scholarly journals Using an online CBT-based intervention to improve academic performance in students with low mood: A pre-post study with historical control

2021 ◽  
Author(s):  
Suheir Awadalla ◽  
Bethan Davies ◽  
Cristine Glazebrook
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Depressive Symptoms ◽  
University Students ◽  
Skills Training ◽  
Historical Control ◽  
Control Group ◽  
Post Intervention ◽  
Historic Control

Abstract Background Online CBT-based interventions have shown potential to improve mental health in university students. However, their impacts in West Asian cultures and on educational achievement have yet to be fully investigated. This study aims to explore the feasibility, acceptability and potential effectiveness of a self-directed, internet-delivered, cognitive-behavioural skills training program (MoodGYM) in reducing depression and improving academic performance in university students in the United Arab Emirates (UAE). Methods This exploratory pre-post intervention study with an historic control group recruited 50 students from one UAE university, with GPA < 2 and self-reporting at least one of two key depressive symptoms. Pre-intervention, participants completed an online survey including most recent grade point average (GPA), number of attendance warnings and the Hospital Anxiety and Depression Scale (HADS). Participants were then sent a link to MoodGYM. After eight weeks, 44 participants repeated the survey and provided feedback on MoodGYM (88% follow-up). A subgroup of 19 students with GPA scores < 2 at baseline formed an historical control group for change in GPA and attendance warnings. Results Total HADS-Depression scores fell at post intervention (P = 0.004) and the proportion of participants scoring above the cut-off for depression (HADS-D ≥ 8) fell from 77.2–27.3% (p < 0.001). There was also a substantial fall in HADS-Anxiety scores (p < 0.001) and the proportion of participants above the cut-off for anxiety (HADS-A ≥ 8) fell from 50% to 11.4 % (p = 0.001). GPA scores improved substantially over time (p < 0.001, d = 1.3) and attendance warnings reduced (p = 0.008, d = 0.6). Compared to historic control, the intervention group had higher GPA at follow-up (p < 0.030 d = 0.6) fewer attendance warnings (p = 0.036 d = 0.7). Most students (79.6%) evaluated MoodGYM as useful and all students completed at least 2 MoodGYM modules. More modules completed (p = 0.005) and greater reduction in attendance warnings (p = 0.007) were independently associated with greater improvement in GPA scores at follow-up. Conclusions This study provides support for a web based mental health promotion intervention (MoodGYM) to improve academic achievement in university students with depressive symptoms. Further research is needed to explore how MoodGYM can be best implemented within University settings.

scholarly journals Emotional Regulation In Teens And Improvement of Constructive Skills (EmoTIConS): Study Protocol For A Randomized Controlled Trial

2021 ◽  
Author(s):  
Laura Pedrini ◽  
Roberta Rossi ◽  
Laura Rosa Magni ◽  
Mariangela Lanfredi ◽  
Serena Meloni ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotional Regulation ◽  
Emotional Problem ◽  
Skills Training ◽  
Control Group ◽  
Post Intervention ◽  
Adolescent Students ◽  
Biological Features ◽  
Biological Variables ◽  
The Impact

Abstract Background: Emotional dysregulation (ED) constitutes a relevant factor involved in the onset and maintenance of many mental disorders. Targeting ED during adolescence could be determinant both to identify high risk individuals and to promote preventive interventions. This study will aim to evaluate the impact of a brief Dialectical Behavioral Therapy (DBT)-based intervention for adolescent students by measuring changes in emotional regulation skills and impulsive behaviors. Moreover, alterations in biological features related to stress response and inflammation will be assessed as potential biological variables associated to ED.Methods: This is a randomized trial. A total of 20 classes of adolescent students will be recruited among high schools in Brescia, a city in the North of Italy. They will be randomized to the psychoeducational intervention (experimental group) or to a control condition (control group). The intervention will be based on DBT Skills Training for Emotional Problem Solving for Adolescents, and it will consist in four monthly 2-hours sessions (for a total of 8 hours) scheduled during regular school-time. Participants will be assessed at baseline, post-intervention, and at 3 and 6-month of follow-up. The primary outcome measures will be represented by changes in the use of emotional regulation skills (measured by the DBT-Ways of Coping Checklist) and by changes in the frequency of impulsive behaviours (measured by an ad-hoc created checklist). Salivary samples will be collected at baseline and post-intervention to explore possible biological features underlying ED.Discussion: Data from the present project will offer the opportunity to better understand the complex phenomenon of ED. Repeated assessment will cover several domains (emotional, behavioral, social, biological) as potential factors associated with ED. Moreover, it will be possible to measure the effect of the proposed intervention, contributing to improve knowledge on the impact of school-based universal preventive programs. Finally, the current trial will propose an integrated screening- and intervention-based model. Ultimately, this could reduce barriers to youth’s mental health care by fostering collaboration between schools and mental health services. Trial registration: ClinicalTrials.gov ID: NCT04349709. Registration date: 16/04/2020https://clinicaltrials.gov/ct2/show/NCT04349709

scholarly journals THE EFFECT OF MINDFULNESS ON ACADEMIC SELF-EFFICACY: A RANDOMISED CONTROLLED TRIAL

2019 ◽  
pp. 170-186 ◽  
Author(s):  
Jack R. Menges ◽  
Marie L. Caltabiano
Keyword(s):  
University Students ◽  
Effect Size ◽  
Self Efficacy ◽  
Medium Effect ◽  
Control Group ◽  
Emotional Wellbeing ◽  
Post Intervention ◽  
Mindfulness Intervention ◽  
Academic Self Efficacy

This study examined the effect of a brief mindfulness intervention on academic self-efficacy. Twenty-six university students were randomized to a four-day brief mindfulness intervention or a wait-listed control condition. The brief mindfulness intervention took the form of four 30 minute sessions of mindfulness meditation over four consecutive days. Measures of mindfulness, emotional wellbeing, and academic self-efficacy were obtained via a self-report survey prior to the intervention, post-intervention and at a one-month follow-up. Both groups had comparable baseline measures on all three scales. Data analysis revealed that both academic self-efficacy and mindfulness increased between pre- and post-intervention with a medium effect size (d = 0.472 and 0.415 respectively). Emotional wellbeing significantly increased following the intervention with a large effect size (d = 0.652) and remained at this level after one month. Academic self-efficacy also stayed at elevated post-intervention levels after one month while mindfulness continued to increase following the intervention and was significantly higher at follow-up than at baseline (d = 0.564). There were no significant changes in the measured variables for the control group. Regression analysis revealed that increases in emotional wellbeing significantly predicted increases in academic self-efficacy for participants in the experimental group, both increases in mindfulness and emotional wellbeing were significantly correlated with increases in academic self-efficacy. These findings suggest that a brief mindfulness intervention is an effective and practical means to improve academic self-efficacy and emotional wellbeing in university students. Implications, limitations and future directions for research are discussed.

scholarly journals Academic performance of students who underwent psychiatric treatment at the students’ mental health service of a Brazilian university

2017 ◽  
Vol 135 (1) ◽  
pp. 23-28 ◽  
Author(s):  
Cláudia Ribeiro Franulovic Campos ◽  
Maria Lilian Coelho Oliveira ◽  
Tânia Maron Vichi Freire de Mello ◽  
Clarissa de Rosalmeida Dantas
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Mental Health Service ◽  
Mental Disorders ◽  
Health Service ◽  
University Students ◽  
Psychiatric Treatment ◽  
Control Group ◽  
Completion Rates ◽  
Severe Mental Disorders

ABSTRACT CONTEXT AND OBJECTIVE: University students are generally at the typical age of onset of mental disorders that may affect their academic performance. We aimed to characterize the university students attended by psychiatrists at the students’ mental health service (SAPPE) and to compare their academic performance with that of non-patient students. DESIGN AND SETTING: Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. METHODS: Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academic performance coefficient (APC) and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. RESULTS: 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1%) and anxiety disorders/phobias (33.2%) were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7%) and bipolar disorder (1.9%) were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025), but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. CONCLUSION: Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academic performance, and in some aspects better, than, that of non-patients.

scholarly journals Prevention of Depressive Symptoms and Promotion of Well-being in Adolescents: A Randomized Controlled Trial of the Smile Program

2019 ◽  
Vol 35 (2) ◽  
pp. 300-313
Author(s):  
Óscar Sánchez-Hernández ◽  
Francisco X. Méndez ◽  
Manuel Ato ◽  
Judy Garber
Keyword(s):  
Depressive Symptoms ◽  
Controlled Trial ◽  
Intervention Group ◽  
Well Being ◽  
Behavioral Approach ◽  
Control Group ◽  
Post Intervention ◽  
Post Test ◽  
Intervention Condition

This study addressed the development and evaluation of the Smile Program whose main objective was the prevention of depression and the promotion of well-being in adolescents. The program is based on interventions that have been shown to be efficacious (a cognitive-behavioral approach). Participants were 89 adolescents (mean age = 13.88 years; SD = 0.95) recruited from a sample of 1212 students from seven schools. Results showed a significant reduction in self-reported depressive symptoms in the intervention group (n= 51) as compared to youth in the control group (n= 38). Based on parents’ report (n=56), youth in the intervention group had significantly better self-esteem at post-test as compared to youth in the control group. At four months post intervention, youth in the intervention group had higher psychological well-being than those in the control group; at the 8-month follow-up, youth in the intervention condition reported better family self-concept.

The effects of an emotional intelligence skills training program on the consistent anger levels of Turkish university students

2009 ◽  
Vol 37 (4) ◽  
pp. 565-576 ◽  
Author(s):  
Müge Yilmaz
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Training Program ◽  
Skill Training ◽  
Skills Training ◽  
Control Group ◽  
Study Group ◽  
Skill Training Program ◽  
Significant Difference

The effect of an emotional intelligence skill training program on the levels of consistent anger of university students was investigated in 32 volunteers. A pretest, posttest model with a control group as study design was used and 16 individuals made up the study group and 16 individuals were in the control group. Levels of consistent anger were assessed by the State Trait Anger Scale (Spielberger, Jacobs, Russell, & Crane, 1983, adapted by Özer, 1994). In the data analysis, Mann-Whitney U Test, Wilcoxon Matched-Pairs Signed Ranks Test, and One-Way ANOVA for Repeated Measures were used. Results indicate that the level of consistent anger of those who attended the 12-session emotional intelligence skill training program was lower than for those who did not attend this program (p < .001). In the follow-up study conducted 3 months later with the study group, there was no significant difference between consistent anger posttest scores and follow-up test scores. The data gathered indicate that an emotional intelligence skill training program may lower the levels of consistent anger for university students. Students whose consistent anger level is high would benefit from psychological counseling.

scholarly journals The potential impact of an anti-stigma intervention on mental health help-seeking attitudes among university students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Shazana Shahwan ◽  
Jue Hua Lau ◽  
Chong Min Janrius Goh ◽  
Wei Jie Ong ◽  
Gregory Tee Hng Tan ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
University Students ◽  
Help Seeking ◽  
Mental Health Field ◽  
Post Intervention ◽  
Help Seeking Attitudes ◽  
Potential Impact ◽  
Health Field

Abstract Background The reluctance of young adults to seek mental health treatment has been attributed to poor mental health literacy, stigma, preference for self-reliance and concerns about confidentiality. The purpose of this study was to examine the potential impact of an anti-stigma intervention that includes education about depression, information about help-seeking as well as contact with a person with lived experience, on help seeking attitudes. Methods A pre-post study design was employed. Changes in help-seeking attitudes were measured using the Inventory of Attitudes towards Seeking Mental Health Services (IASMHS) immediately post-intervention and after 3 months. Sociodemographic data, information on past experiences in the mental health field and contact with people with mental illness were collated. Three hundred ninety university students enrolled in the study. Linear mixed models were used to examine the effects of the intervention. Results Scores on all subscales of the IASMHS, Psychological Openness (PO), Help-seeking Propensity (HP) and Indifference to Stigma improved significantly post-intervention and at 3-month follow-up compared to pre-intervention, with HP demonstrating the highest effect size. However, a significant decline was observed on all three scales at 3-month follow-up compared to post-intervention. Gender, having friends/family with mental illness, and previous experience in the mental health field moderated the intervention effects for the PO and HP subscales. Conclusion The study showed that the brief anti-stigma intervention was associated with improvements in help-seeking attitudes among university students with differential effects among certain sub-groups. As the beneficial outcomes appeared to decrease over time, booster sessions or opportunities to participate in mental health-related activities post-intervention may be required to maintain the desired changes in help-seeking attitudes.

The Effect of an Optimism and Lifeskills Program on Depressive Symptoms in Preadolescence

2001 ◽  
Vol 18 (4) ◽  
pp. 194-203 ◽  
Author(s):  
Diane Quayle ◽  
Suzanne Dziurawiec ◽  
Clare Roberts ◽  
Robert Kane ◽  
Greg Ebsworthy
Keyword(s):  
Mental Health ◽  
High School ◽  
Depressive Symptoms ◽  
Young People ◽  
Self Report ◽  
Control Group ◽  
Transition To High School ◽  
Short Term ◽  
Self Worth

AbstractDepression is a serious mental health problem, affecting more young people than ever before. This research reports on the short-term effectiveness of an Optimism and Lifeskills Program for preventing depression in preadolescents. A randomised, controlled trial was conducted with students about to make their transition to high school, in a private girls school. Self-report questionnaires were used to assess the program's effect on depressive and lonely symptoms, attributional style and self-worth, in a sample of 47 grade 7 girls at posttest and 6-month follow-up. Results showed fewer depressive symptoms and more positive self-worth in the intervention group compared to the control group at 6-month follow-up. This research indicates that depression prevention programs can be effective in the short-term and can provide valuable skills to young people making their transition to high school. Implementation issues and suggestions for further research on primary prevention for mental health in schools are discussed.

scholarly journals The Mental Health and Wellbeing of University Students: Acceptability, Effectiveness and Mechanisms of a Mindfulness-Based Course

2021 ◽  
Vol 18 (11) ◽  
pp. 6023
Author(s):  
Emma Medlicott ◽  
Alice Phillips ◽  
Catherine Crane ◽  
Verena Hinze ◽  
Laura Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
University Students ◽  
Academic Outcomes ◽  
Mental Health Problems ◽  
Academic Goals ◽  
Post Intervention ◽  
Health And Wellbeing ◽  
Self Compassion

Mental health problems are relatively common during university and adversely affect academic outcomes. Evidence suggests that mindfulness can support the mental health and wellbeing of university students. We explored the acceptability and effectiveness of an 8-week instructor-led mindfulness-based course (“Mindfulness: Finding Peace in a Frantic World”; Williams and Penman, 2011) on improving wellbeing and mental health (self-reported distress), orientation and motivation towards academic goals, and the mechanisms driving these changes. Eighty-six undergraduate and post-graduate students (>18 years) participated. Students engaged well with the course, with 36 (48.0%) completing the whole programme, 52 (69.3%) attending 7 out of 8 sessions, and 71 (94.7%) completing at least half. Significant improvements in wellbeing and mental health were found post-intervention and at 6-week follow-up. Improvements in wellbeing were mediated by mindfulness, self-compassion, and resilience. Improvements in mental health were mediated by improvements in mindfulness and resilience but not self-compassion. Significant improvements in students’ orientation to their academic goal, measured by “commitment” to, “likelihood” of achieving, and feeling more equipped with the “skills and resources” needed, were found at post-intervention and at 6-week follow-up. Whilst exploratory, the results suggest that this mindfulness intervention is acceptable and effective for university students and can support academic study.

scholarly journals A Mobile Health Intervention for Mental Health Promotion Among University Students: Randomized Controlled Trial

10.2196/17208 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e17208 ◽  
Author(s):  
Marcus Bendtsen ◽  
Ulrika Müssener ◽  
Catharina Linderoth ◽  
Kristin Thomas
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
University Students ◽  
Controlled Trial ◽  
Intervention Group ◽  
Positive Mental Health ◽  
Control Group ◽  
Depression And Anxiety ◽  
Randomized Controlled

Background High positive mental health, including the ability to cope with the normal stresses of life, work productively, and be able to contribute to one’s community, has been associated with various health outcomes. The role of positive mental health is therefore increasingly recognized in national mental health promotion programs and policies. Mobile health (mHealth) interventions could be a cost-effective way to disseminate positive psychological interventions to the general population. Objective The aim of this study was to estimate the effect of a fully automated mHealth intervention on positive mental health, and anxiety and depression symptomology among Swedish university students using a randomized controlled trial design. Methods A 2-arm, single-blind (researchers), parallel-groups randomized controlled trial with an mHealth positive psychology program intervention group and a relevant online mental health information control group was employed to estimate the effect of the novel intervention. Participants were recruited using digital advertising through student health care centers in Sweden. Inclusion criteria were (1) university students, (2) able to read and understand Swedish, (3) and have access to a mobile phone. Exclusion criteria were high positive mental health, as assessed by the Mental Health Continuum Short Form (MHC-SF), or high depression and anxiety symptomology, as assessed by the Hospital Anxiety Depression Scale (HADS). The primary outcome was positive mental health (MHC-SF), and the secondary outcomes were depression and anxiety symptomatology (HADS). The subscales of MHC-SF were also analyzed as exploratory outcomes. Outcomes were measured 3 months after randomization through questionnaires completed on the participants’ mobile phones. Results A total of 654 participants (median age 25 years), including 510 (78.0%) identifying as female, were randomized to either the intervention (n=348) or control group (n=306). At follow-up, positive mental health was significantly higher in the intervention group compared with the control group (incidence rate ratio [IRR]=1.067, 95% CI 1.024-1.112, P=.002). For both depression and anxiety symptomatology, the intervention group showed significantly lower scores at follow-up compared with the control group (depression: IRR=0.820, 95% CI 0.714-0.942, P=.005; anxiety: IRR=0.899, 95% CI 0.840-0.962, P=.002). Follow-up rates were lower than expected (58.3% for primary outcomes and 52.3% for secondary outcomes); however, attrition analyses did not identify any systematic attrition with respect to baseline variables. Conclusions The mHealth intervention was estimated to be superior to usual care in increasing positive mental health among university students. A protective effect of the intervention was also found on depressive and anxiety symptoms. These findings demonstrate the feasibility of using an automated mobile phone format to enhance positive mental health, which offers promise for the use of mHealth solutions in public mental health promotion. Trial Registration International Standard Randomized Controlled Trial Registry ISRCTN54748632; http://www.isrctn.com/ISRCTN54748632

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