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.

Protocol for a Mental Health and Substance Use Trend Study: the World Mental Health-International College Student (WMH-ICS) Survey in Canada (Preprint)

BACKGROUND The World Health Organization (WHO) World Mental Health-International College Student (WMH-ICS) initiative aims to screen for mental health and substance use problems among post-secondary students on a global scale as well as to develop and evaluate evidence-based preventive and ameliorative interventions for this population. The epidemiologic surveys—a core component of the WMH-ICS initiative—are self-administered online questionnaires that generate diagnostic estimates for a wide range of common mental disorders and have been administered to over 95,000 students across 16 countries around the world. This protocol paper presents the Canadian version of the WMH-ICS survey, detailing the adapted survey instrument, the unique weekly cross-sectional administration, the multi-tiered recruitment strategy, and the associated risk mitigation protocols. OBJECTIVE This paper aims to provide a methodological resource for researchers conducting cross-national comparisons of WMH-ICS data, as well as to serve as a useful guide for those interested in replicating the outlined cross-sectional methodology to better understand how mental health and substance use vary over time among university students. METHODS The online survey is based on the WMH-ICS survey instrument and has been modified to the Canadian context by the addition of questions pertaining to Canadian-based guidelines and the translation of the survey to Canadian French. The survey was administered through the Qualtrics survey platform and was sent to an independent stratified random sample of 350 students per site weekly, followed by two reminder emails. Upon survey closure every week, a random subsample of 70 non-responders were followed up with via phone or through a personal email in an effort to decrease non-responder bias. The survey is accompanied by an extensive risk mitigation protocol that stratifies respondents by level of need and provides tailored service recommendations, including a facilitated expedited appointment to student counselling services for those at increased risk of suicide. RESULTS In February 2020, the Canadian survey was deployed at the University of British Columbia. This was followed by deployment at Simon Fraser University (November 2020) and McMaster University (January 2021). Additional Canadian sites are currently in various stages of assessment and implementation. As of November 18th 2021, 21,143 responses have been collected. CONCLUSIONS The Canadian version of the WMH-ICS survey is based on a novel methodological approach centered on the weekly administration of a comprehensive cross-sectional survey to independent stratified random samples of university students. After 22 months of consecutive survey administration, we have developed and refined a survey protocol that has proven effective in engaging students at three Canadian institutions, allowing us to track how mental health and substance use vary over time using an internationally developed university student survey based on DSM-5 criteria.

Examining the Experiences of Campus Safety among International Students

Although international students comprise a significant percentage of the college population, limited attention is directed to their safety needs. This study measured the experiences and perceptions of campus safety among international college students in the United States. The researchers sampled participants from institutions around the country, who self-identified as international students. A researcher-developed 53-item Likert scale questionnaire, the International College Students’ Safety Questionnaire (ICSSQ), was administered to the sample. Findings from the exploratory factor analysis provided preliminary evidence for a four-factor solution for the 26-item ICSSQ with adequate internal consistency. Salient demographic variables, such as, nationality, college status and perceived proficiency in English, were found to be significantly linked to derived factor scores. Implications for institutional adoption of this instrument, along with limitations and directions for future research are included.

ADHD Comorbidity Structure and Impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS)

Objective To examine the prevalence of ADHD and the association of comorbid disorders, and multivariate disorder classes with role impairment in college students. Method About 15,991 freshmen (24 colleges, 9 countries, WMH-ICS) (response rate = 45.6%) completed online WMH-CIDI-SC surveys for 6-month ADHD and six 12-month DSM-IV disorders. We examined multivariate disorder classes using latent class analysis (LCA) and simulated a population attributable risk proportions (PARPs) of ADHD-related impairment. Results About 15.9% had ADHD, of which 58.4% had comorbidities. LCA classified ADHD respondents to pure (42.9%), internalizing (36.0%), bipolar comorbidities (11.3%), and externalizing disorder classes (9.8%). ADHD, comorbidities, and multivariate disorder classes independently predicted severe impairment. PARPs: eliminating ADHD hypothetically reduced severe impairment by 19.2%, 10.1% adjusted for comorbidities, 9.5% for multivariate disorder classes. Conclusions ADHD and comorbid disorders are common and impairing in college students. Personalized transdiagnostic interventions guided by multivariate disorder classes should be explored.

2019 LIMA DECLARATION

This Declaration has emanated from the Latin American Conference on Person-Centered Medicine, held in Lima-Peru on December 13 and 14, 2019, organized by the Peruvian Association of Person Centered Medicine (APEMCP), the Latin American Network of Person Centered Medicine (RLMCP), and the International College of Person Centered Medicine (ICPCM); under the auspices of the Peruvian Association of Faculties of Medicine (ASPEFAM), the Pan American Health Organization (PAHO / WHO), and the San Marcos National University (UNMSM).

The Learning of Graphic Design Students Through Art Exhibition Visits in Jeddah International College

Art exhibitions promote learning by shaping knowledge through communication media. Saudi Arabia 2030 vision considers art and design and its development. This study aims to investigate the learning experience and practices in art exhibition visits of graphic design students in Jeddah International College. Moreover, the study examines the impact of visiting art exhibitions on the development of graphic design projects with adequate guidance during the students' visits to art exhibitions. Jeddah International graphic design students participated in the data collection using an online survey. The results revealed that visiting art exhibitions have a significant impact on the development of graphic design projects. However, graphic design student’s practice inappropriate processes to work independently during these visits. Thus, the study proposes a set of guidelines for graphic design students to enhance students' learning during art exhibitions visits.

Reviewer Acknowledgements

World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: [email protected] for Volume 11, Number 2Andrés Canga, University of La Rioja, SpainChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDon Anton Balida, Oman Tourism College, OmanElena Alcalde Peñalver, University of Alcalá, SpainEmine Bala, Tishk International University, IraqGhadah Al Murshidi, The United Arab Emirates University, UAEHameed Yahya Ahmed Al-Zubeiry, Al-Baha University, Saudi ArabiaHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaJasna Potocnik Topler, University of Maribor, SloveniaKanthimathi Krishnasamy, Shrimathi Devkunvar Nanalal Bhatt Vaishnav College for Women, IndiaKenan Yerli, Sakarya University, TurkeyLeila Lomashvili, Shawnee State University, USALi Ping Chang, Department of Applied Foreign Languages, National Taipei College of Business, TaiwanMaria del Mar Sanchez Ramos, University of Alcalá, SpainMaria Isabel Maldonado Garcia, Al-Andalus Institute of Languages University of Lahore, PakistanMaría Luisa Carrió, Universidad Politécnica de Valencia, SpainMuhammed Ibrahim Hamood, University of Mosul, IraqMustafa Ar, Ar-Raniry State Islamic University, IndonesiaNitin Malhotra, St. Theresa International College, Bangkok, ThailandÖzkanal, Ümit, Eskisehir Osmangazi University Foreign Languages Department, TurkeyPatnarin Supakorn, Walailak University, ThailandPham Vu Phi Ho, Van Lang University, VietnamScott-Monkhouse Anila Ruth, Language Centre – University of Parma (Italy), ItalyŞenel, Müfit, 19 Mayıs University, TurkeyShalini Yadav, Compucom Institute of Technology and Management, IndiaTeguh Budiharso, State Institute of Islamic Studies (IAIN) of Surakarta, Indonesia, IndonesiaWafi Fhaid Alshammari, University of Ha’il, Saudi ArabiaWenjie Shi, Central University of Finance and Economics, China