Increasingly, research suggests college students and other young adults seek mental health-related support on social media, which may present a unique venue for intervention. Objective The purpose of this study was to examine college students’ perceptions about displaying feelings of depression on Facebook and, in turn, how their social media friends responded. Methods A primarily quantitative online survey with open response questions was distributed to students at four US universities. Qualitative responses were analyzed using content analysis. Results A total of 34 students provided qualitative responses for analysis, these students were 85.3% female, mean age 20.2 (SD=1.4) and 20.6% racial/ethnic minority. Students who reported posting about depression often expressed an emotion or feeling but did not use the word “depression” in the post. Approximately 20% posted language about a bad day, and 15% posted a song or music video. Only one person reported posting a statement that directly asked for help. When friends responded to the posts, students generally perceived the responses as supportive or motivating gestures. Nearly 15% of friends contacted the individual outside of Facebook. One individual received a negative response and no responses suggested that the individual seek help. Conclusions This study found that college students who post about depression often do so without directly referencing depression and that friends were generally supportive. However, no participants reported their social network suggested they seek help, which may suggest increasing mental health literacy, for both support seekers and responders, would be an opportunity to improve online mental health-related support.

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