scholarly journals Financial Stress and Mental Health among Higher Education Students in the United Kingdom up to 2018: a Rapid Review of Evidence

2018 ◽  
Author(s):  
Tayla McCloud ◽  
david bann
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
United Kingdom ◽  
Health Outcomes ◽  
Financial Stress ◽  
Mental Health Outcomes ◽  
Rapid Review ◽  
Education Students ◽  
The United Kingdom ◽  
The Uk

IntroductionIn the UK, as in many other high-income countries, debt due to higher education has increased substantially in recent decades. For example, as of 2018, the average student in England will have accrued £50,000 of debt upon university completion. The prevalence of common mental health problems has also increased, alongside these increased financial pressures. However, it is as yet unclear whether there is an association between financial stress and mental health among higher education students.Methods We conducted a rapid review of the peer-reviewed scientific literature to examine the links between indicators of financial stress and mental health among university students in the UK. Studies were located through a systematic search of Psychinfo, Pubmed and Embase up to November 2018. Eligible studies were English-language publications testing the association between any indicator of financial stress and mental health among higher education students in the United Kingdom. ResultsThe search strategy above yielded 1,272 studies, from which only 9 met the inclusion criteria. A further two studies were identified through hand-searching. Financial indicators included amount of debt, experience of financial difficulties and financial concerns/debt worry. There was little evidence that debt level was associated with mental health—only 3 of 7 studies found an association in the expected direction between higher debt and worse mental health. Evidence was more consistent for a cross-sectional relationship between subjective measures of financial difficulty (7 of 7 studies) and debt worry/financial concern (4 of 5 studies) with worse mental health, though longitudinal evidence was very limited. ConclusionAmong higher education students in the UK, there is little evidence that the amount of debt is associated with mental health, while subjective measures of higher financial stress are more consistently associated with worse mental health outcomes. The identified evidence was judged to be weak due to uncertain study generalisability, and the potential for bias due to common causes of financial stress and mental health outcomes (confounders). Thus, further research is required to examine whether links between financial stress and mental health outcomes are robust and causal in nature.

scholarly journals Financial stress and mental health among higher education students in the UK up to 2018: rapid review of evidence

2019 ◽  
Vol 73 (10) ◽  
pp. 977-984 ◽  
Author(s):  
Tayla McCloud ◽  
David Bann
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Health Outcomes ◽  
Mental Health Problems ◽  
Financial Stress ◽  
Mental Health Outcomes ◽  
Rapid Review ◽  
Education Students ◽  
Cross Sectional ◽  
The Uk

IntroductionIn the United Kingdom and many other countries, debt accrued during higher education has increased substantially in recent decades. The prevalence of common mental health problems has also increased alongside these changes. However, it is as yet unclear whether there is an association between financial stress and mental health among higher education students.MethodsWe conducted a rapid review of the peer-reviewed scientific literature. Eligible studies were English-language publications testing the association between any indicator of financial stress and mental health among higher education students in the UK. Papers were located through a systematic search of PsychINFO, PubMed and Embase up to November 2018.ResultsThe search strategy yielded 1272 studies—9 met the inclusion criteria. A further two were identified through hand-searching. The median sample size was 408. Only three of seven studies found an association between higher debt and worse mental health. There was a consistent cross-sectional relationship between worse mental health and both experience of financial difficulties (seven of seven studies) and debt worry/financial concern (four of five studies), though longitudinal evidence was mixed and limited to six studies.ConclusionAmong higher education students in the UK, there is little evidence that the amount of debt is associated with mental health. However, more subjective measures of increased financial stress were more consistently associated with worse mental health outcomes. Nevertheless, the identified evidence was judged to be weak; further research is required to examine whether links between financial stress and mental health outcomes are robust and causal in nature.

scholarly journals International mental health outcomes and benchmarking using the FACE approach

2001 ◽  
Vol 24 (3) ◽  
pp. 105 ◽  
Author(s):  
Rob Elzinga ◽  
Fiona Meredith & Paul Clifford
Keyword(s):  
Mental Health ◽  
United Kingdom ◽  
Health Outcomes ◽  
Mental Health Outcomes ◽  
Care Plan ◽  
Service Users ◽  
Similar Treatment ◽  
The United Kingdom ◽  
Physical Problems ◽  
The Face

This article describes and compares the nature and severity of problems encountered by persons receiving mental healthservices in the United Kingdom and Australia, and the outcome of their treatment. The perspective of service providersand service users in the two countries was strikingly similar. Treatment was effective in alleviating problems withsocial circumstances, and in increasing adaptive and interpersonal functioning. Treatment was less effective inaddressing psychological or physical problems. Service users in the United Kingdom were more involved in developingtheir treatment care plan than those in Australia. The study demonstrates how data required for benchmarking andoutcome evaluation purposes can be generated as part of routine clinical processes.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

scholarly journals Challenging Media (Mis)Representation: An Exploration of Available Models

2018 ◽  
Vol 7 (2) ◽  
pp. 4-20
Author(s):  
Karla Perez Portilla
Keyword(s):  
Mental Health ◽  
United Kingdom ◽  
Sexual Orientation ◽  
Theoretical Analysis ◽  
Mental Health Stigma ◽  
Right Wing ◽  
The United Kingdom ◽  
The Uk

This article is a theoretical analysis aimed at articulating the harm caused by media (mis)representation, and at showing existing ways in which this harm can be contested. The approaches analysed are largely from the United Kingdom. However, the issues they raise are not unique and the models explored are potentially transferable. The examples cover a range of media, including British right-wing press, television and Facebook; and characteristics protected by equality legislation in the UK such as sex, sexual orientation, race, religion and mental health stigma. Crucially, all the initiatives presented demonstrate the group-based nature of media (mis)representations, which cannot be understood and, therefore, cannot be addressed through individualistic approaches. Therefore, the article concludes that the role of groups as the targets of media (mis)representation and as potential claimants should be fully acknowledged and enabled.

Mental health services for black and minority ethnic elders in the United Kingdom: a systematic review of innovative practice with service provision and policy implications

2012 ◽  
Vol 25 (3) ◽  
pp. 359-373 ◽  
Author(s):  
Sarmishtha Bhattacharyya ◽  
Susan Mary Benbow
Keyword(s):  
Mental Health ◽  
United Kingdom ◽  
Mental Health Problems ◽  
Policy Implications ◽  
The United Kingdom ◽  
Specialist Services ◽  
The Uk ◽  
Socially Excluded ◽  
Minority Ethnic ◽  
Learning Points

ABSTRACTBackground: The proportion of older people from black and minority ethnic (BME) groups in the United Kingdom (UK) is increasing steadily as the population ages. The numbers with dementia, depression, and other mental health problems are predicted to increase. Government policy documents have highlighted gaps in services for BME elders and/or the need to develop culturally appropriate services, in order to prevent people from BME communities from becoming socially excluded and finding services hard to access. This paper reviews published examples of innovative services and key learning points from them.Method: A search was carried out on Pubmed, Medline, and Google Scholar for service developments aimed at BME elders in the UK. Sixteen relevant papers and reports were identified and were analysed to identify learning points and implications for clinical practice and policy.Results: Commissioning issues included were forward planning for continuing funding and mainstreaming versus specialist services. Provider management issues included were employing staff from the communities of interest, partnership, and removing language barriers. Provider service issues included were education for service provider staff on the needs of BME elders, making available information in relevant languages, building on carers’ and users’ experiences, and addressing the needs of both groups.Conclusion: A model for structuring understanding of the underutilisation of services by BME elders is suggested. The main emphasis in future should be to ensure that learning is shared, disseminated, and applied to the benefit of all communities across the whole of the UK and elsewhere. Person-centred care is beneficial to all service users.

scholarly journals Animal-Assisted Interventions for the Improvement of Mental Health Outcomes in Higher Education Students: A Systematic Review of Randomised Controlled Trials

2021 ◽  
Vol 18 (20) ◽  
pp. 10768
Author(s):  
Charlotte Parbery-Clark ◽  
Marvellas Lubamba ◽  
Louise Tanner ◽  
Elaine McColl
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Systematic Review ◽  
Health Outcomes ◽  
Randomised Controlled Trials ◽  
Mental Health Outcomes ◽  
Cochrane Library ◽  
Controlled Trials ◽  
Short Term ◽  
Randomised Controlled

Background: The aim of this systematic review was to evaluate the effectiveness of Animal-Assisted Interventions (AAIs), particularly Animal-Assisted Therapy (AAT) and Animal-Assisted Activity (AAA), in improving mental health outcomes for students in higher education. The number of students in higher education reporting mental health problems and seeking support from universities’ student support services has risen over recent years. Therefore, providing engaging interventions, such as AAIs, that are accessible to large groups of students are attractive. Methods: MEDLINE, PsycINFO, Embase and Cochrane Library were searched from relative inception to end of April 2020. Additionally, a grey literature search was undertaken. Independent screening, data extraction and risk of bias assessment were completed, with varying percentages, by two reviewers. Results: After de-duplication, 6248 articles were identified of which 11 studies were included in the narrative synthesis. The evidence from randomised controlled trials suggests that AAIs could provide short-term beneficial results for anxiety in students attending higher education but with limited evidence for stress, and inconclusive evidence for depression, well-being and mood. For the non-statistically significant results, the studies either did not include a power calculation or were under-powered. Conclusions: Potential emerging evidence for the short-term benefits of AAI for anxiety, and possibly stress, for students in higher education was found.

scholarly journals Loneliness in the UK during the COVID-19 pandemic: Cross-sectional results from The COVID-19 Psychological Wellbeing Study

2020 ◽  
Author(s):  
Jenny Groarke ◽  
Emma Berry ◽  
Lisa Graham-Wisener ◽  
Phoebe McKenna-Plumley ◽  
Emily McGlinchey ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Emotion Regulation ◽  
Health Outcomes ◽  
Mental Health Outcomes ◽  
Psychological Wellbeing ◽  
Public Health Issue ◽  
Cross Sectional ◽  
The Uk ◽  
The Impact

Objectives: Loneliness is a significant public health issue. The COVID-19 pandemic has resulted in lockdown measures limiting social contact. The UK public are worried about the impact of these measures on mental health outcomes. Understanding the prevalence and predictors of loneliness at this time is a priority issue for research. Design: The study employed a cross-sectional online survey design. Method: Baseline data collected between March 23rd and April 24th 2020 from UK adults in the COVID-19 Psychological Wellbeing Study were analysed (N = 1963, 18-87 years, M = 37.11, SD = 12.86, 70% female). Logistic regression analysis was used to look at the influence of sociodemographic, social, health and COVID-19 specific factors on loneliness. Results: The prevalence of loneliness was 27% (530/1963). Risk factors for loneliness were younger age group (OR: 4.67 – 5.31), being separated or divorced (OR: 2.29), meeting clinical criteria for major depression (OR: 1.74), greater emotion regulation difficulties (OR: 1.04), and poor quality sleep due to the COVID-19 crisis (OR: 1.30). Higher levels of social support (OR: 0.92), being married/co-habiting (OR: 0.35) and living with a great number of adults (OR: 0.87) were protective factors. Conclusions: Rates of loneliness during the initial phase of lockdown were high. Risk factors were not specific to the COVID-19 crisis. Findings suggest that supportive interventions to reduce loneliness should prioritise younger people and those with mental health symptoms. Improving emotion regulation and sleep quality may be optimal initial targets to reduce the impact of COVID-19 regulations on mental health outcomes.

scholarly journals Mental health of health care workers during the COVID-19 pandemic and evidence-based frameworks for mitigation: A rapid review

2021 ◽  
Author(s):  
Ajay Major ◽  
Fay J Hlubocky
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Health Care ◽  
Health Outcomes ◽  
Health Care Workers ◽  
Mental Health Outcomes ◽  
Rapid Review ◽  
Evidence Based ◽  
Care Workers ◽  
Pubmed Database

Background: The ongoing COVID-19 pandemic has profoundly affected the mental health of health care workers (HCWs), and optimal strategies to provide psychological support for HCWs are not currently established. Aims: To rapidly review recently-published literature on the mental health of HCWs during the COVID-19 pandemic. Methods: Query of all quantitative research through the PubMed database on the mental health of HCWs during the COVID-19 pandemic which utilized validated mental health instruments. 723 articles were screened and 87 articles were included. Results: Nearly all included studies were cross-sectional, survey-based assessments of the prevalence of and risk factors for mental illness. Only one interventional study was identified. Prevalence of mental health outcomes varied widely: 7.0-97.3% anxiety, 10.6-62.1% depression, 2.2-93.8% stress, 3.8-56.6% post traumatic stress, 8.3-88.4% insomnia, and 21.8-46.3% burnout. Risk and protective factors were identified in personal and professional domains, including degree of COVID-19 exposure, adequacy of protective equipment, and perception of organizational support. Conclusions: The myriad risk factors for poor mental health among HCWs suggests that a comprehensive psychosocial support model with individual- and organization-level interventions is necessary. Further longitudinal research on specific evidence-based interventions to mitigate adverse mental health outcomes among HCWs is urgently needed as the pandemic continues.

scholarly journals Capturing the complexity: Towards a better understanding of collaborative higher education provision in the UK

2021 ◽  
Vol 8 (8) ◽  
pp. 1-7
Author(s):  
John Mariampillai
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Higher Education Institutions ◽  
Student Loan ◽  
Publicly Funded ◽  
Private Providers ◽  
The United Kingdom ◽  
The Uk ◽  
Public Bodies

This article investigates collaborative Higher Education (HE) landscape in the United Kingdom (UK). Collaborative arrangements between publicly funded (i.e. with recurrent funding from the Funding Councils or other public bodies) Higher Education Institutions (HEIs) and other private providers have witnessed a significant expansion since 2010, in terms of student numbers and public-backed student loan support. The focus of this article is on understanding the rationale and complexities around collaborative HE provision involving HEIs and other private providers. This article uses data collected through interviews, involving 19 stakeholders representing collaborative HE provision in the UK.

scholarly journals Academic Career Development in Indonesia and the United Kingdom: A Systematic Literature Review

2021 ◽  
Vol 10 (3) ◽  
pp. 409
Author(s):  
Maya Kurniawati ◽  
Choirul Saleh ◽  
M.R. Khairul Muluk
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Career Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Academic Career ◽  
Community Services ◽  
Journal Articles ◽  
The United Kingdom ◽  
The Uk

Lecturers are an essential element of a higher education institution. The lecturer has two functions in Indonesia, namely an educator and a researcher who has the job in developing and deploying science, technology, and art to the community through the Three Pillars of Higher Education activities: education, research, and community services. This study aims to investigate and answer the three research questions, which involve how the academic career development system for lecturers, how the academic career development patterns for lecturers, and the factors which affect the academic career in Indonesia and the United Kingdom (UK). We chose the UK since it is one of the countries with the most robust higher education system globally. This research was required to capture the gap in academic career development for lecturers in Indonesia and the UK. There are 23 journal articles and other literature included and found using systematic literature review and PRISMA protocol. These journal articles and other literature analyzed by meta-synthesis and could describe the comparative perspectives between an academic career in Indonesia and the UK. These review results can be an excellent comparison for improving higher education systems, specifically in the academic career development for Indonesian lecturers. A significant improvement will encourage universities in Indonesia to embrace the vision as a world-class university.

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