scholarly journals Students' mental health hit by COVID-19, but majority say university life has positive effect

BDJ Student ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 6-7
PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253131
Author(s):  
Zhan Shu ◽  
Jinguang Xiao ◽  
Xianhua Dai ◽  
Yu Han ◽  
Yingli Liu

As health challenging rural elderly in an aging population, more attention is being paid on impact of family intergenerational support on the health of the elderly. This paper investigates the effects of children’s intergenerational economic support and non-economic support on physical, mental, and functional health of rural elderly in China in the mean while. This paper applies the 2014 Chinese Longitudinal Healthy Longevity Survey (CLHLS), in particular, applying exploratory factor analysis to ascertain latent variables and Structural Equation Model (SEM), and analyzes the impacts of "Upward" intergenerational support on health of rural elderly. As resulted, after controlling the socioeconomic status of the rural elderly, the family “upward” intergenerational support influences the elderly’s physical health at a percentage of 11.7%, mental health 29.8%, and physiological function 12.6%. Moreover, "Upward" economic support has a positive effect on physiological function (P<0.05). "Upward" non-economic support has negative effects on physiological function and mental health (P<0.05), while it has a positive effect on physical health. In addition, economically independent rural elderly are more likely to benefit from the health of "upward" intergenerational support, especially mental health. In particular, those results are robust. "Upward" intergenerational support plays an important role for the health of rural elderly. For the rural elderly of economic independence, to improve the quality of care and spiritual support, it is important to solve the health problems. In addition, it is necessary to build a comprehensive old-age security and support system for family, community, and society jointly to improve the health of the rural elderly.


2013 ◽  
Vol 2 ◽  
pp. 01-07
Author(s):  
SAVITA GAHLAWAT

The study was designed to examine whether practice of Yoga has a positive effect on the mental health and emotional maturity of visually challenged students. The sample consisted of 20 visually challenged students drawn purposively from a Govt. School for the Blind. The main objective of the study was to see the effect of yoga on mental health and emotional maturity of visually challenged students. A Yoga training programme was designed and the subjects were exposed to it for a period of four weeks. The effects of yoga on mental health of visually challenged students were measured by administering Singh & Gupta’s Mental Health battery whereas effects on emotional maturity were obtained by applying Singh and Bhargava’s Emotional Maturity Scale. The data was analyzed in terms of mean, S.D and t-test. The results indicate that on the whole the level of mental health and emotional maturity of visually challenged students improves after the practice of yoga. Significance differences were found between mean gain scores on all the dimensions of Mental health Battery and Emotional Maturity Scale. Hence, it can be concluded that yoga puts a positive effect on the mental health and emotional maturity of the practitioners. The study has its implications for school administrators, policy makers, parents, teachers, community leaders, and rehabilitation workers.


2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Elena A. Manescu ◽  
Emily J. Robinson ◽  
Claire Henderson

Abstract Background Despite the increased attention given to improvement of mental health-related knowledge and attitudes, rates of help-seeking for mental illness remain low even in countries with well-developed mental health services. This study examines the relationships between attitudes to mental illness, symptoms of common mental disorder and seeking-help and receiving medication for a mental health problem. Methods We used data from the nationally representative Health Survey for England 2014 to design three logistic regression models to test for the effects of attitudes to mental illness (measured by a shortened version of the Community Attitudes toward the Mentally Ill, CAMI scale) on: recent contact with a doctor for a mental health problem; use of any type of mental health service in the last 12 months; and having antidepressants currently prescribed, while controlling for symptoms of common mental disorder (measured by the General Health Questionnaire, GHQ). We also tested for an interaction between attitudes to mental illness and symptoms of common mental disorder on the outcomes. Results A significant but very small effect of CAMI score was found on ‘antidepressants currently prescribed’ model (OR = 1.01(1.00, 1.02) but not on the two indicators of help-seeking. We also found a significant but very small interaction between CAMI and GHQ scores on recent contact with a doctor (OR = 0.99, 95% CI (0.990, 0.998); adjusted Wald test P = 0.01)). Knowing someone with a mental illness had a significant positive effect on help-seeking indicated by: (a) recent contact with a doctor (2.65 (1.01, 6.98)) and (b) currently prescribed antidepressant (2.67 (1.9, 3.75)) after controlling for attitudes to mental illness. Conclusions Our results suggest that knowing someone with a mental health problem seems to have a further positive effect on help-seeking, beyond improving attitudes to mental illness. Furthermore, multiple different types and aspects of stigma may contribute to help-seeking behaviours, consequently multi-faceted approaches are likely to be most efficient.


2014 ◽  
Vol 6 (2) ◽  
Author(s):  
Robert A. Bitonte ◽  
Donald Joseph II DeSanto

Medical students experience higher rates of mental illness than the general population. With competition rising for success in medical school, and residency, increasing incidence of distress are leading this population to experience higher rates of thoughts of dropping out of school, and even suicide. Since many stigmas deter medical students from receiving mental health counseling, such as the perceived inability to handle the stresses of medical school, and the potential lack of competitiveness for residencies if reported, prevention of mental illness may be a better course to take in reducing prevalence in this population. Regular exercise has demonstrated a positive effect on not only promoting physical health, but also mental health. Exercise encourages a healthy mood, positive self esteem, and better cognition, while decreasing the chances of depression, anxiety, and burnout. Implementing exercise time into medical school curriculums, just like the basic sciences, albeit for less time in the day, could provide a feasible way to ensure that all students are taking time to partake in this important activity for their well being. Though medical schools are rigid with attempts to make changes in their curriculum, thirty minutes a day, three to five times a week of exercise of the students’ choice not only is more cost effective than counseling, but it also reduces the chances that they will experience burnout, which if left untreated could transcend into a compromised training experience.


2019 ◽  
Vol 7 (2) ◽  
pp. 17-26
Author(s):  
Dirgha Raj Joshi ◽  
Umesh Neupane ◽  
Krishna Prasad Sharma ◽  
Basnet Raj Joshi ◽  
Pushpa Raj Joshi

Background and Objectives: Digital tools and devices are being integrated in almost areas of human activities demanding the implementation of digital literacy in modern education, health, business, and other related activities. This study was one of few to investigate the competence of learning management system by use of digital resources, and their impact on physical and mental health in Nepalese university students. Material and methods: The cross-sectional online survey was conducted among the 300 MPhil scholars during the period of Jan. 2019 to Jul. 2019 through Google Form. The nature of information was in the form of qualitative and quantitative both because the tool contained open and closed questionnaire. Frequency, percentage, word cloud, bar chart, pi-chart and chi-square test were calculated at 95% confidence level. Results: Around two-third (61.7%) of the participants have had habits to use digital resources by sitting on chairs/tools. More than half (53.33%) reported that use of digital device has negative effect on physical health whereas only 12% reported towards positive effect and 8.33% were not care on the effect of using digital devices on physical health. In case of mental health, around half (46.0%) have positive effect on mental health even around one-fourth (24%) have found to be negative effect however 3.3% did not care about the effect of using digital devices. The technology users with the distance greater than 3 ft. have less problems as compared to others. An insignificant association is observed in the effect on physical and mental health with respect to gender, age, years of using mobile and laptop except as the case of distance of digital devices with effect on mental health. Conclusion: The use of digital resources has negative effect on physical health and positive effect on mental health. Use of such resources with the distance greater than 3 ft. is better for health however the limited use of digital tools, use as per need only, use by making schedule, mediation, to take suggestion by the doctors, use without monotonous, appropriate breaks and comfortable body posture are major are the major techniques for the safe use of digital resources.


2020 ◽  
Vol 9 (7) ◽  
pp. 117
Author(s):  
Cheng Fan ◽  
Qiushuo Shao

The mental health and character development of left-behind children in rural areas has always received extensive attention from all walks of life. The psychological problems of left-behind children in rural areas are solved by the voluntary mechanism of spiritual care. Full use of the educational resources of colleges and universities has a positive effect on the development of all parties and has certain promotion value across the country.


2020 ◽  
Author(s):  
Elena Andreea Manescu ◽  
Emily J. Robinson ◽  
Claire Henderson

Abstract Background: Despite the increased attention given to improvement of mental health-related knowledge and attitudes, rates of help-seeking for mental illness remain low even in countries with well-developed mental health services. This study examines the relationships between attitudes to mental illness, symptoms of common mental disorder and seeking-help and receiving medication for a mental health problem. Methods: We used data from the nationally representative Health Survey for England 2014 to design three logistic regression models to test for the effects of attitudes to mental illness (measured by a shortened version of the Community Attitudes toward the Mentally Ill, CAMI scale) on: recent contact with a doctor for a mental health problem; use of any type of mental health service in the last 12 months; and having antidepressants currently prescribed, while controlling for symptoms of common mental disorder (measured by the General Health Questionnaire, GHQ). We also tested for an interaction between attitudes to mental illness and symptoms of common mental disorder on the outcomes. Results: A significant but very small effect of CAMI score was found on ‘antidepressants currently prescribed’ model (OR=1.01(1.00, 1.02) but not on the two indicators of help-seeking. We also found a significant but very small interaction between CAMI and GHQ scores on recent contact with a doctor (OR= 0.99, 95% CI (0.990, 0.998); adjusted Wald test P=0.01)). Knowing someone with a mental illness had a significant positive effect on help-seeking indicated by: (a) recent contact with a doctor (2.65 (1.01, 6.98)) and (b) currently prescribed antidepressant (2.67 (1.9, 3.75)) after controlling for attitudes to mental illness. Conclusions: Our results suggest that knowing someone with a mental health problem seems to have a further positive effect on help-seeking, beyond improving attitudes to mental illness. Furthermore, multiple different types and aspects of stigma may contribute to help-seeking behaviours, consequently multi-faceted approaches are likely to be most efficient.


2020 ◽  
Vol 185 (11-12) ◽  
pp. e1954-e1960 ◽  
Author(s):  
Cody Armstrong ◽  
Michelle R Kapolowicz

Abstract Introduction Anxiety disorders are among the most commonly diagnosed of psychiatric disorders. Many symptoms of posttraumatic stress disorder are also anxiety-related. Traditional medications used to treat these disorders, such as antidepressants and benzodiazepines, are often ineffective, not well-tolerated, and can be habit forming. An alternative agent is, therefore, needed. Beta-blockers are one class of medication with potential to treat anxiety-related disorders; however, current evidence remains limited and requires further characterization. To this end, this retrospective study aims to present a novel preliminary report on the use of the beta-blocker, atenolol, to potentially treat anxiety-related disorders. Materials and methods Ninety-two patients were identified from outpatient military mental health clinics in Okinawa, Japan, who had received atenolol for mental health-related symptoms. Primary measures collected were the rates of patient-reported (1) general beneficial/positive effect of atenolol, (2) adverse effects from atenolol, and (3) preference of atenolol to propranolol. Data were collected from patients who were given binary response options to report their perceived experiences for each primary measure. This study was approved by the Naval Medical Center San Diego Institutional Review Board. Results The results showed 86% of patients reporting a positive effect and continuing to take atenolol, including 87% with a diagnosis of posttraumatic stress disorder, 100% with diagnosis of other specified trauma- and stressor-related disorder, and 81% diagnosed with anxiety disorders. In total, 90% of patients denied adverse effects or found the adverse effects tolerable. Additionally, 100% of patients who had previously taken propranolol for anxiety reported that they preferred atenolol. Conclusions The present preliminary observational data suggests that atenolol may be well-tolerated and effective among persons with anxiety disorders. These data also suggest that atenolol may be more effective and better tolerated than propranolol, which is the most commonly prescribed beta-blocker for these conditions; however, more rigorously controlled empirical studies are needed to further substantiate this claim. Despite an overwhelmingly high rate of positive reports from patients’ self-evaluations of atenolol treatment for anxiety-related disorders, this early investigation was not placebo-controlled nor double-blinded, and formal outcome measures were not assessed due to a lack of availability. More detailed examinations are needed to further determine whether atenolol is a viable alternative or augmenting agent to propranolol, benzodiazepines, and antidepressants for anxiety disorders and trauma-related disorders.


2019 ◽  
Vol 60 ◽  
pp. 01014
Author(s):  
Rui Xu ◽  
LiJun Zhao ◽  
JinYang Liu

Colleges and universities welcome new students every September. After the intense study in high school, the new university life will make the new students feel excited and embarrassed. They are about to face and meet new life, new ways of learning, new classmates and teachers, and so on. Since the new things and environment are very different from those for the new students before they entered the school, we need to pay attention to their psychological changes and promptly channel their psychological problems, otherwise it will cause a lot of psychological discomfort, and maybe it will have some negative impact on the development of various aspects of the follow-up of the new students. It can be seen that it is especially important to grasp the psychological characteristics of students who have just entered the school and to help them develop positive psychological quality, because it not only lays a solid foundation for the mental health education work of colleges and universities, but also promotes the all-round development of students.


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