Good intentions: teaching and specialist support staff perspectives of student disclosure of mental health issues in post-secondary education

2014 ◽  
Vol 18 (11) ◽  
pp. 1172-1188 ◽  
Author(s):  
Annie Venville ◽  
Annette F. Street ◽  
Ellie Fossey
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Support Staff ◽  
Health Issues ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Mental Health Issues

Mental Health, Post-Secondary Education, and Information Communications Technology

2014 ◽  
pp. 196-213 ◽  
Author(s):  
Jenny Martin ◽  
Elspeth McKay
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Secondary Education ◽  
Negative Impact ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Ict Tools

The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.

scholarly journals The COVID-19 pandemic, well-being, and transitions to post-secondary education

2021 ◽  
Author(s):  
Malte Sandner ◽  
Alex Patzina ◽  
Silke Anger ◽  
Sarah Bernhard ◽  
Hans Dietrich
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Mental Health Problems ◽  
Random Effect ◽  
Well Being ◽  
Three Dimensions ◽  
Post Secondary Education ◽  
Linear Regression Models ◽  
Post Secondary ◽  
Growth Curve Models

This study examines the immediate and intermediate effects of the COVID-19 pandemic on the well-being of two high school graduation cohorts (2020 and 2021). We also investigate how changes in well-being at the transition to post-secondary education affect educational plans and outcomes. Our unique panel data contain prospective survey information on three dimensions of well-being: mental health problems, self-rated health, and life satisfaction for 3,697 students. Data is collected several months before (fall 2019), shortly before and soon after (spring 2020), and several months after (fall/winter 2020/21) the outbreak of the COVID-19 pandemic. Applying difference-in-differences designs, random effect growth curve models, and linear regression models, we find that school closures had a positive immediate effect on students’ well-being. Over the course of the pandemic, however, well-being strongly declined, mainly concentrated among the 2021 graduation cohort. Finally, we show that a strong decline in mental health is associated with changes in educational and career plans and transition outcomes. As adverse life experiences in adolescence are likely to accumulate over the life course, this study is the first to exhibit potential long-lasting negative effects of the COVID-19 pandemic on education and careers of young individuals.

scholarly journals Psychological Distress in Nepalese Residents during COVID-19 Pandemic: A Community Level Survey 

2020 ◽  
Author(s):  
Dhan Bahadur Shrestha ◽  
Bikash Bikram Thapa ◽  
Nagendra Katuwal ◽  
Bikal Shrestha ◽  
Chiranjibi Pant ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Secondary Education ◽  
Online Survey ◽  
Psychosocial Support ◽  
Univariate Analysis ◽  
Health Centre ◽  
Post Secondary Education ◽  
Online Data ◽  
Post Secondary

Abstract BackgroundCOVID-19 pandemic has created unprecedented health and economic impact. Psychological stress, anxiety and depression are affecting not only COVID-19 patients but also health professionals, and general population. Fear of contracting COVID-19, forced restrictive social measures, and economic hardship are causing mental trauma. Nepal is a developing country from South Asia where the COVID-19 pandemic is still evolving. This online survey has been carried out to understand impact of COVID- 19 on mental health of Nepalese community dwellers.MethodsThe COVID-19 Peritraumatic Distress Index (CPDI) questionnaire adapted from the Shanghai Mental Health Centre was used for online data collection from 11 April-17 May 2020. Collected data were extracted to Microsoft excel-13 and imported and analyzed using SPSS (Statistical Package for Social Sciences) version-22. An initial univariate analysis was conducted for all variables to assess the distribution. Logistic regression analyses were done to estimate the odds ratios of relevant predicting variables.ResultsA total of 410 participants completed the self-rated questionnaires. Mean age of study participants was 34.8 ±11.7 years with male preponderance. 88.5% of the respondents were not in distress (score less than 28) while, 11% had mild to moderate distress and 0.5% had severe distress. The prevalence of distress is higher among age group >45 years, female gender, and post-secondary education group. Health professional were more likely to get distressed. Respondents with post-secondary education had higher odds (OR= 3.32; p=0.020) of developing distress as compared to respondents with secondary education or lower.ConclusionThere is lower rate of psychological distress in city dwellers and people with low education. Adequate intervention and evaluation into mental health awareness, and psychosocial support focused primarily on health care workers, female and elderly individuals is necessary.

scholarly journals Understanding mental health and wellbeing among aboriginal postsecondary students

2021 ◽  
Author(s):  
Caitlin Joy Davey
Keyword(s):  
Mental Health ◽  
Self Efficacy ◽  
Health Knowledge ◽  
Health Issues ◽  
Community Based ◽  
Post Secondary ◽  
Aboriginal Students ◽  
Mental Health Issues ◽  
Mental Health Knowledge

First Nations, Inuit and Métis youth in Canada report higher rates of mental health (i.e., depression, anxiety, addiction and suicide) issues than the non-Aboriginal population of youth, which impacts their ability to achieve their educational goals. Understanding mental health from an Aboriginal worldview and through culturally safe strategies designed to translate mental health information to Aboriginal people is lacking. The objectives of the present study were to develop, implement and evaluate a knowledge translation (KT) strategy to enhance wellbeing knowledge and self-efficacy in coping with mental health issues among Aboriginal postsecondary students using a community-based approach. The Tool Development Phase involved focus groups and interviews with Aboriginal post-secondary students (n=9) and community members (n=3) to develop a KT activity. The KT Phase involved a pre/post design where participants (n=4) were asked about their mental health knowledge and self-efficacy in improving their wellbeing prior to and after the KT activity. All students participated in an individual interview one month later about their knowledge and the helpfulness of activity. Key informants (n=4) were interviewed during a Follow-Up and Debriefing phase regarding the community-based approach. Mental health was defined wholistically, as related to community and as being impacted by identity, stigma, cultural connection, intergenerational trauma, and a clash between Aboriginal and positivist Western worldviews. KT preferences included incorporating traditional ceremonies; covering particular topics such as resources, traditional teachings and coping strategies; and incorporating active participation. The KT activity increased knowledge and self-efficacy related to mental health and some knowledge was retained and used at one-month follow-up. As well, participants appreciated the sense of community that the activity created and provided feedback regarding what could be changed (e.g., more active participation). Key informants thought the project addressed some community needs and that it was built on relationships. This study will contribute to increasing the wellbeing of Aboriginal students by expanding upon their mental health knowledge, and sense of self-efficacy in coping with their own mental health issues, with the aim of addressing mental health barriers to the completion of post-secondary education among Aboriginal students.

scholarly journals Not On My Watch: White Time In Post-Secondary Education And Its Impacts On Students’ Mental Health

2021 ◽  
Author(s):  
Emily Britt
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Secondary Students ◽  
Negative Impact ◽  
Educational Institutions ◽  
Temporal Constraints ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Narrative Study ◽  
The Impact

This is a qualitative narrative study of the impact that white time within post-secondary educational institutions has on the mental health of students. White time can be described as the concept of time that has been created to favour the experiences of the dominant white community. Using a narrative approach, the researcher interviewed several participants to understand how current and/or past post-secondary students understand time within these academic institutions. After interviewing two students, and analyzing the data, it was found that both students found the temporal constraints within post-secondary education to be overwhelming. Both participants described situations in which they have experienced white time within their academic careers. Additionally, both participants linked their experiences of white time and of temporal constraints to a negative impact on their mental health.

Mental Health, Post-Secondary Education, and Information Communications Technology

2013 ◽  
pp. 1209-1226 ◽  
Author(s):  
Jenny Martin ◽  
Elspeth McKay
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Secondary Education ◽  
Negative Impact ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Ict Tools

The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.

scholarly journals Psychological distress in Nepalese residents during COVID-19 pandemic: a community level survey

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Dhan Bahadur Shrestha ◽  
Bikash Bikram Thapa ◽  
Nagendra Katuwal ◽  
Bikal Shrestha ◽  
Chiranjibi Pant ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Secondary Education ◽  
Online Survey ◽  
Psychosocial Support ◽  
Univariate Analysis ◽  
Health Centre ◽  
Post Secondary Education ◽  
Online Data ◽  
Post Secondary

Abstract Background COVID-19 pandemic has created unprecedented health and economic impact. Psychological stress, anxiety and depression are affecting not only COVID-19 patients but also health professionals, and general population. Fear of contracting COVID-19, forced restrictive social measures, and economic hardship are causing mental trauma. Nepal is a developing country from South Asia where the COVID-19 pandemic is still evolving. This online survey has been carried out to understand impact of COVID- 19 on mental health of Nepalese community dwellers. Methods The COVID-19 Peritraumatic Distress Index (CPDI) questionnaire adapted from the Shanghai Mental Health Centre was used for online data collection from 11 April-17 May 2020. Collected data were extracted to Microsoft excel-13 and imported and analyzed using SPSS (Statistical Package for Social Sciences) version-22. An initial univariate analysis was conducted for all variables to assess the distribution. Logistic regression analyses were done to estimate the odds ratios of relevant predicting variables. Results A total of 410 participants completed the self-rated questionnaires. Mean age of study participants was 34.8 ± 11.7 years with male preponderance. 88.5% of the respondents were not in distress (score less than 28) while, 11% had mild to moderate distress and 0.5% had severe distress. The prevalence of distress is higher among age group > 45 years, female gender, and post-secondary education group. Health professional were more likely to get distressed. Respondents with post-secondary education had higher odds (OR = 3.32; p = 0.020) of developing distress as compared to respondents with secondary education or lower. Conclusion There is lower rate of psychological distress in city dwellers and people with low education. Adequate intervention and evaluation into mental health awareness, and psychosocial support focused primarily on health care workers, female and elderly individuals is necessary.

scholarly journals Understanding mental health and wellbeing among aboriginal postsecondary students

2021 ◽  
Author(s):  
Caitlin Joy Davey
Keyword(s):  
Mental Health ◽  
Self Efficacy ◽  
Health Knowledge ◽  
Health Issues ◽  
Community Based ◽  
Post Secondary ◽  
Aboriginal Students ◽  
Mental Health Issues ◽  
Mental Health Knowledge

First Nations, Inuit and Métis youth in Canada report higher rates of mental health (i.e., depression, anxiety, addiction and suicide) issues than the non-Aboriginal population of youth, which impacts their ability to achieve their educational goals. Understanding mental health from an Aboriginal worldview and through culturally safe strategies designed to translate mental health information to Aboriginal people is lacking. The objectives of the present study were to develop, implement and evaluate a knowledge translation (KT) strategy to enhance wellbeing knowledge and self-efficacy in coping with mental health issues among Aboriginal postsecondary students using a community-based approach. The Tool Development Phase involved focus groups and interviews with Aboriginal post-secondary students (n=9) and community members (n=3) to develop a KT activity. The KT Phase involved a pre/post design where participants (n=4) were asked about their mental health knowledge and self-efficacy in improving their wellbeing prior to and after the KT activity. All students participated in an individual interview one month later about their knowledge and the helpfulness of activity. Key informants (n=4) were interviewed during a Follow-Up and Debriefing phase regarding the community-based approach. Mental health was defined wholistically, as related to community and as being impacted by identity, stigma, cultural connection, intergenerational trauma, and a clash between Aboriginal and positivist Western worldviews. KT preferences included incorporating traditional ceremonies; covering particular topics such as resources, traditional teachings and coping strategies; and incorporating active participation. The KT activity increased knowledge and self-efficacy related to mental health and some knowledge was retained and used at one-month follow-up. As well, participants appreciated the sense of community that the activity created and provided feedback regarding what could be changed (e.g., more active participation). Key informants thought the project addressed some community needs and that it was built on relationships. This study will contribute to increasing the wellbeing of Aboriginal students by expanding upon their mental health knowledge, and sense of self-efficacy in coping with their own mental health issues, with the aim of addressing mental health barriers to the completion of post-secondary education among Aboriginal students.

A national survey of self-reported mental health of Veterans pursuing post-secondary education in Canada

2021 ◽  
pp. e20200047
Author(s):  
John S. Ogrodniczuka ◽  
Tim Laidler ◽  
John L. Oliffecc
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Psychological Symptoms ◽  
Post Secondary Education ◽  
Mental Health Symptoms ◽  
Health Symptoms ◽  
Post Secondary ◽  
The Past ◽  
High Prevalence ◽  
Self Harm

Lay Summary This article details self-reported mental health symptoms among Canadian Veterans pursing post-secondary education in Canada. Participants reported high prevalence of psychological symptoms, most notably feeling exhausted (80.5%) and overwhelmed (78.9%). More than 1 in 10 respondents reported seriously considering suicide (13.4%), and 5.9% had attempted suicide in the past 12 months. Furthermore, 8.7% of respondents had indicated intentional self-harm (cut, burned, bruised, or otherwise injured themselves) within the past 12 months. The findings reflect significant mental health symptoms for Veterans attending Canadian colleges and universities, underscoring the need to provide tailored services to safely integrate Veterans to campus life.

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