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.

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 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.

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.

scholarly journals Barriers vs. bridges: Undocumented immigrants’ access to post-secondary education in Ontario

2021 ◽  
Author(s):  
Marietta Armanyous ◽  
Graham Hudson
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Secondary Education ◽  
Undocumented Immigrants ◽  
The United States ◽  
Access To Education ◽  
Post Secondary Education ◽  
Canadian Universities ◽  
Post Secondary ◽  
Legal Right

Introduction: The governance of migration and human mobility is a contentious matter, and it has only become more prominent in public, political, and legal spheres. One of the most challenging issues is how to protect and promote the rights of undocumented immigrants, who face multiple forms of legal and social exclusion. In the face of public pressure to control borders, governments must decide whether persons already living and working in cities, towns, and rural areas should be able to access public services, such as health and education. The question of education has become more prominent in the United States and Canada. The norm is for governments and schools to deny or outright exclude undocumented persons from accessing education, but this has been changing in certain jurisdictions, including sanctuary cities and states. Canadian policies are also changing. Although access to education in publicly-funded institutions is currently a legal right for all residents of Ontario (subject to some qualifications unrelated to immigration status), attaining access remains a challenge for undocumented immigrants. Recently, activists have been pushing for a right to access higher education in universities and colleges. Even if not provided for in domestic law, access to education is a legal right under international law. The UN Commission on Human Rights notes that the right to education has a special function, in that it “unlocks other rights when guaranteed, while its denial leads to compounded denials of other human rights and perpetuation of poverty” (UN Commission on Human Rights, 2004, p. 7). Others describe education as an “empowerment right” (Kalantry, Getgen, & Koh, 2010, p. 260; UN Committee on Economic, Social and Cultural Rights [CESCR], 1999). This paper examines existing barriers that undocumented immigrants face if they wish to access post-secondary education in Ontario, Canada. It also addresses the policies that Canadian universities have implemented (or plan to implement) to remove these barriers, thereby allowing undocumented immigrants to obtain formal post-secondary education. It argues that access to higher education is a binding international human right and that provincial governments and universities should ensure access. The primary questions that this research paper aims to address are the following: • What are the legal, procedural, and/or financial barriers to accessing post-secondary education? • Are provincial governments implementing policies to remove these barriers? If so, what are they? • Are Canadian universities implementing policies to remove these barriers? If so, what are they? By addressing key obstacles and identifying possible solutions, we can better advocate for appropriate policy changes. Whereas there is significant literature on this topic in the US, there is far less information in the Canadian context; it is an important matter to bring to the forefront of both Canadian immigration and education policy discussions. Since the constant threat of deportation serves as a silencing mechanism and form of political suppression, it is important to advocate with and, when necessary, on behalf of undocumented migrants. My research will help shed more light on this concern and amplify the need for governments/institutions to find pragmatic ways to resolve this issue.

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 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.

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.

Sign in / Sign up

Export Citation Format

Share Document