Occupational outcomes of a physical activity intervention for post-secondary student mental health

2021 ◽  
pp. 000841742110217
Author(s):  
Amy E. Nesbitt ◽  
Kristina J. Collins ◽  
Emily Nalder ◽  
Catherine M. Sabiston
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Secondary Student ◽  
Occupational Performance ◽  
Post Intervention ◽  
Student Mental Health ◽  
Occupational Outcomes ◽  
Post Secondary ◽  
And Performance ◽  
Performance Satisfaction

Background. Physical activity (PA) is a therapeutic approach to address post-secondary student mental health, yet the effect of PA on occupational outcomes has been understudied among students. Purpose. This study (1) identified and described occupational performance issues (OPIs) among post-secondary students seeking mental health support and (2) assessed pre- and post-intervention differences in occupational performance and performance satisfaction. Method. Using a single group pre-test post-test pilot study design, participants ( N = 20) completed a 6-week, 1-hour PA intervention. The Canadian Occupational Performance Measure was administered pre- and post-intervention. Findings. The most commonly reported OPIs included academics, PA, and sleep hygiene. There were significant improvements in participants’ occupational performance (mean change: 2.7, p < .001; dz = 2.28) and performance satisfaction (mean change: 3.7, p < .001; dz = 3.04). Implications. Results provide an initial demonstration of the benefits of PA for occupational outcomes within a post-secondary mental health context.

scholarly journals Mapping the Role of Instructors in Canadian Post-Secondary Student Mental Health Support Systems

2021 ◽  
Author(s):  
Maria Lucia DiPlacito-DeRango
Keyword(s):  
Mental Health ◽  
Support Systems ◽  
Secondary Student ◽  
Student Mental Health ◽  
Post Secondary ◽  
College And University ◽  
University Support ◽  
Mental Health Support ◽  
Health Support

AbstractUsing Recognize, Render, and Redirect (RRR) (Di Placito-De Rango, International Journal of Mental Health and Addiction 16:284–290, 2018) as a framing organizational model, this study engaged in online document analysis to (a) locate the instructor’s position within student mental health support frameworks across Canadian colleges and universities, and (b) understand how their role is exactly defined and described. The role of instructors within student mental health support systems was detailed in 20 Canadian post-secondary institutions. Strategies to recognize, render, and redirect students were observed in most frameworks. For example, 45% of college and university support frameworks featured instructors engaging in compassionate narrative exchanges with students, which included instructors listening to student narratives with concern, no judgement, anti-discriminatory demeanor, and minimal interruption. Post-secondary institutions are urged to continue clearly defining and updating the role of instructors in post-secondary student mental health support frameworks.

scholarly journals Importance-Performance Analysis of Health Perception among Korean Adolescents during the COVID-19 Pandemic

2021 ◽  
Vol 18 (3) ◽  
pp. 1280
Author(s):  
Seung-Man Lee ◽  
Wi-Young So ◽  
Hyun-Su Youn
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Performance Analysis ◽  
Health Perception ◽  
Good Work ◽  
Online Questionnaire ◽  
Actual Performance ◽  
Korean Adolescents ◽  
Control Dimension ◽  
And Performance

This study assessed the health perceptions of 333 Korean adolescents during the coronavirus disease (COVID-19) pandemic via an online questionnaire administered in October 2020, which queried the perceived importance and actual performance of health behaviors. The health perception scales used in the survey consists of the six dimensions of mental health, disease, physical activity, sleep, diet, and sanitary health. The data were primarily analyzed using paired sample t-test for analysis of difference and importance-performance analysis (IPA). The IPA results were presented in four quadrants—“keep up the good work,” “concentrate here,” “low priority,” and “possible overkill.” The results indicated that first, there was a positive relationship between the importance and performance of all the subdimensions of health perception. Second, sanitary healthcare was rated as being of the greatest importance and was performed most, while physical activity management was rated least important and performed least. Third, statistically significant differences were found between importance and performance for all items of mental health, disease, physical activity, sleep, and diet dimensions, and some differences were found for items assessing the hygiene control dimension. Fourth, in the two-dimensional IPA model, “sanitary health” and “disease” are in Quadrant I (keep up the good work); “mental health,” in Quadrant II (concentrate here); and “physical activity,” “sleep,” and “diet,” in Quadrant III (low priority). No components of healthcare were in Quadrant IV (possible overkill). Based on these results, we emphasize the importance of adolescent health education and discuss solutions to enhance the performance of healthcare activities.

scholarly journals Improving the Metabolic and Mental Health of Children with Obesity: A School-Based Nutrition Education and Physical Activity Intervention in Wuhan, China

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 194
Author(s):  
Hong-jie Yu ◽  
Fang Li ◽  
Yong-feng Hu ◽  
Chang-feng Li ◽  
Shuai Yuan ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Nutrition Education ◽  
Plasma Glucose ◽  
Fasting Plasma Glucose ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
Post Intervention ◽  
School Based ◽  
Fasting Plasma

This study aimed to evaluate the effectiveness of a school-based nutrition education and physical activity intervention on cardiovascular risk profile and mental health outcomes among Chinese children with obesity. Two primary schools were randomly allocated to the control group (CG) and the intervention group (IG). We selected children with obesity from 1340 students in the third and fourth grades as participants. The IG received 8 months of nutrition education and physical activity intervention, while the CG was waitlisted. A generalized estimating equation model was applied to assess repeated variables over time. A total of 171 children with obesity (99 IG and 72 CG) aged 9.8 ± 0.7 years completed the post-intervention stage. Compared with baseline, significant reductions were observed within the IG for depression and fasting plasma glucose at post-intervention. After adjusting for confounders, group and time interaction effects showed that the IG achieved improvements in the risk of poor well-being (p = 0.051) and social anxiety (p = 0.029), had decreased diastolic blood pressure (p = 0.020) and fasting plasma glucose (p < 0.001), and had significantly increased high-density lipoprotein (p < 0.001) from baseline to post-intervention relative to the CG. The effects of school-based nutrition education and physical activity intervention on children with obesity are diverse, including not only the improvement of metabolic health but also mental health promotion.

Student Pandemic Experience: Protocol and baseline characteristics for a mobile prospective cohort study of university student mental health (Preprint)

2021 ◽  
Author(s):  
Chris Brogly ◽  
Michael A. Bauer ◽  
Daniel J. Lizotte ◽  
MacLean L. Press ◽  
Arlene MacDougall ◽  
...  
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Physical Activity ◽  
Health Service ◽  
Protective Factors ◽  
Service Utilization ◽  
Health Service Utilization ◽  
Risk And Protective Factors ◽  
Cross Sectional ◽  
Student Mental Health

BACKGROUND The COVID-19 pandemic is a public health emergency that poses challenges for the mental health of approximately 1.4 million university students in Canada. Preliminary evidence has shown that the COVID-19 pandemic had a detrimental impact on undergraduate student mental health and well-being, however existing data are predominantly limited to cross-sectional survey-based studies. Due to the evolving nature of the pandemic, longer-term prospective surveillance efforts are needed to better anticipate risk and protective factors during a pandemic. OBJECTIVE The overarching aim of this research is to use a mobile surveillance system to identify risk and protective factors for undergraduate mental health. Factors will be identified from weekly self-report data (e.g., affect, living accommodation) and device sensor data (e.g., physical activity, device usage) to prospectively predict self-reported mental health and service utilization. METHODS Undergraduate students at Western University, Canada, will be recruited via e-mail to complete an internet baseline questionnaire with the option to participate in the study on a weekly basis using the Student Pandemic Experience (SPE) mobile application (app) for Android/iOS. The app collects sensor samples (e.g., GPS coordinates, steps) and self-reported weekly mental health and wellness surveys. Student participants can opt-in to link their mobile data with campus-based administrative data capturing health service utilization. Risk and protective factors that predict mental health outcomes are expected to be estimated by 1) cross-sectional associations between student characteristics (e.g., demographics) and key psychosocial factors (e.g., affect, stress, social connection) and behaviors (e.g., physical activity, device usage) and 2) longitudinal associations between psychosocial and behavioral factors and campus-based health service utilization. RESULTS Data collection began November 9th, 2020 and will be ongoing through to at least August 31st, 2021. Retention from the baseline survey (N=427) to app sign-up was 315/427 (74%), with approximately 175-215 (55-68%) of app participants actively responding to weekly surveys. From November 9th, 2020 to May 1st, 2021, 3363 responses to the app surveys and 18914 sensor samples (consisting of up to 68 individual data items each, e.g., GPS coordinates, steps) were collected from the 315 participants that signed up for the app. CONCLUSIONS Identifying risk and resilience factors for student mental health during this public health crisis is critical for informing optimal campus-based strategies and program development during the pandemic and beyond.

scholarly journals Psychometric Assessment of the Post-Secondary Student Stressors Index (PSSI)

2019 ◽  
Author(s):  
Brooke Linden ◽  
Heather Stuart
Keyword(s):  
Mental Health ◽  
Internal Structure ◽  
Secondary Students ◽  
Poor Mental Health ◽  
Secondary Student ◽  
Retest Reliability ◽  
Post Secondary ◽  
New Instrument ◽  
Test Retest Reliability ◽  
Post Secondary Students

Abstract Background: Previous research has linked excessive stress among post-secondary students to poor academic performance and poor mental health. Despite attempts to ameliorate mental health challenges at post-secondary institutions, there exists a gap in the evaluation of the specific sources of stress for students within the post-secondary setting. Methods: The goal of this study was to develop a new instrument to better assess the sources of post-secondary student stress. Over the course of two years, the Post-Secondary Student Stressors Index (PSSI) was created in collaboration with post-secondary students as co-developers and subject matter experts. In this study, we used a combination of individual cognitive interviews (n = 11), an online consensus survey modeled after a traditional Delphi method (n = 65), and an online pre- (n = 535) and post-test (n = 350) survey to psychometrically evaluate the PSSI using samples of students from Ontario, Canada. We collected four types of evidence for validity, including: content evidence, response processes evidence, internal structure evidence, and relations to other variables. The test-retest reliability of the instrument was also evaluated. Results: The PSSI demonstrated strong psychometric properties. Content validation and response processes evidence was derived from active student involvement throughout the development and refinement of the tool. Exploratory factor analysis suggested that the structure of the PSSI reflects the internal structure of an index, rather than a scale, as expected. Test-retest reliability of the instrument was comparable to existing, established instruments. Finally, the PSSI demonstrated good relationships with like measures of stress, distress, and resilience, in the hypothesized directions. Conclusions: The PSSI is a 46-item inventory that will allow post-secondary institutions to pinpoint the most severe and frequently occurring stressors on their campus. This knowledge will facilitate appropriate targeting of priority areas, and help institutions to better align their mental health promotion and mental illness prevention programming with the needs of their campus.

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