Hopes and Fears of First-Year Freshman College Students during the COVID-19 Pandemic

The COVID-19 pandemic made the experience of being a first-year freshman college student unique. This study aims to analyze the hopes and fears of these students concerning their current life and future goals. Participating students completed the Hopes & Fears questionnaire. Results showed that students’ hopes and fears were mainly connected with domains of education and the global/collective dimension, followed by personal and family members’ health. Two new categories emerged, self-fulfillment and solidarity, reflecting the importance of the contextual dimension that these students were navigating. The findings of the current study contribute to the research of college students’ hopes and fears towards their future and accounts for the analyses of this topic as we progress to a post-pandemic phase.

Childhood adversities and mental disorders in first-year college students: results from the World Mental Health International College Student Initiative

Background This study investigates associations of several dimensions of childhood adversities (CAs) with lifetime mental disorders, 12-month disorder persistence, and impairment among incoming college students. Methods Data come from the World Mental Health International College Student Initiative (WMH-ICS). Web-based surveys conducted in nine countries (n = 20 427) assessed lifetime and 12-month mental disorders, 12-month role impairment, and seven types of CAs occurring before the age of 18: parental psychopathology, emotional, physical, and sexual abuse, neglect, bullying victimization, and dating violence. Poisson regressions estimated associations using three dimensions of CA exposure: type, number, and frequency. Results Overall, 75.8% of students reported exposure to at least one CA. In multivariate regression models, lifetime onset and 12-month mood, anxiety, and substance use disorders were all associated with either the type, number, or frequency of CAs. In contrast, none of these associations was significant when predicting disorder persistence. Of the three CA dimensions examined, only frequency was associated with severe role impairment among students with 12-month disorders. Population-attributable risk simulations suggest that 18.7–57.5% of 12-month disorders and 16.3% of severe role impairment among those with disorders were associated with these CAs. Conclusion CAs are associated with an elevated risk of onset and impairment among 12-month cases of diverse mental disorders but are not involved in disorder persistence. Future research on the associations of CAs with psychopathology should include fine-grained assessments of CA exposure and attempt to trace out modifiable intervention targets linked to mechanisms of associations with lifetime psychopathology and burden of 12-month mental disorders.

The Status of First Aid Skills Mastery and Training Preferences of College Students: A Cross-Sectional Survey

Objective： Bystander first aid can improve the survival rate after out-of-hospital cardiac arrest or trauma, College students are potential bystanders of first aid in society. In the research, we aim to determine the universality of first aid training and the mastery of first aid skills among college students in order to implement first aid. Methods：From January to October 2021, Carry out questionnaire surveys by WeChat push, A random cross-sectional study was conducted on students from five universities in Wenzhou. In order to understand the knowledge and skills of first aid, Respondents accepted the first aid scenario that answered two hypotheses. Results：Among the 1,171 college students interviewed. Among them, 37.23% are males and 62.77% are females; 78.31% have first aid training experience, and 21.69% have no first aid training experience; 71% of college students acquire theoretical knowledge and practical skills through first aid training conducted by the Red Cross, medical emergency centers or hospitals, etc. 22% of college students study through the information network; All college students interviewed expressed their willingness to participate in first aid training. But 21.69% of college students have not received first aid training, The reason for the inability to participate in the training is that they do not understand the ways to participate in first aid training, accounting for 37.01%; Lack of confidence accounted for 19.69%, and lack of time accounted for 35.04%; In the hypothetical emergency scene, In the male group, 48.96% were willing to treat the injured, and 36.19% in the female group. There is a statistical difference between the two (P＜0.01); The junior college student group and the undergraduate student group are 28.09% and 44.09% separately. The medical professional group and the students with the first aid training group are 60.4% and 43.51% separately, The willingness to implement first aid has a clear advantage over the non-medical and non-trained two groups. The comparison between the two groups was statistically significant (P <0.01). The first aid skills are well mastered: chest compression 46.19%, judgment awareness 35.95%, hemostasis bandaging 32.88%, The worse ones were artificial respiration 24.67%, open airway 23.56%, and fracture fixation 8.96%. Conclusion: College students have a positive attitude towards learning first aid knowledge. However, it was found that the first aid skills were not well mastered, and the training was insufficient. Colleges and universities should provide first aid-related courses, extracurricular intensive training and other methods, Increase the knowledge of college students to deal with emergencies and improve basic first aid skills. Incorporating first aid skills training into university curricula and implementing it is a long-term strategy. Improve college students' awareness of first aid knowledge to obtain better social benefits. Key words: Attitude, First aid skills, college student training.

College Student Activism on Campus

This chapter provides an overview of the definition of activism, highlighting the current national context for how activism is implemented and perceived, and then exploring how colleges and universities have begun to manage student activism, primarily in the interest of learning, but also in relation to risk management. The concept of managed activism tied to learning is explored against the background of college student development, and is also tied to public and institutional policy. The chapter concludes with a preface to the remainder of the book, noting the inter-relationship between activism and the larger world both on and off campus.

Student Athlete Activism in a Millennial World

College student athletes are among the most recognized students in their communities, across the country, and in some cases around the world. Their voices hold a significant esteem, and they can impact many societal and political issues. Some have postulated that college student-athletes are hesitant to be a part of these politics, but during the past few years, many have taken stands through social media and through protests on their campuses that have been in opposition to the stances of their coaches, their university's administration, and their teammates. Many, however, challenge the role that student athletes have in these protests. This chapter will explore the history of student athlete activism and its developmental aspects, highlight the more recent instances of such activism, and finally discuss how university administration and others can support and be responsive to the concerns that are expressed by this unique set of students.

Service and Philanthropy as College Student Activism for Fraternity and Sorority Members

College student activism is often thought of as a problem to be dealt with, focusing on the potentially damaging role that student protest can take on a campus. Activism, however, can be defined in a multitude of ways, including how students express themselves in their commitment to others. This notion of community service or service learning has taken on a major role on many college campuses, and can highlight the powerful and positive impact of student activism. This chapter explores the role of service and philanthropy as mechanisms for college students to express their beliefs and commitments to others. Specifically exploring those student behaviors in fraternities and sororities, activism among undergraduates can be a tremendous asset to an institution, to a community, and ultimately, to the students themselves.