General Anxiety and Death Imagery in Catholic Seminarians and College Students

The present investigation is a replication study on a Kuwaiti sample using the same psychometric instruments which have been previously administered to Egyptian and Lebanese college students. A Kuwaiti sample of undergraduates ( N 215) responded to the death anxiety scale (DAS), death depression scale (DDS), as well as the general anxiety (Trait; STAI-T) and general depression (BDI) scales. Administration of the scales was carried out in 1997–98. Alpha reliabilities were high. All of the intercorrelations ( r) between the four scales were statistically significant: DAS and DDS r .733, DAS and STAI-T r .412, DAS and BDI r .363, DDS and STAI-T .293, DDS and BDI r .273, and BDI and STAI-T r .739. All the correlations between the last mentioned four scales and gender were statistically significant, that is females attained high scores. Two orthogonal factors were extracted: general neurotic disorder and death distress. The main findings are congruent with previous results on US, Egyptian, and Lebanese participants.

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How Student’s Mental Health Affected During the COVID-19 Pandemic : A literature review

JOURNAL FOR QUALITY IN PUBLIC HEALTH ◽

10.30994/jqph.v4i1.137 ◽

2020 ◽

Vol 4 (1) ◽

pp. 181-187

Author(s):

Satria Eureka Nurseskasatmata ◽

Idola Perdana Sulistyoning Suharto ◽

Eva Dwi Ramayanti ◽

Endang Mei Yunalia

Keyword(s):

Mental Health ◽

College Students ◽

Stress Disorder ◽

Mental Health Problems ◽

World Journal ◽

Post Traumatic Stress ◽

General Anxiety Disorder ◽

General Anxiety ◽

Travel Restrictions ◽

As Stress

As the world continues to battle the day to day issues of the coronavirus pandemic, one aspect is the increasing problem of mental health for students. As schools have closed down and had suddenly transitioned to online classes. The model is currently the best alternative as keeping schools open poses a safety risk for students. Students with pre-existing mental health problems such as stress disorder, general anxiety disorder, post traumatic stress disorder, depression, or loneliness have become more vulnerable due to lockdown policies and showed itself in different ways. Lockdowns, travel restrictions, school closings and social/physical distancing have created a level of social isolation previously unseen across the globe. This upend, for many, can have profound consequences on one’s mental health. This paper aims to investigate the mental health status of student due to the policy response to Covid-19 Pandemic. The database searches used include Google Scholar, Research Gate, Science Direct, frontiersin, World Journal of Pharmaceutical and Medical Research. Keywords used in the search of the article was student, covid-19, mental health, epidemic, college by getting 19 articles and only 9 articles that were used through goal analysis, topic suitability , research methods used, sample size, the results of each article, and limitations that occur. This study found that mental health of college students is significantly affected when faced with a public health emergency. Student are likely to be experiencing stress, anxiety and depression. They need attention, help, and support from the community, family, and tertiary institutions. Therefore, the nurse need to consider planning for acute and long-term subsequent psychological interventions should focus on strengthening psychological counseling and emotional comfort for students through the involvement of counselors, psychologists. It is suggested that the mental health of college students should be monitored during epidemics.

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Financial Stress, Social Supports, Gender, and Anxiety During College: A Stress-Buffering Perspective

The Counseling Psychologist ◽

10.1177/0011000018806687 ◽

2018 ◽

Vol 46 (7) ◽

pp. 846-869 ◽

Cited By ~ 1

Author(s):

Alisia G. T. T. Tran ◽

Christina K. Lam ◽

Eric Legg

Keyword(s):

Mental Health ◽

Social Support ◽

College Students ◽

Family Support ◽

Financial Stress ◽

Financial Strain ◽

Stress Buffering ◽

General Anxiety ◽

Mental Health Interventions ◽

And Gender

In this study, we examined financial stress and general anxiety in college students ( N = 304) with attention to the moderating roles of different types of social support (i.e., family support, social support) and gender, as assessed via moderated moderation. Results indicated that financial stress was moderately-to-strongly associated with symptoms of general anxiety. A three-way interaction revealed that perceived family support and gender were moderators of financial stress in relation to general anxiety. Consistent with a stress-buffering effect, for male college students financial strain was positively associated with general anxiety at low levels of perceived family support, but unrelated at high levels of family support. For female college students, a significant financial stress–anxiety link was present regardless of level of family support. This study highlights the potential mental health costs of financial stress faced by college students, with implications for tailoring mental health interventions that target financial stress.

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Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00092 ◽

2020 ◽

Vol 5 (1) ◽

pp. 88-96

Author(s):

Mary R. T. Kennedy

Keyword(s):

College Students ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Sense Of Self ◽

Scientific Evidence ◽

Sudden Onset ◽

Lessons Learned ◽

Speech Language Pathologists ◽

The Brain ◽

Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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Effects of Physical Training on Stuttering

Journal of Speech and Hearing Research ◽

10.1044/jshr.1104.767 ◽

1968 ◽

Vol 11 (4) ◽

pp. 767-776 ◽

Cited By ~ 2

Author(s):

B. Don Franks ◽

Elizabeth B. Franks

Keyword(s):

College Students ◽

Group Therapy ◽

Physical Training ◽

Cardiovascular Response ◽

Training Group ◽

Physical Stress ◽

Submaximal Exercise ◽

Endurance Running ◽

Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

Journal of Speech and Hearing Research ◽

10.1044/jshr.1201.179 ◽

1969 ◽

Vol 12 (1) ◽

pp. 179-184 ◽

Cited By ~ 7

Author(s):

Richard R. Martin ◽

Gerald M. Siegel

Keyword(s):

College Students ◽

Neutral Stimulus ◽

Motor Responses ◽

Control Subjects ◽

And Control ◽

Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

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Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

Journal of Speech and Hearing Research ◽

10.1044/jshr.1703.417 ◽

1974 ◽

Vol 17 (3) ◽

pp. 417-425

Author(s):

Stuart I. Ritterman ◽

Nancy C. Freeman

Keyword(s):

College Students ◽

Discrimination Learning ◽

Irrelevant Dimension ◽

Speech Sound ◽

Irrelevant Stimulus ◽

Relevant Dimension ◽

Phonetic Features ◽

Sound Discrimination ◽

Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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