scholarly journals A ‘PERMA’ Response to the Pandemic: An Online Positive Education Programme to Promote Wellbeing in University Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Blaire Morgan ◽  
Laura Simmons
Keyword(s):  
Mental Health ◽  
University Students ◽  
Education Programme ◽  
Lessons Learned ◽  
Virtual Learning Environment ◽  
Mental Wellbeing ◽  
Positive Education ◽  
The United Kingdom ◽  
Sources Of Support ◽  
Practical Implications

Pre-existing issues regarding the wellbeing and mental health of university students have subsequently been compounded by the global COVID-19 pandemic. Research signals that anxiety and depression symptomology has increased in university students’ following the COVID-19 outbreak, and mental wellbeing has declined. In response to concerns around mental health of students in Higher Education (HE), and to support the transition to remote working during the pandemic, we designed and implemented an 8-week wellbeing program based on positive education frameworks and practices. The online program was delivered in a West Midlands-based university in the United Kingdom, to undergraduate and postgraduate psychology students. The weekly sessions [ran through a virtual learning environment (VLE)] aimed to 1) provide students with a community and an opportunity to feel connected with other students, 2) introduce students to key concepts of wellbeing, and 3) equip students with knowledge and resources that would help sustain/improve their wellbeing. In this paper we outline how positive education, and specifically the “PERMA” wellbeing framework, has inspired the development of this wellbeing program (including the accompanying VLE webpages and sources of support) and future plans for evaluation. We further describe the content and delivery of this program alongside practical implications, lessons learned and important constraints. We situate this discussion alongside consideration of ongoing wellbeing support requirements following the pandemic and issues regarding wider integration of PERMA approaches in university contexts.

scholarly journals Young Parents’ Experiences of Pregnancy and Parenting During the COVID-19 Pandemic: A Qualitative Study in the United Kingdom

2021 ◽  
Author(s):  
Bettina Moltrecht ◽  
Louise J. Dalton ◽  
Jeffrey R. Hanna ◽  
Clare Law ◽  
Elizabeth Rapa
Keyword(s):  
Mental Health ◽  
United Kingdom ◽  
Perinatal Care ◽  
Good Practice ◽  
Poor Mental Health ◽  
Mental Wellbeing ◽  
Young Parents ◽  
The United Kingdom ◽  
Increased Risk ◽  
Parents Experiences

Abstract Young parents (aged 16-24 years) in the perinatal period are at an increased risk of poor mental health especially during the COVID-19 pandemic, due to multiple risk factors including social and economic instability. COVID-19 related restrictions had profound implications for the delivery of perinatal care services and other support structures for young parents. Investigating young parents’ experiences during the pandemic, including their perceived challenges and needs, is important to inform good practice and provide appropriate support for young parents. Qualitative interviews were conducted with young parents (n=21) during the COVID-19 pandemic in the United Kingdom from February – May 2021. Data were analysed using thematic analysis. Three key themes were identified to describe parents’ experiences during the COVID-19 pandemic. Parents reported specific COVID-19 related anxieties and stressors, including worries around contracting the virus and increased feelings of distress due to uncertainty created by the implications of the pandemic. Parents described feeling alone both at home and during antenatal appointments and highlighted the absence of social support as a major area of concern. Also, parents felt their perinatal care had been disrupted by the pandemic and experienced difficulties accessing care online or over the phone. This study highlights the potential impact of the COVID-19 pandemic on young parents, including their mental wellbeing and the perinatal support they were able to access. Insights from this study can inform the support and services offered to families going forward. Specifically, the findings emphasise the importance of (a) supporting both parents during perinatal appointments, (b) providing parents with mental health support early on and (c) finding ways to facilitate communication pathways between professionals and parents.

ENACT Study: What has helped health and social care workers maintain their mental wellbeing during the COVID-19 pandemic? Adaptive coping, team resilience, help-seeking behaviour and work based supports

2022 ◽  
Author(s):  
Nicola Cogan ◽  
Chloe Kennedy ◽  
Zoe Beck ◽  
Lisa McInnes ◽  
Gillian ◽  
...  
Keyword(s):  
Mental Health ◽  
Help Seeking ◽  
Online Survey ◽  
Social Care ◽  
Lessons Learned ◽  
Mental Wellbeing ◽  
Adaptive Coping ◽  
Team Resilience ◽  
Care Workers ◽  
Health And Social Care

Rapid studies have highlighted the adverse mental health impact of COVID-19 on health and social care workers (HSCWs). Complementing this work, we report on the psychosocial factors that have helped HSCWs adapt to the adversities associated with COVID-19 and protect staff wellbeing in Scotland. The ENACT study collected data from HSCWs (n= 1364) in Scotland during the third national lockdown. Using a cross-sectional design, participants completed an online survey providing quantitative data and free responses. A multi-method approach to analysis was used. The majority of HSCWs were found to have low wellbeing scores, high levels of COVID-19 stress, worry, burnout and risk perception scores and almost half of HSCWs met the clinical cut off for acute stress. Adaptive coping strategies and increased perceived team resilience helped mitigate against the adverse impact that COVID-19 stressors have on HSCWs’ mental wellbeing. HSCWs were significantly more likely to seek informal support for dealing with personal or emotional problems. Barriers to formal help-seeking were identified including stigma and fears of consequence of disclosure. HSCWs most valued peer support, workplace supports, visible leadership and teamwork. Our findings illuminate the complexity of the effects of the COVID-19 pandemic on HSCWs’ wellbeing and will inform future intervention development to increase positive adaptation amongst staff. Addressing barriers to mental health help-seeking among HSCWs is essential. The implications emphasise the importance of lessons learned across health and social care contexts, planning and preparedness for future pandemics.

scholarly journals Impact of COVID-19 Pandemic on Mental Health of University Students in Pakistan

2020 ◽  
Author(s):  
Hafiz Muhammad Asif ◽  
Hafiz Abdul Sattar
Keyword(s):  
Public Health ◽  
Mental Health ◽  
University Students ◽  
Urban Areas ◽  
Family Income ◽  
Sampling Procedure ◽  
Mental Wellbeing ◽  
Snowball Sampling ◽  
Cross Sectional ◽  
The Impact

Purpose: A novel coronavirus, SARS-CoV-2 was identified as the cause of COVID-19 eventually led to the declaration of Public health emergency of international concern and a pandemic by WHO due to its exponential global spread. Present study was conducted to investigate the impact of second wave of pandemic on mental wellbeing and social behaviors among university students of Pakistan during this crucial period of COVID-19 infection. Methods: A cross-sectional analytical study was designed to evaluate the psychosocial impact during the current COVID-19 outbreak among the students of The Islamia University of Bahawalpur, Pakistan. Snowball sampling or chain referral sampling procedure was adopted to recruit the participants in the study. Verbal informed consent was taken from all participants before recruitment in the study irrespective of their gender, age and socioeconomic status. Results: Mental health of university students during COVID-19 epidemic was affected to a varying degree revealing that 26.66% were recorded to have mild, 27.15% moderate and 17.04% suffering from severe anxiety out of total 1029 students. Students who were residing in urban areas with parents and having a steady family income were negatively associated and found protective factors against anxiety. However, having a relative or an acquaintance infected with COVID-19 was an independent risk factor for experienced anxiety. Positively associated factors with the level of anxiety symptoms included economic stressors, effects on daily-life, and academic delays whereas social support was negatively correlated with anxiety in COVID-19 related stressors. Conclusion: Public health emergencies and such pandemic are exerting serious psychological impacts on university students. It is recommended that the higher authorities should plan better policies to reduce this impact for the provision of high quality and timely crisis-oriented psychological services to university students.

EFFECT OF THE IMPACT OF COVID-19 ON THE MENTAL HEALTH OF UNIVERSITY STUDENTS (Preprint)

2021 ◽  
Author(s):  
Sulhi Alfakeh
Keyword(s):  
Mental Health ◽  
Saudi Arabia ◽  
University Students ◽  
Female Students ◽  
Male Students ◽  
Psychological Status ◽  
Mental Wellbeing ◽  
Anxiety And Depression ◽  
Full Time ◽  
The Impact

BACKGROUND The continuous reporting of the latest confirmed COVID-19 cases in Saudi Arabia and globally, with the concomitant social distancing measures and university closures, is likely to affect the mental wellbeing of many university students. There have been many reports on the psychological effects of the COVID-19 pandemic on the public, hospital staff, patients, children, and older adults [4,5]. However, to date, only a few studies on the mental health effects of COVID-19 and the wellbeing of college students have been conducted during the pandemic [6]. In this study, we aimed to estimate the mental health impact of COVID-19 on university students in Saudi Arabia. We conducted our study to learn more about the psychological status of university students through the pandemic for the following reasons: to evaluate the prevalence of stress, anxiety, and depression of university students during the pandemic; and to provide a basis for universities and governmental policies to support university students affected by the impact of COVID-19. OBJECTIVE Objective: To estimate the psychological impact of COVID-19 on university students in Saudi Arabia. METHODS Method: The Depression Anxiety Stress Scales 21 (DASS-21) questionnaire was distributed via the university students’ accounts. Of the 71,945 full-time undergraduate university students, 3,515 respondents completed the questionnaires. The study questionnaire also included demographic information, including age, gender, source of income, living arrangements, smoking status, and weekly physical exercise. RESULTS Results: Nearly half of participants had normal stress (40.5%, n = 1425) and anxiety (42.4%, n = 1492) levels. In terms of depression, nearly one-third of subjects were classified as ‘normal’ (29.3%, n = 1031); however, one-fourth of them were classified as ‘extremely severe’ (23.8%, n = 838). There were significantly higher levels of stress among female students. Also, a significantly higher rate of male students (50.4%, n = 667) had normal anxiety levels, compared with female students (37.7%, n = 825). Finally. significantly higher proportion of female students had symptoms of depression (72.66%, n = 1,592) compared with the degrees of depression among male students (67.37%, n = 892). CONCLUSIONS Conclusion: We detected that stress, anxiety, and depression increased during the COVID-19 pandemic, and university students were at more risk of developing mental health issues. Ongoing follow-up and monitoring of psychological consequences and their potential negative impact on academic performance and mental wellbeing are needed. CLINICALTRIAL none

Patsy Flanagan in conversation with Jerome Carson

2018 ◽  
Vol 22 (4) ◽  
pp. 174-177
Author(s):  
Patsy Flanagan ◽  
Jerome Carson
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Case Studies ◽  
Design Methodology ◽  
Life Story ◽  
Vital Role ◽  
Mental Wellbeing ◽  
Social Implications ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to provide a profile of Patsy Flanagan. Design/methodology/approach Patsy provides a short background to her life story and is then interviewed by Jerome. Findings Patsy shares with us a journey of suffering that started when she was only five, to today where she feels she has been saved by motherhood and would like to save others through her books. Research limitations/implications Case studies illustrate the complexities and the richness of human experience and help us understand mental health and mental illness better. Practical implications Patsy makes a heartfelt plea to those contemplating suicide, “I beg of you, reconsider. Life can improve”. Social implications To tackle the mental health epidemic we are witnessing, Patsy says we must start conversations about mental wellbeing in childhood. Schools have a vital role to play. Originality/value Patsy states that creativity and empathy can arise from suffering. Her own story bears witness to this.

scholarly journals Plagiarism Curricula May Reduce Need for Punitive Plagiarism Education

2014 ◽  
Vol 9 (1) ◽  
pp. 39
Author(s):  
Robin E. Miller
Keyword(s):  
University Students ◽  
Critical Issue ◽  
Virtual Learning Environment ◽  
P Value ◽  
First Year ◽  
Final Exam ◽  
The United Kingdom ◽  
New Students ◽  
First Year University ◽  
Education Courses

Objective – To describe the development and implementation of two courses designed to help university students avoid plagiarism. Design – Quantitative and qualitative analysis. Setting – A university in the United Kingdom. Subjects – An unknown number of university students who took a Plagiarism Awareness Program (PAP) course between 2008 and 2011, and approximately 3,000 university students enrolled in a Plagiarism Avoidance for New Students (PANS) course delivered via a virtual learning environment (VLE) between October and December 2012. The authors attempted to collect rates of continued plagiarism among students who had taken plagiarism education courses. The authors also surveyed 702 university students about plagiarism in 2011. Methods – Data collected from PAP participants informed revision of the authors’ approach to plagiarism education and led to development of the second course, PANS. At the end of the course, students completed a test of their knowledge about plagiarism. Authors compared scores from students who took a course supervised by a librarian to the scores from students who took the course independently. Main Results – Students reported that many aspects of citation and attribution are challenging (p. 149). The authors discovered that 93% of students who completed the PANS course facilitated by a librarian in-person passed the final exam with a grade of 70% or higher, while 85% of students who took the same course independently, without a librarian instructor, in an online VLE scored 70% or higher (p. 155). The authors report that referrals of students who plagiarized declined significantly (p-value < 0.001) since the implementation of a plagiarism avoidance curriculum. Conclusion – As reported by the authors, first-year university students require more extensive education about plagiarism avoidance. A university plagiarism avoidance program instructed by librarians reduces the total number of students caught plagiarizing and mitigates the need for punitive plagiarism education programs. In discussing the challenges and implementation of plagiarism awareness curricula, the authors contribute to the dialogue about effective approaches to addressing this critical issue in higher education.

scholarly journals Welcoming peer workers in NHS settings: facilitating readiness with an Early Intervention in Psychosis team

2019 ◽  
Vol 23 (1) ◽  
pp. 30-35
Author(s):  
Kyt Proctor ◽  
Rachael Wood ◽  
Katherine Newman-Taylor
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
Peer Support ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Mental Health Settings ◽  
Business As Usual ◽  
Early Intervention In Psychosis ◽  
Practical Implications

Purpose A pilot project commissioned to assess feasibility and impact of peer support in an Early Intervention in Psychosis (EIP) service highlighted the importance of team readiness. The purpose of this paper is to reflect on the lessons learned in recognising and facilitating team readiness in an NHS setting. Design/methodology/approach The literature suggests that mental health teams need to be ready to implement peer support, if this is to be done successfully. The authors describe the process of preparing for peer support, obstacles that arose and ways that the team found to address these. Findings The team had actively sought to develop peer support for some time, and negotiated with Trust managers to agree these roles in principle. However, initially unspoken concerns about duty of care emerged as a key obstacle. An arguably paternalistic desire to protect potential peer worker colleagues from stress and distress could have resulted in unnecessary risk aversion and a narrowing of the role. Willingness and opportunity to reflect on the change in relationship from service user/professionals to colleagues enabled these concerns to be aired, and practical solutions agreed. Practical implications Team enthusiasm is not the same as team readiness. The team’s willingness to identify and reflect on implicit concerns facilitated an acceptance of the change in relationship with peer workers, which in turn enabled the development of standard operating procedures to ensure safe and effective peer support as “business as usual.” Originality/value This paper considers the process of welcoming peer workers in an EIP team and offers practical suggestions that may be of value to other teams seeking to implement peer support in similar adult mental health settings.

scholarly journals Effects of Shinrin-Yoku Retreat on Mental Health: A Pilot Study in Fukushima, Japan

2020 ◽  
Author(s):  
Yasuhiro Kotera ◽  
Dean Fido
Keyword(s):  
Mental Health ◽  
Pilot Study ◽  
University Students ◽  
Undergraduate Students ◽  
Mental Health Problems ◽  
Mental Wellbeing ◽  
Common Humanity ◽  
Self Compassion ◽  
The Mean

Shinrin-yoku (forest bathing) is a cost-effective healing practice, and has attracted the interest of scientists. Recently, its effects on mental health has been increasingly reported. Japanese university students suffer from high rates of mental health problems, and the number of suicides remain high, despite the total number of suicides in Japan has been decreasing. Effective mental health approaches are sought after for Japanese students, however healthful treatment has not been identified to date. Accordingly, this pre-post pilot study evaluated the levels of mental wellbeing, self-compassion, and loneliness among 25 Japanese undergraduate students who participated in a three-day shinrin-yoku retreat in Fukushima, before, straight after and two weeks after the retreat. The mean scores of mental wellbeing increased significantly from pre-retreat to post-retreat; self-compassion and common humanity increased significantly from pre-retreat to follow-up; and mindfulness increased significantly from pre-retreat to post-retreat, and from pre-retreat to follow-up. The mean scores of loneliness did not make any significant changes. As self-compassion has been found strongly associated with mental health of university students, shinrin-yoku retreat should be evaluated with a larger sample and in a shorter time frame.

scholarly journals Offering Psychological Support to University Students in Poland During the COVID-19 Pandemic: Lessons Learned From an Initial Evaluation

2021 ◽  
Vol 12 ◽  
Author(s):  
Agata Rudnik ◽  
Paulina Anikiej-Wiczenbach ◽  
Aleksandra Szulman-Wardal ◽  
Paul Conway ◽  
Mariola Bidzan
Keyword(s):  
Mental Health ◽  
University Students ◽  
Lessons Learned ◽  
Psychological Support ◽  
Initial Evaluation ◽  
Management Theory ◽  
Support Programs ◽  
Psychological Interventions ◽  
Psychological Consequences ◽  
The University

This perspective article aims to present insights into an initiative to provide free psychological support to students at the University of Gdańsk (UG) – one of the first universities in Poland to offer such help – during the first major COVID-19 pandemic lockdown in March 2020. We begin by introducing key psychological consequences of the pandemic, with particular emphasis on university students, according to Pandemic Management Theory (PMT). Next, we highlight the most significant challenges reported to us by the students in response to the support initiative and applied psychological interventions (including psychoeducation, relaxation, arranging day plans, taking care of relationships, and “just” talking). We conclude by reflecting on the challenges for mental health posed by the COVID-19 pandemic as well as the outcome of our initiative – the creation of the Academic Psychological Support Centre at the University of Gdańsk. These insights and lessons learned from developing our practice can help enhance the effectiveness of future psychological support programs through the pandemic and beyond.

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