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Koelen J, Klein A, Wolters N, Bol E, De Koning L, Roetink S, Van Blom J, Boutin B, Schaaf J, Grasman R, Van der Heijde CM, Salemink E, Riper H, Karyotaki E, Cuijpers P, Schneider S, Rapee R, Vonk P, Wiers R. Web-Based, Human-Guided, or Computer-Guided Transdiagnostic Cognitive Behavioral Therapy in University Students With Anxiety and Depression: Randomized Controlled Trial. JMIR Ment Health 2024; 11:e50503. [PMID: 38896474 DOI: 10.2196/50503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 01/23/2024] [Accepted: 01/28/2024] [Indexed: 06/21/2024] Open
Abstract
BACKGROUND Internet-based cognitive behavioral interventions (iCBTs) are efficacious treatments for depression and anxiety. However, it is unknown whether adding human guidance is feasible and beneficial within a large educational setting. OBJECTIVE This study aims to potentially demonstrate the superiority of 2 variants of a transdiagnostic iCBT program (human-guided and computer-guided iCBT) over care as usual (CAU) in a large sample of university students and the superiority of human-guided iCBT over computer-guided iCBT. METHODS A total of 801 students with elevated levels of anxiety, depression, or both from a large university in the Netherlands were recruited as participants and randomized to 1 of 3 conditions: human-guided iCBT, computer-guided iCBT, and CAU. The primary outcome measures were depression (Patient Health Questionnaire) and anxiety (Generalized Anxiety Disorder scale). Secondary outcomes included substance use-related problems (Alcohol Use Disorder Identification Test and Drug Abuse Screening Test-10 items). Linear mixed models were used to estimate the effects of time, treatment group, and their interactions (slopes). The primary research question was whether the 3 conditions differed in improvement over 3 time points (baseline, midtreatment, and after treatment) in terms of depression and anxiety symptoms. Results were analyzed according to the intention-to-treat principle using multiple imputation. Patients were followed exploratively from baseline to 6 and 12 months. RESULTS In both short-term and long-term analyses, the slopes for the 3 conditions did not differ significantly in terms of depression and anxiety, although both web-based interventions were marginally more efficacious than CAU over 6 months (P values between .02 and .03). All groups showed significant improvement over time (P<.001). For the secondary outcomes, only significant improvements over time (across and not between groups) were found for drug use (P<.001). Significant differences were found in terms of adherence, indicating that participants in the human-guided condition did more sessions than those in the computer-guided condition (P=.002). CONCLUSIONS The transdiagnostic iCBT program offers a practical, feasible, and efficacious alternative to usual care to tackle mental health problems in a large university setting. There is no indication that human guidance should be preferred over technological guidance. The potential preference of human support also depends on the scale of implementation and cost-effectiveness, which need to be addressed in future trials. TRIAL REGISTRATION International Clinical Trials Registry Platform NL7328/NTR7544; https://trialsearch.who.int/Trial2.aspx?TrialID=NL-OMON26795.
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Affiliation(s)
- Jurrijn Koelen
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Anke Klein
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Nine Wolters
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Eline Bol
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Lisa De Koning
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Samantha Roetink
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Jorien Van Blom
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Bruno Boutin
- Technical Support Psychology Department, University of Amsterdam, Amsterdam, Netherlands
| | - Jessica Schaaf
- Cognitive Neuroscience Department, Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Raoul Grasman
- Department of Psychological Methods, University of Amsterdam, Amsterdam, Netherlands
| | - Claudia Maria Van der Heijde
- Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Amsterdam, Netherlands
| | - Elske Salemink
- Experimental Psychopathology and Clinical Psychology Lab, Department of Clinical Psychology, Utrecht University, Utrecht, Netherlands
| | - Heleen Riper
- Amsterdam Public Health Research Institute, Department of Clinical Neuro- and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
| | - Eirini Karyotaki
- Amsterdam Public Health Research Institute, Department of Clinical Neuro- and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
| | - Pim Cuijpers
- Amsterdam Public Health Research Institute, Department of Clinical Neuro- and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
| | - Silvia Schneider
- Mental Health Research and Treatment Center, Department of Clinical Child and Adolescent Psychology, Ruhr-Universität Bochum, Bochum, Germany
| | - Ronald Rapee
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia
| | - Peter Vonk
- Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Amsterdam, Netherlands
| | - Reinout Wiers
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, Netherlands
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Gatdula N, Costa CB, Rascón MS, Deckers CM, Bird M. College students' perceptions of telemental health to address their mental health needs. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024; 72:515-521. [PMID: 35271419 DOI: 10.1080/07448481.2022.2047697] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 12/30/2021] [Accepted: 02/23/2022] [Indexed: 06/14/2023]
Abstract
Objective: To understand the feasibility of using telehealth for mental health services among college students. Participants: College students (N = 16) attending a university in Southern California, 18 years or older, and living in the residential halls. Methods: Two face-to-face semi-structured focus groups were conducted using a semi-structured moderator guide. Written consent and a demographic survey were completed. Descriptive thematic analysis was conducted independently by members of the research team. Results: Participants reported mixed feelings about their level of comfort using technology to access mental health services. Some participants acknowledged the value of using technology, while many voiced issues of distrust and privacy, in addition to the loss of empathy and personal connection with the mental health practitioner. Conclusion: Offering a menu of telehealth options including a hybrid approach (in-person/telehealth) may be necessary to address the issues of comfort, privacy, and trust to effectively reach college students with technology-based mental health services.
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Affiliation(s)
- Natalia Gatdula
- Center for Latino Community Health, Evaluation, and Leadership Training, California State University Long Beach, Long Beach, California, USA
| | - Christine B Costa
- School of Nursing, California State University Long Beach, Long Beach, California, USA
| | - Mayra S Rascón
- Center for Latino Community Health, Evaluation, and Leadership Training, California State University Long Beach, Long Beach, California, USA
| | - Cathleen M Deckers
- School of Nursing, California State University Long Beach, Long Beach, California, USA
| | - Mara Bird
- Center for Latino Community Health, Evaluation, and Leadership Training, California State University Long Beach, Long Beach, California, USA
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Huang H, Huang S, Chen S, Gao X, Cai J, Feng Y, Liu J, Su X, Qiu J, Zhang S, Xu Y, Liu Z, Wang T, Zeng F. Interventions for psychiatric disorders among university students: An umbrella review of systematic reviews and meta-analyses. Int J Clin Health Psychol 2024; 24:100431. [PMID: 38287943 PMCID: PMC10823073 DOI: 10.1016/j.ijchp.2023.100431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 12/19/2023] [Indexed: 01/31/2024] Open
Abstract
Background Mental disorders are considered to be the main reason for the increase of the disease burden. College students seem to be more vulnerable to the adverse effects of stress, which makes them more at risk of suffering from mental disorders. This umbrella review aimed to evaluate the credibility of published evidence regarding the effects of interventions on mental disorders among university students. Methods To identify systematic reviews and meta-analyses investigating the effects of interventions on mental disorders in the university student population, extensive searches were carried out in databases including PubMed, Embase, and the Cochrane Database, spanning from inception to July 21, 2023. Subsequently, a thorough reanalysis of crucial parameters such as summary effect estimates, 95 % confidence intervals, heterogeneity I2 statistic, 95 % prediction intervals, small-study effects, and excess significance bias was performed for each meta-analysis found. Results Nineteen articles involving 74 meta-analyses were included. Our grading of the current evidence showed that interventions based on exercise, Cognitive-behavioural Intervention (CBI), mindfulness-based interventions (MBI), and other interventions like mood and anxiety interventions (MAI) were effective whereas exercise intervention had the highest effect size for both depression and anxiety among university students. However, the credibility of the evidence was weak for most studies. Besides, suggestive evidence was observed for the positive effects of CBI on sleep disturbance(SMD: -0.603, 95 % CI: -0.916, -0.290; P-random effects<0.01) and MAI on anxiety (Hedges'g = -0.198, 95 % CI: -0.302, -0.094; P-random effects<0.01). Conclusion Based on our findings, it appears that exercise interventions, CBI, and MAI have the potential to alleviate symptoms related to mental disorders. Despite the overall weak credibility of the evidence and the strength of the associations, these interventions offer a promising avenue for further exploration and research in the future. More high-quality randomized controlled trials should be taken into account to verify the effects of these interventions on various mental disorders.
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Affiliation(s)
- Huan Huang
- Political Security Department of the Party Committee/People's Armed Forces Department, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Shaofen Huang
- Shenzhen Qianhai Shekou Free Zone Hospital, 36 Gongye 7th Road, Shekou, Shenzhen 518067, Guangdong, PR China
| | - Shiyun Chen
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Xuping Gao
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
- Peking University Sixth Hospital (Institute of Mental Health), National Clinical Research Center for Mental Disorders & Key Laboratory of Mental Health, Ministry of Health (Peking University), 51 Huayuan Bei Road, Beijing 100191, PR China
| | - Jun Cai
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Yonghui Feng
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Jiazi Liu
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Xin Su
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Jiamin Qiu
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Shiwen Zhang
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Ying Xu
- Baoan Center for Chronic Diseases Control, 332 Yu'an 2nd Road, Bao'an District, Shenzhen 518101, Guangdong, PR China
| | - Zheng Liu
- Baoan Center for Chronic Diseases Control, 332 Yu'an 2nd Road, Bao'an District, Shenzhen 518101, Guangdong, PR China
| | - Ting Wang
- School of Management, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
| | - Fangfang Zeng
- Department of Public Health and Preventive Medicine, School of Medicine, Jinan University, No.601 Huangpu Road West, Guangzhou 510632, Guangdong, PR China
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Ciharova M, Cuijpers P, Amanvermez Y, Riper H, Klein AM, Bolinski F, de Wit LM, van der Heijde CM, Bruffaerts R, Struijs S, Wiers RW, Karyotaki E. Use of tailoring features and reasons for dropout in a guided internet-based transdiagnostic individually-tailored cognitive behavioral therapy for symptoms of depression and/or anxiety in college students. Internet Interv 2023; 34:100646. [PMID: 38099094 PMCID: PMC10719529 DOI: 10.1016/j.invent.2023.100646] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 07/01/2023] [Accepted: 07/07/2023] [Indexed: 12/17/2023] Open
Abstract
Transdiagnostic individually-tailored digital interventions reduce symptoms of depression and anxiety in adults with moderate effects. However, research into these approaches for college students is scarce and contradicting. In addition, the exact reasons for intervention dropout in this target group are not well known, and the use of individually-tailored intervention features, such as optional modules, has not yet been explored. The current study aimed to (1) investigate reasons for dropout from a guided internet-based transdiagnostic individually-tailored intervention for college students assessed in a randomized controlled trial (RCT) and (2) evaluate whether participants used tailoring features intended for their baseline symptoms. A sample of college students with mild to moderate depression and/or anxiety symptoms (n = 48) in the Netherlands (partially) followed a guided internet-based transdiagnostic individually-tailored intervention. We contacted those who did not complete the entire intervention (n = 29) by phone to report the reasons for intervention dropout. Further, we descriptively explored the use of tailoring features (i.e., depression versus anxiety trajectory) and optional modules of the intervention in the whole sample. We identified a range of person- and intervention-related reasons for intervention dropout, most commonly busy schedules, needs for different kinds of help, or absence of personal contact. Furthermore, only less than half of the participants used the individually-tailoring features to address the symptoms they reported as predominant. In conclusion, digital interventions clear about the content and targeted symptoms, tested in user research could prevent dropout and create reasonable expectations of the intervention. Participants would benefit from additional guidance when using tailoring features of digital interventions, as they often do not choose the tailoring features targeting their baseline symptoms.
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Affiliation(s)
- Marketa Ciharova
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
| | - Pim Cuijpers
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- WHO Collaborating Center for Research and Dissemination of Psychological Interventions, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Faculty of Medicine, Dept. of Psychiatry, University of Turku, FI-20014 Turun yliopisto, Finland
- Babeș-Bolyai University, International Institute for Psychotherapy, No.37, Republicii Street 400015, Cluj-Napoca, Romania
| | - Yagmur Amanvermez
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
| | - Heleen Riper
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Faculty of Medicine, Dept. of Psychiatry, University of Turku, FI-20014 Turun yliopisto, Finland
- Research Unit for Telepsychiatry and e-Mental Health, Department of Clinical Research, University of Southern Denmark, J.B. Winsløws Vej 19,3, 5000 Odense, Denmark
- Psychiatry, Amsterdam UMC, Vrije Universiteit Amsterdam, De Boelelaan 1118, 1081 HZ Amsterdam, the Netherlands
| | - Anke M. Klein
- Developmental and Educational Psychology of the Institute of Psychology, Leiden University, Rapenburg 70, 2311 EZ Leiden, the Netherlands
- Addiction, Development, and Psychopathology Lab, Department of Psychology, University of Amsterdam, Nieuwe Achtergracht 129, 1001NK Amsterdam, the Netherlands
| | - Felix Bolinski
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Department of Mental Health and Prevention, Trimbos Institute, Da Costakade 45, 3521 VS Utrecht, the Netherlands
| | - Leonore M. de Wit
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
| | - Claudia M. van der Heijde
- Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Oude Turfmarkt 151, 1012 GC Amsterdam, the Netherlands
| | - Ronny Bruffaerts
- Universitair Psychiatrisch Centrum, Centre for Public Health Psychiatry, Katholieke Universiteit Leuven, Herestraat 49, 3000 Leuven, Belgium
| | - Sascha Struijs
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
| | - Reinout W. Wiers
- Addiction, Development, and Psychopathology Lab, Department of Psychology, University of Amsterdam, Nieuwe Achtergracht 129, 1001NK Amsterdam, the Netherlands
- Center for Urban Mental Health, Oude Turfmarkt 145-147, 1012 GC Amsterdam, the Netherlands
| | - Eirini Karyotaki
- Department of Clinical, Neuro-, and Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
- WHO Collaborating Center for Research and Dissemination of Psychological Interventions, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, BT 1081 Amsterdam, the Netherlands
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Liu XQ, Guo YX, Zhang XR, Zhang LX, Zhang YF. Digital interventions empowering mental health reconstruction among students after the COVID-19 pandemic. World J Psychiatry 2023; 13:397-401. [PMID: 37383289 PMCID: PMC10294129 DOI: 10.5498/wjp.v13.i6.397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Revised: 05/13/2023] [Accepted: 05/25/2023] [Indexed: 06/19/2023] Open
Abstract
With the gradual end of the coronavirus disease 2019 (COVID-19) pandemic, the reconstruction of students’ mental health is urgently necessary. Digital interventions offer advantages such as high accessibility, anonymity, and accurate identification, which can promote the reconstruction of students’ mental health through the provision of psychological support platforms, psychological assessment tools, and online mental health activities. However, we recognize that digital interventions must undergo many adjustments, and corresponding ethical norms require further clarification. It is crucial for different stakeholders to collaborate and work toward maximizing the effectiveness of digital interventions for the reconstruction of mental health after the COVID-19 pandemic.
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Affiliation(s)
- Xin-Qiao Liu
- School of Education, Tianjin University, Tianjin 300350, China
| | - Yu-Xin Guo
- School of Education, Tianjin University, Tianjin 300350, China
| | - Xin-Ran Zhang
- School of Education, Tianjin University, Tianjin 300350, China
| | - Lin-Xin Zhang
- School of Education, Tianjin University, Tianjin 300350, China
| | - Yi-fan Zhang
- School of Education, Tianjin University, Tianjin 300350, China
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Hartson KR, Hall LA, Choate SA. Stressors and resilience are associated with well-being in young adult college students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:821-829. [PMID: 34280317 DOI: 10.1080/07448481.2021.1908309] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Objective: The purposes were to describe stressors and resilience behaviors of college students and examine the relationships among stressors, resilience, and well-being. Hypothesis: Resilience will modify the relationship between stressors and well-being. Participants: The sample included 1,010 college students, ages 18-26, from an urban Midwestern university. Methods: A secondary analysis of cross-sectional data from an anonymous survey was conducted using multiple regression and simple slopes analysis. Results: Resilience did not modify the relationship between stressors and well-being. Stressors (β = -.44, p < .0001) and resilience (β = .33, p < .0001) accounted for 42% of the variance in well-being (adjusted R2 = .42, F2,999 = 365.98, p < .0001). The most frequently endorsed stressors were sleep problems, anxiety, and relationships. Conclusions: Stressors and resilience warrant special attention in the allocation of resources and development of programs to improve student well-being.
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Affiliation(s)
| | - Lynne A Hall
- School of Nursing, University of Louisville, Louisville, Kentucky, USA
| | - Sara A Choate
- School of Nursing, Campus Health Services, Division of Health Promotion, University of Louisville, Louisville, Kentucky, USA
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Are mental health awareness efforts contributing to the rise in reported mental health problems? A call to test the prevalence inflation hypothesis. NEW IDEAS IN PSYCHOLOGY 2023. [DOI: 10.1016/j.newideapsych.2023.101010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/12/2023]
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Wang Y, Farb NAS. Web-based training for post-secondary student well-being during the pandemic: a randomized trial. ANXIETY, STRESS, AND COPING 2023; 36:1-17. [PMID: 35615957 DOI: 10.1080/10615806.2022.2079637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Background: The COVID-19 pandemic has been a highly stressful period where post-secondary education moved to online formats. Coping skills like decentering and reappraisal appear to promote stress resilience, but limited research exists on cultivating these skills in online learning contexts.Methods: In a three-arm randomized trial design, we evaluated three-week, web-based interventions to gauge how to best cultivate mindfulness and stress-reappraisal skills and whether the proposed interventions led to improved mental health. Undergraduate participants (N = 183) were randomly assigned to stress mindset, mindfulness meditation, or mindfulness with choice conditions.Results: At the study level (baseline vs. post-intervention), decentering improved across all conditions. Mindfulness with choice significantly decreased negative affect and rumination compared to stress mindset, while stress mindset significantly enhanced stress mindset skills compared to both mindfulness groups. At the daily level (three sessions per week), stress mindset significantly increased positive affect compared to mindfulness meditation.Conclusions: Results suggest that student mental health can be remotely supported through brief web-based interventions. Mindfulness practices seem to be effective in improving students' negative mood and coping strategies, while stress mindset training can help students to adopt a stress-is-enhancing mindset. Additional work on refining and better matching students to appropriate interventions is needed.
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Affiliation(s)
- Yiyi Wang
- Department of Psychology, University of Toronto Mississauga, Toronto, Canada
| | - Norman A S Farb
- Department of Psychology, University of Toronto Mississauga, Toronto, Canada.,Department of Psychological Clinical Science, University of Toronto Scarborough, Scarborough, Canada
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Orsolini L, Appignanesi C, Pompili S, Volpe U. The role of digital tools in providing youth mental health: results from an international multi-center study. Int Rev Psychiatry 2022; 34:809-826. [PMID: 36786119 DOI: 10.1080/09540261.2022.2118521] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Since the traditional mental health system showed significant limitations in the early identification, diagnosis and treatment of the current new youth psychopathological trajectories, by substantially failing in targeting the needs of the current young generation, there is the demand to redesign and digitally adapt youth mental health care and systems. Indeed, the level of digital literacy and the level of digital competency and knowledge in the field of digital psychiatry is still under-investigated among mental health professionals, particularly in youth mental health. Therefore, we aimed at: (a) carrying out a post-hoc analysis of an international multi-centre study, to investigate the opinions of mental health professionals regarding the feasibility, efficacy and clinical experience in delivering digital mental health interventions (DMHIs) in youths; (b) providing a comprehensive overview on the integrated digitally-based youth mental health care models and innovations. Mental health professionals declared the lack of a formal training in digital psychiatry, particularly in youth mental health. Subjects who received a formal theoretical/practical training on DMHIs displayed a statistical trend towards a positive feasibility of digital psychiatry in youth mental health (p = 0.053) and a perceived increased efficacy of digital psychiatry in youths (p = 0.051). Respondents with higher Digital Psychiatry Opinion (DPO) scores reported a positive perceived feasibility of DMHIs in youths (p < 0.041) and are more prone to deliver DMHIs to young people (p < 0.001). Respondents with higher knowledge scores (KS) declared that DMHIs are more effective in youth mental health (p < 0.001). Overall, the digitalisation indeed allowed young people to keep in touch with a mental health professional, facilitating a more dynamic and fluid mental health care access and monitoring, generally preferred and considered more feasible by post-Millennial youngsters. Accordingly, our findings demonstrated that mental health professionals are more prone to offer DMHIs in youth mental health, particularly whether previously trained and knowledgeable on the topic.
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Affiliation(s)
- Laura Orsolini
- Unit of Clinical Psychiatry, Department of Clinical Neurosciences/DIMSC, Polytechnic University of Marche, Ancona, Italy
| | - Cristina Appignanesi
- Unit of Clinical Psychiatry, Department of Clinical Neurosciences/DIMSC, Polytechnic University of Marche, Ancona, Italy
| | - Simone Pompili
- Unit of Clinical Psychiatry, Department of Clinical Neurosciences/DIMSC, Polytechnic University of Marche, Ancona, Italy
| | - Umberto Volpe
- Unit of Clinical Psychiatry, Department of Clinical Neurosciences/DIMSC, Polytechnic University of Marche, Ancona, Italy
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Ivers M, Alderton E, Swanson R. Nontraditional post-baccalaureate students: How to better provide support for perceived mental health needs. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022:1-8. [PMID: 36170518 DOI: 10.1080/07448481.2022.2120357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 05/16/2022] [Accepted: 08/25/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE Mental health is noted as a central indicator of academic success. This study explored the perceived mental health needs of nontraditional post-baccalaureate students and what may increase their abilities to meet these needs. PARTICIPANTS Participants (n = 79) were students at a mid-sized Midwestern university enrolled in identified nontraditional programs targeting students who previously obtained a bachelor's degree and nontraditional graduate students. METHOD Participants completed an online survey assessing perceived mental health needs, service utilization, and potential barriers to service utilization. Surveys were analyzed using descriptive analysis, coding qualitative data, and two-tailed correlations. RESULTS Results demonstrated nontraditional post-baccalaureate students perceive themselves as having mental health needs due to stress and time constraints. Participants' responses reflected 5 areas that may help increase mental health service utilization. CONCLUSIONS Results indicate nontraditional post-baccalaureate students have perceived unmet mental health needs. Ways to help meet these needs are discussed.
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Affiliation(s)
- Margaret Ivers
- Department of Professional Counseling, University of Wisconsin - Oshkosh, Oshkosh, Wisconsin, USA
| | - Elizabeth Alderton
- Leadership, Literacy and Social Foundations Department, University of Wisconsin - Oshkosh, Oshkosh, Wisconsin, USA
| | - Renae Swanson
- Department of Professional Counseling, University of Wisconsin - Oshkosh, Oshkosh, Wisconsin, USA
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Potential and Pitfalls of Mobile Mental Health Apps in Traditional Treatment: An Umbrella Review. J Pers Med 2022; 12:jpm12091376. [PMID: 36143161 PMCID: PMC9505389 DOI: 10.3390/jpm12091376] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Revised: 08/20/2022] [Accepted: 08/21/2022] [Indexed: 12/25/2022] Open
Abstract
While the rapid growth of mobile mental health applications has offered an avenue of support unbridled by physical distance, time, and cost, the digitalization of traditional interventions has also triggered doubts surrounding their effectiveness and safety. Given the need for a more comprehensive and up-to-date understanding of mobile mental health apps in traditional treatment, this umbrella review provides a holistic summary of their key potential and pitfalls. A total of 36 reviews published between 2014 and 2022—including systematic reviews, meta-analyses, scoping reviews, and literature reviews—were identified from the Cochrane library, Medline (via PubMed Central), and Scopus databases. The majority of results supported the key potential of apps in helping to (1) provide timely support, (2) ease the costs of mental healthcare, (3) combat stigma in help-seeking, and (4) enhance therapeutic outcomes. Our results also identified common themes of apps’ pitfalls (i.e., challenges faced by app users), including (1) user engagement issues, (2) safety issues in emergencies, (3) privacy and confidentiality breaches, and (4) the utilization of non-evidence-based approaches. We synthesize the potential and pitfalls of mental health apps provided by the reviews and outline critical avenues for future research.
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12
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Knowledge Management-Based Mental Health Service Model: Sustainable Application during College Students’ Education. SUSTAINABILITY 2022. [DOI: 10.3390/su14159008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
In order to meet the dynamic mental health needs of college students, it is important to promote quality mental health services and to improve the development view of college students’ mental health. This paper uses a knowledge management method to construct college students’ developmental mental health service model. The model is informed by knowledge management, which comprehensively considers service-related components, namely, resources, content, approach, process, personnel, and objects. Furthermore, knowledge management constructs the system structure of the model and expands the research ideas and contents of the service resource pool. Moreover, knowledge management supports the platform, core technology system, and service process in the model. Finally, using Suzhou University as an example, this study examines the implementation and application of the service model to test the effectiveness of the knowledge management method. Thus, this study provides theoretical and methodological support for the construction, implementation, and application of a sustainable mental health service model for college students.
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13
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Mirtabar SM, Kheirkhah F, Basirat Z, Barat S, Pahlavan Z, Ghadimi R, Gholinia H, Fateri N, ZarinKamar B, Faramarzi M. The role of psychological self‐care on worry of vaccination against COVID‐19 in Iranian pregnant women: A cross‐sectional study. Health Sci Rep 2022; 5:e711. [PMID: 35844827 PMCID: PMC9273940 DOI: 10.1002/hsr2.711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 06/08/2022] [Accepted: 06/09/2022] [Indexed: 11/23/2022] Open
Abstract
Background and Aims Although previous studies have reported some psychological factors to prevent the worry of vaccination against COVID‐19 in pregnant women, the role of psychological self‐care is unclear. The present study aimed to investigate the role of psychological self‐care in pregnant women on the depressive symptoms, psychological distress, and worry of vaccination against COVID‐19. Methods The present cross‐sectional study was conducted during the peak of the Delta variant of COVID‐19 in Babol city (North, Iran) from August to November 2021. Two hundred pregnant women referring to three prenatal clinics completed five questionnaires including; demographic characteristics, Edinburgh postnatal depression scale, psychological self‐care, brief symptom inventory 18, corona disease anxiety scale, and acceptance of vaccination‐3 inventory. Results Pregnant women were in relatively good condition based on psychological self‐care but were not significantly associated with demographic characteristics, such as age, gestational age, educational background, pregnancy, and risk of parity. It was psychological self‐care of pregnant women which negatively predicted the depressive symptoms (β = −0.311, p < 0.001), anxiety symptoms (β = −0.269, p < 0.001), psychological distress (β = −0.269, p < 0.001), and worry of vaccination against COVID‐19 (β = −0.214, p < 0.001). Conclusion Women's psychological self‐care plays a protective role against the depressive symptoms, anxiety symptoms, psychological distress, and worry of vaccination against COVID‐19 during pregnancy. Clinicians need to pay more attention to the role of psychological self‐care as an important factor in preventing the symptoms of anxiety and depression during regular pregnancy visits.
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Affiliation(s)
- Seyyedeh M. Mirtabar
- Student Research Committee, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Farzan Kheirkhah
- Department of Psychiatry, Social Determinants of Health Research Center, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Zahra Basirat
- Department of Obstetrics and Gynecology, Infertility and Reproductive Health Research Center, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Shahnaz Barat
- Department of Obstetrics and Gynecology, Infertility and Reproductive Health Research Center, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Zeynab Pahlavan
- Clinical Research Development Unit, Ayatollah Rouhani Hospital, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Reza Ghadimi
- Social Medicine Department, Social Determinants of Health Research Center, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Hemmat Gholinia
- Department of Biostatistics, Social Determinants of Health Research Center, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Nooshin Fateri
- Clinical Research Development Unit, Rohani Hospital, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Banafsheh ZarinKamar
- Clinical Research Development Unit, Shahid Yahya Nejad Hospital, Health Research Institute Babol University of Medical Sciences Babol Iran
| | - Mahbobeh Faramarzi
- Department of General Courses, Social Determinants of Health Research Center, Health Research Institute Babol University of Medical Sciences Babol Iran
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14
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Chung J, Mundy ME, McKenzie S. A Self-Managed Online Mindfulness Program in a University-Wide Learning Management System Orientation Site: A Real-World Ecological Validation Study. Front Psychol 2022; 13:869765. [PMID: 35602693 PMCID: PMC9121920 DOI: 10.3389/fpsyg.2022.869765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Accepted: 03/28/2022] [Indexed: 11/15/2022] Open
Abstract
The efficacy of mindfulness-based interventions in randomised-controlled trials and large experimental studies has been demonstrated in university student populations. Whilst these investigations have provided insight into the nature of the delivery of mindfulness-based practices, there has been little research in the implementation of self-managed online student wellbeing and mindfulness programs at university. This ecological validation study conducted in 2020 evaluated a real-world implementation of a large, university-wide, online mindfulness-based program that was accessible fully online via the tertiary institutions’ Learning Management System (LMS) student orientation site. The total sample included 833 participants from a range of disciplines and faculties at Monash University, Australia. At the end of the study, 236 (28.3%) participants were retained and completed the follow-up survey. Participants had the option to engage with the fully self-managed online mindfulness program for a 12-week semester. The mindfulness practices were pre-recorded, audio-guided sessions, and 10–15 min in length. Baseline and end of semester questionnaires included the 14-item Warwick-Edinburgh Mental Wellbeing Scale, 10-item Perceived Stress Scale and the 18-item Five Facet Mindfulness Questionnaire. Participants who engaged with the mindfulness program over 3 or more weeks showed significant improvements in all three outcome measures, and all participants showed significant improvements in wellbeing at the end of semester. Learning analytics obtained via the LMS revealed that 58.6% (n = 489) had not logged into the mindfulness program at all, almost a third (31.0%, n = 259) logged into the program materials once or twice, and 10.2% (n = 85) of the whole sample engaged with the program actively, having logged in three or more times. The total number of student logins peaked in week 2, reduced between week 2 and week 7 and thereafter activity remained stable until the end of the semester. We hypothesise that the changes in wellbeing, stress and mindfulness at the end of the semester seen in the low engagement participants may partly be explained by the circumstances of COVID-19 restrictions improving. This study has revealed and discusses the complexities of student behaviour and implications for implementing an online mindfulness program in the real- world setting of a university.
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Affiliation(s)
- Jennifer Chung
- School of Psychological Sciences, Monash University, Melbourne, VIC, Australia
| | - Matthew E Mundy
- Monash Centre for Professional Development and Monash Online Education, Monash University, Melbourne, VIC, Australia
| | - Stephen McKenzie
- School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia
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15
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Celia G, Tessitore F, Cavicchiolo E, Girelli L, Limone P, Cozzolino M. Improving University Students' Mental Health During the COVID-19 Pandemic: Evidence From an Online Counseling Intervention in Italy. Front Psychiatry 2022; 13:886538. [PMID: 35664487 PMCID: PMC9157237 DOI: 10.3389/fpsyt.2022.886538] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 04/13/2022] [Indexed: 01/07/2023] Open
Abstract
Background The mental health of university students is significantly affected when faced with public health emergencies and requires specific interventions to help support and prevent any long-lasting effects that the pandemic may have on their mental health status. This study aims to evaluate the impact of an online individual counseling intervention provided by the University of Foggia and carried out during the COVID-19 pandemic on the mental health status of a sample of university students. Methods 32 Italian undergraduate students took part in a one-group pretest-posttest research design. The data was gathered in two times: before the start of the counseling intervention (T1), positive and negative affect, satisfaction with life, global mental distress, anxiety, stress, and future time perspective were collected, at the end of the counseling intervention (T2), the same dimensions were measured. A one-way repeated measures multivariate analysis of variance (MANOVA) was performed, and single Bonferroni-corrected dependent t-tests were conducted on variables showing a significant change over time. Results The results showed that positive affect, subjective well-being, and future time perspective increased significantly after the intervention. In contrast, the participants reported significantly lower levels of negative affect, global mental distress, state and trait anxiety, as well as perceived stress over time. Conclusions The study demonstrates the promising impact of online counseling intervention and its efficient contribution in promoting the well-being of university students. The results contribute to the ongoing debate concerning the psychological impact of the COVID-19 pandemic on young adults, helping professionals develop more efficient clinical and psychological interventions.
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Affiliation(s)
- Giovanna Celia
- Department of Economics, Management and Territory, University of Foggia, Foggia, Italy
| | - Francesca Tessitore
- Department of Humanities, Philosophy and Education, University of Salerno, Fisciano, Italy
| | - Elisa Cavicchiolo
- Department of Humanities, Philosophy and Education, University of Salerno, Fisciano, Italy
| | - Laura Girelli
- Department of Humanities, Philosophy and Education, University of Salerno, Fisciano, Italy
| | - Pierpaolo Limone
- Department of Humanities, Literature and Cultural Heritage, University of Foggia, Foggia, Italy
| | - Mauro Cozzolino
- Department of Humanities, Philosophy and Education, University of Salerno, Fisciano, Italy
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16
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Fino E, Sun S. “Let us create!”: The mediating role of Creative Self-Efficacy between personality and Mental Well-Being in university students. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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17
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Harith S, Backhaus I, Mohbin N, Ngo HT, Khoo S. Effectiveness of digital mental health interventions for university students: an umbrella review. PeerJ 2022; 10:e13111. [PMID: 35382010 PMCID: PMC8977068 DOI: 10.7717/peerj.13111] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 02/22/2022] [Indexed: 01/12/2023] Open
Abstract
Background Poor mental health among university students remains a pressing public health issue. Over the past few years, digital health interventions have been developed and considered promising in increasing psychological wellbeing among university students. Therefore, this umbrella review aims to synthesize evidence on digital health interventions targeting university students and to evaluate their effectiveness. Methods A systematic literature search was performed in April 2021 searching PubMed, Psychology and Behavioural Science Collection, Web of Science, ERIC, and Scopus for systematic reviews and meta-analyses on digital mental health interventions targeting university students. The review protocol was registered in the International Prospective Register of Systematic Reviews PROSPERO [CRD42021234773]. Results The initital literature search resulted in 806 records of which seven remained after duplicates were removed and evaluated against the inclusion criteria. Effectiveness was reported and categorized into the following six delivery types: (a) web-based, online/computer-delivered interventions (b) computer-based Cognitive Behavior Therapy (CBT), (c) mobile applications and short message service (d) virtual reality interventions (e) skills training (f) relaxation and exposure-based therapy. Results indicated web-based online/computer delivered-interventions were effective or at least partially effective at decressing depression, anxiety, stress and eating disorder symptoms. This was similar for skills-training interventions, CBT-based intervention and mobile applications. However, digital mental health interventions using virtual reality and relaxation, exposure-based therapy was inconclusive. Due to the variation in study settings and inconsistencies in reporting, effectiveness was greatly dependent on the delivery format, targeted mental health problem and targeted purpose group. Conclusion The findings provide evidence for the beneficial effect of digital mental health interventions for university students. However, this review calls for a more systematic approach in testing and reporting the effectiveness of digital mental health interventions.
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Affiliation(s)
- Sophia Harith
- Centre for Sport and Exercise Sciences, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Insa Backhaus
- Institute of Medical Sociology, Centre for Health and Society, Medical Faculty, Heinrich Heine University, Düsseldorf, Germany
| | - Najihah Mohbin
- Health Promotion Unit, Pekan District Health Office, Pekan, Pahang, Malaysia
| | - Huyen Thi Ngo
- Faculty of Library and Information Science, University of Social Sciences and Humanities/Vietnam National University, Ho Chi Minh City, Vietnam
| | - Selina Khoo
- Centre for Sport and Exercise Sciences, Universiti Malaya, Kuala Lumpur, Malaysia
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18
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Gaiotto EMG, Trapé CA, Campos CMS, Fujimori E, Carrer FCDA, Nichiata LYI, Cordeiro L, de Bortoli MC, Yonekura T, Toma TS, Soares CB. Response to college students' mental health needs: a rapid review. Rev Saude Publica 2022; 55:114. [PMID: 35019050 PMCID: PMC8687654 DOI: 10.11606/s1518-8787.2021055003363] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Accepted: 02/08/2021] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVE To present strategic options to support the adoption of mental health strengthening policies for university students in the field of health, to be implemented by university institutions. METHODS Rapid review, without period delimitation, with searches carried out from May to June 2020, in 21 sources of bibliographic data, including gray literature. The following keywords were used: mental health, students and university. The selection process prioritized systematic reviews of mental health interventions for university students in health care courses, and also considered other types of review and relevant primary studies. RESULTS Forty-five studies were included: 34 systematic reviews, an evidence synthesis, an overview, a scope review, three narrative reviews, three experience reports and two opinion articles. The evidence from these studies supported the development of four options: 1) to establish and support policies to strengthen the mental health of students in health care courses; 2) to integrate mental health care programs, expand their offer and facilitate access by students; 3) to promote educational programs and communication strategies related to contemporary psychic suffering and its confrontation, so that students can get to know the services and resources and identify strengthening practices; 4) to continuously monitor and assess the mental health needs of students in health care courses. CONCLUSIONS The options are challenging and require universities to establish institutional commissions to implement a policy to strengthen the mental health of university students in the health area, with the ability to recognize the different health needs, including manifestations of psychic suffering ; to integrate the university's internal actions with each other and with the services of the Unified Health System; to implement and monitor the actions that make up the mental health policy.
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Affiliation(s)
- Emiliana Maria Grando Gaiotto
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Carla Andrea Trapé
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Celia Maria Sivalli Campos
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Elizabeth Fujimori
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Fernanda Campos de Almeida Carrer
- Universidade de São PauloFaculdade de OdontologiaDepartamento de Odontologia SocialSão PauloSPBrasilUniversidade de São Paulo. Faculdade de Odontologia. Departamento de Odontologia Social. São Paulo, SP, Brasil
| | - Lucia Yassuko Izumi Nichiata
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Luciana Cordeiro
- Universidade Federal de PelotasFaculdade de MedicinaPelotasRSBrasilUniversidade Federal de Pelotas, Faculdade de Medicina. Curso de Terapia Ocupacional. Pelotas, RS, Brasil
| | - Maritsa Carla de Bortoli
- Secretaria de Estado da SaúdeInstituto de SaúdeSão PauloSPBrasilSecretaria de Estado da Saúde. Instituto de Saúde. São Paulo, SP, Brasil
| | - Tatiana Yonekura
- Hospital do CoraçãoLaboratório de Implementação do Conhecimento em SaúdeSão PauloSPBrasilHospital do Coração. Laboratório de Implementação do Conhecimento em Saúde. São Paulo, SP, Brasil
| | - Tereza Setsuko Toma
- Secretaria de Estado da SaúdeInstituto de SaúdeSão PauloSPBrasilSecretaria de Estado da Saúde. Instituto de Saúde. São Paulo, SP, Brasil
| | - Cassia Baldini Soares
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
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19
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Celia G, Cavicchiolo E, Girelli L, Limone P, Cozzolino M. Effect of online counselling on emotional outcomes during the COVID‐19 pandemic: An innovative group intervention for university students using the Brain Wave Modulation Technique. COUNSELLING & PSYCHOTHERAPY RESEARCH 2021; 22:889-901. [PMID: 35465356 PMCID: PMC9015604 DOI: 10.1002/capr.12512] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Revised: 12/14/2021] [Accepted: 12/16/2021] [Indexed: 01/08/2023]
Abstract
Young people's mental health problems are a matter of concern during the COVID‐19 pandemic. Counselling services for university students by means of telemental support can help them to deal with psychological issues that they may be facing due to the pandemic. The present study investigated the effects of four once‐weekly online counselling sessions based on a mind‐body technique (the Brain Wave Modulation Technique; BWM‐T) on enhancing positive affect and on reducing negative affect and anxiety in a sample of 54 university students (96.3% females; Mage = 21.31 years, SD = 2.09). An experimental design was conducted: the participants were randomly assigned to the intervention group, which received 15 min of a guided online BWM‐T session, or to the control group, which watched a 15‐min video on how to sustain their psychological well‐being. The results of a two‐factor mixed‐design analysis of variance (ANOVA) showed that the participants in the intervention group reported a significant increase in positive affect and a decrease in negative affect over time compared to those in the control group. They also reported a slight decrease in state anxiety compared to the control group, although this was just short of statistical significance. The information provided by this study, regarding emotional outcomes among university students after four brief online counselling sessions, suggests that such interventions could be an effective and sustainable way to reinforce young people's mental health during the COVID‐19 pandemic, as well as later in their university careers and adult lives.
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Affiliation(s)
- Giovanna Celia
- Department of Economics, Management and Territory University of Foggia Foggia Italy
| | - Elisa Cavicchiolo
- Department of Human, Philosophical and Educational Sciences University of Salerno Fisciano Italy
| | - Laura Girelli
- Department of Human, Philosophical and Educational Sciences University of Salerno Fisciano Italy
| | - Pierpaolo Limone
- Department of Humanities, Literature and Cultural Heritage University of Foggia Foggia Italy
| | - Mauro Cozzolino
- Department of Human, Philosophical and Educational Sciences University of Salerno Fisciano Italy
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20
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Klein A, Wolters NE, Bol EJM, Koelen J, de Koning L, Roetink SSM, van Blom JJ, Pronk T, van der Heijde C, Salemink E, Bolinski F, Riper H, Karyotaki E, Cuijpers P, Schneider S, Rapee RM, Vonk P, Wiers RW. Online computer or therapist-guided cognitive behavioral therapy in university students with anxiety and/or depression: study protocol of a randomised controlled trial. BMJ Open 2021; 11:e049554. [PMID: 34836897 PMCID: PMC8628330 DOI: 10.1136/bmjopen-2021-049554] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 10/08/2021] [Indexed: 12/15/2022] Open
Abstract
INTRODUCTION Emerging adulthood is a phase in life that is associated with an increased risk to develop a variety of mental health disorders including anxiety and depression. However, less than 25% of university students receive professional help for their mental health reports. Internet-based cognitive behavioural therapy (iCBT) may entail useful interventions in a format that is attractive for university students. The aim of this study protocol is to test the effectiveness of a therapist-guided versus a computer-guided transdiagnostic iCBT programme with a main focus on anxiety and depression. METHODS AND ANALYSIS University students with anxiety and/or depressive symptoms will be randomised to a (1) 7-week iCBT programme (excluding booster session) with therapist feedback, (2) the identical iCBT programme with computer feedback only or (3) care as usual. Participants in the care as usual condition are informed and referred to conventional care services and encouraged to seek the help they need. Primary outcome variables are self-reported levels of anxiety as measured with the General Anxiety Disorder-7 and self-reported levels of depression as measured with the Patient Health Questionnaire-9. Secondary outcomes include treatment adherence, client satisfaction, medical service use, substance use, quality of life and academic achievement. Assessments will take place at baseline (t1), midtreatment (t2), post-treatment (t3), at 6 months (t4) and 12 months (t5) postbaseline. Social anxiety and perfectionism are included as potentially important predictors of treatment outcome. Power calculations are based on a 3 (group) × 3 (measurement: pretreatment, midtreatment and post-treatment) interaction, resulting in an aimed sample of 276 participants. Data will be analysed based on intention-to-treat and per protocol samples using mixed linear models. ETHICS AND DISSEMINATION The current study was approved by the Medical Ethics Review Committee (METC) of the Academic Medical Centre, Amsterdam, The Netherlands (number: NL64929.018.18). Results of this trial will be published in peer-reviewed journals. TRIAL REGISTRATION NUMBER NL7328.
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Affiliation(s)
- Anke Klein
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Amsterdam, The Netherlands
| | - N E Wolters
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Amsterdam, The Netherlands
| | - E J M Bol
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - J Koelen
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - L de Koning
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - S S M Roetink
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - J J van Blom
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - T Pronk
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Behavioural Science Lab, Faculty of Social and Behavioural Sciences, Universiteit van Amsterdam, Amsterdam, Noord-Holland, The Netherlands
| | - Claudia van der Heijde
- Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Amsterdam, The Netherlands
| | - Elske Salemink
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands
| | - Felix Bolinski
- Department of Clinical Neuro- and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Noord-Holland, The Netherlands
| | - Heleen Riper
- Department of Clinical Neuro- and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Noord-Holland, The Netherlands
| | - Eirini Karyotaki
- Department of Clinical Neuro- and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Noord-Holland, The Netherlands
| | - Pim Cuijpers
- Department of Clinical Neuro- and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Noord-Holland, The Netherlands
| | - S Schneider
- Clinical Child and Adolescent Psychology, Ruhr University Bochum, Bochum, Germany
| | - Ronald M Rapee
- Centre for Emotional Health, Macquarie University, Sydney, New South Wales, Australia
| | - Peter Vonk
- Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Amsterdam, The Netherlands
| | - Reinout W Wiers
- Addiction Development and Psychopathology (ADAPT)-lab, Developmental Psychology, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
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21
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Dadaczynski K, Okan O, Messer M, Rathmann K. University students' sense of coherence, future worries and mental health: findings from the German COVID-HL-survey. Health Promot Int 2021; 37:6313221. [PMID: 34214156 PMCID: PMC8851400 DOI: 10.1093/heapro/daab070] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Early-on in the COVID-19 pandemic when universities were closed as part of the nation-wide public health response to the COVID-19 outbreak, studying and student life significantly changed. Based on limited evidence the aim of this study was to explore the relationship between sense of coherence (SoC), future worries and mental health outcomes among German university students during the early phase of the pandemic. A cross-sectional online survey with n = 14 916 participants was carried out by inviting all private and public universities in Germany. All data were analysed using univariate, bivariate and multivariate statistics. Findings indicate a low and very low wellbeing for 38% of university students. Moreover, 29% reported being affected by at least two health complaints more than once week. Both health outcomes follow a social gradient and could be more frequently observed for respondents with lower subjective social status and female students. Regression analysis revealed significant association between the SoC dimensions and wellbeing (OR: 1.2−2.03) as well as health complaints (OR: 1.58−1.71). A high level of future worries was associated with low/very low wellbeing (OR: 2.83) and multiple health complaints (OR: 2.84). Based on the results, the public health response to the pandemic and university health promotion should therefore consider student mental health as an important target within their policy and action frameworks.
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Affiliation(s)
- Kevin Dadaczynski
- Department of Nursing and Health Science, Fulda University of Applied Sciences, Germany.,Centre for Applied Health Science, Leuphana University, Lueneburg, Germany
| | - Orkan Okan
- Interdisciplinary Centre for Health Literacy Research, Bielefeld University, Germany
| | - Melanie Messer
- Nursing Science with focus on Clinical Nursing across the Lifespan, Trier University, Germany
| | - Katharina Rathmann
- Department of Nursing and Health Science, Fulda University of Applied Sciences, Germany
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22
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Auttama N, Seangpraw K, Ong-Artborirak P, Tonchoy P. Factors Associated with Self-Esteem, Resilience, Mental Health, and Psychological Self-Care Among University Students in Northern Thailand. J Multidiscip Healthc 2021; 14:1213-1221. [PMID: 34079280 PMCID: PMC8166326 DOI: 10.2147/jmdh.s308076] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 04/29/2021] [Indexed: 12/21/2022] Open
Abstract
Background The severity of mental health issues among university students in rural areas can affect the outcomes of their studies. The purpose of this study was to identify factors associated with self-esteem, resilience, mental health, and psychological self-care among university students. Methods We conducted a cross-sectional survey of 729 undergraduate students by a self-administered questionnaire. Using convenience sampling, the participants were chosen from four majoring in Public Health at University of Phayao in Northern Thailand. Results Approximately 82% of university students had mental health problem. Backward logistic regression analysis showed that 1) a good relationship with family had a significantly positive effect on self-esteem (p-value <0.05); 2) a good relationship with friends was significantly associated with high resilience (p-value <0.05); 3) having a disease/s and a relationship with family had a significant effect on mental health problem (p-value <0.05); 4) being female, perceived normal weight, and a good relationship with family were significantly related to high psychological self-care (p-value <0.05). Conclusion Gender, incurrent disease, perceived weight status, relationship with friends and family were associated with self-esteem, resilience, mental health, and psychological self-care among university students. Our findings can be incorporated in a support policy and integrated into the public health curriculum. University administrators and faculty have an opportunity to formulate an intervention program and provide services that could mitigate mental health problems and improve the well-being of students at their university.
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Affiliation(s)
- Nisarat Auttama
- School of Public Health, University of Phayao, Phayao, 56000, Thailand
| | | | | | - Prakasit Tonchoy
- School of Public Health, University of Phayao, Phayao, 56000, Thailand
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23
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Harrer M, Apolinário-Hagen J, Fritsche L, Salewski C, Zarski AC, Lehr D, Baumeister H, Cuijpers P, Ebert DD. Effect of an internet- and app-based stress intervention compared to online psychoeducation in university students with depressive symptoms: Results of a randomized controlled trial. Internet Interv 2021; 24:100374. [PMID: 33718001 PMCID: PMC7932886 DOI: 10.1016/j.invent.2021.100374] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/22/2020] [Revised: 01/18/2021] [Accepted: 02/08/2021] [Indexed: 02/07/2023] Open
Abstract
Depression is highly prevalent among university students. Internet-based interventions have been found to be effective in addressing depressive symptoms, but it is open if this also applies to interventions directed at academic stress. It is also largely unclear if the techniques employed in such programs provide significant additional benefits when controlling for non-specific intervention effects. A sample of N = 200 students with elevated levels of depression (CES-D ≥ 16) of a large distance-learning university were randomly assigned to either an Internet- and App-based stress intervention group (IG; n = 100) or an active control group (CG; n = 100) receiving an Internet-based psychoeducational program of equal length. Self-report data was assessed at baseline, post-treatment (7 weeks) and three-month follow-up. The primary outcome was depression (CES-D) post-treatment. Secondary outcomes included mental health outcomes, modifiable risk factors, and academic outcomes. We found significant between-group effects on depressive symptom severity (d = 0.36; 95% CI: 0.08-0.64), as well as behavioral activation (d = 0.61; 95% CI: 0.30-0.91), perceived stress (d = 0.45; 95% CI: 0.18-0.73), anxiety (d = 0.35; 95% CI: 0.03-0.67) and other secondary outcomes post-treatment. Effects on depression were sustained at three-month follow-up. Response rates for depressive symptoms were significantly higher in the IG (26%) than the CG (14%) at post-test (χ 2=4.5, p = 0.04), but not at three-month follow-up (p = 0.454). We also found significant effects on relevant academic outcomes, including work impairment (follow-up; d = 0.36), work output (post-treatment; d = 0.27) and work cutback (follow-up; d = 0.36). The intervention was more effective for depressive symptoms compared to the CG, and so controlling for unspecific intervention effects. This suggests that specific techniques of the intervention may provide significant additional benefits on depressive symptoms. Trial registration: German Clinical Trial Registration (DRKS): DRKS00011800 (https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00011800).
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Affiliation(s)
- Mathias Harrer
- Clinical Psychology and Psychotherapy, Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany
| | - Jennifer Apolinário-Hagen
- Institute of Occupational, Social and Environmental Medicine, Heinrich-Heine-University Düsseldorf, Düsseldorf, Germany
| | - Lara Fritsche
- Department of Health Psychology, Institute for Psychology, University of Hagen, Hagen, Germany
| | - Christel Salewski
- Department of Health Psychology, Institute for Psychology, University of Hagen, Hagen, Germany
| | - Anna-Carlotta Zarski
- Clinical Psychology and Psychotherapy, Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany
| | - Dirk Lehr
- Division of Online Health Trainings, Innovation Incubator, Leuphana University, Lüneburg, Germany
| | - Harald Baumeister
- Clinical Psychology and Psychotherapy, Institute of Psychology and Education, Ulm University, Ulm, Germany
| | - Pim Cuijpers
- Department of Clinical, Neuro, and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - David Daniel Ebert
- Department of Clinical, Neuro, and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
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24
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Rahmadiana M, Karyotaki E, Schulte M, Ebert DD, Passchier J, Cuijpers P, Berger T, van Ballegooijen W, Wimbarti S, Riper H. Transdiagnostic Internet Intervention for Indonesian University Students With Depression and Anxiety: Evaluation of Feasibility and Acceptability. JMIR Ment Health 2021; 8:e20036. [PMID: 33666553 PMCID: PMC7980121 DOI: 10.2196/20036] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2020] [Revised: 11/12/2020] [Accepted: 12/07/2020] [Indexed: 12/12/2022] Open
Abstract
BACKGROUND University students with depression and anxiety do not easily receive or seek treatment; therefore, internet-based interventions have been suggested to be a promising way to improve treatment accessibility and availability. However, it has not been examined whether a guided, culturally adapted, transdiagnostic, internet-based intervention is effective for treating symptoms of depression, anxiety, or both among university students in Indonesia. OBJECTIVE This study aims to investigate the feasibility (acceptability and satisfaction, usability, and uptake) of a guided, culturally adapted, transdiagnostic, internet-based intervention among university students with symptoms of depression, anxiety, or both in Indonesia. METHODS Students from Universitas Gadjah Mada, Yogyakarta, Indonesia, were screened for symptoms of depression, anxiety, or both, and filled online informed consent, demographic questionnaires, and a quality of life measure at pretreatment assessment (T0). Subsequently, the participants started the intervention. Seven weeks after T0, the primary outcomes of this feasibility study were analyzed at posttreatment assessment (T1) using the 8-item Client Satisfaction Questionnaire (CSQ-8) and the System Usability Scale (SUS). Mean and SDs for the CSQ-8 and SUS were calculated to examine feasibility. Within-group secondary outcomes (depression, anxiety, and quality of life) were inspected for outliers and normal distribution. Paired-sample t tests were used to investigate differences between time points of secondary outcomes. A mixed-method approach of quantitative and qualitative analyses was adopted. Both the primary and secondary outcomes were additionally explored with an individual semistructured interview and synthesized descriptively. RESULTS A total of 50 participants completed the intervention. We found a moderate to high level of satisfaction and acceptability, a slightly below-average level of desirable usability (≥70), and an adherence rate of 52% which was higher than expected given the novelty of the intervention. Results for the secondary outcomes indicated a decrease in depression and anxiety. For depression, the overall mean difference between the 2 time points for depression was 3.92 (95% CI 2.75-5.1; Hedges g 1.15; P<.001). For anxiety, the overall mean difference between the 2 time points was 3.34 (95% CI 2.06-4.61; Hedges g 1.02; P<.001). Further, a moderate effect in improving quality of life was found (g=0.50). Overall, participants were positive about the online intervention and ECoaches (online guidance), and they found the intervention to be culturally appropriate. CONCLUSIONS A culturally adapted, transdiagnostic, internet-based intervention appears to be acceptable and feasible for reducing symptoms of depression, anxiety, or both, and increasing quality of life in university students in Indonesia. Future studies should include a randomized controlled trial to assess the effectiveness of such interventions as they may supplement existing counseling services in universities, reduce the treatment costs, and maximize treatment accessibility in low-resourced settings. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.1016/j.invent.2018.11.002.
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Affiliation(s)
- Metta Rahmadiana
- Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Amsterdam Public Health Research Institute, Amsterdam, Netherlands
| | - Eirini Karyotaki
- Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Amsterdam Public Health Research Institute, Amsterdam, Netherlands.,Department of Global Health and Social Medicine, Harvard Medical School, Harvard University, Boston, MA, United States
| | - Mieke Schulte
- Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Amsterdam Public Health Research Institute, Amsterdam, Netherlands
| | - David Daniel Ebert
- Division of Online Health Training, Innovation Incubator, Leuphana University of Lueneburg, Lueneburg, Germany.,Department of Clinical Psychology and Psychotherapy, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany.,Department of Clinical Psychology and EMGO Institute for Health and Care Research, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Jan Passchier
- Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Amsterdam Public Health Research Institute, Amsterdam, Netherlands
| | - Pim Cuijpers
- Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Amsterdam Public Health Research Institute, Amsterdam, Netherlands
| | - Thomas Berger
- Department of Clinical Psychology and Psychotherapy, University of Bern, Bern, Switzerland
| | - Wouter van Ballegooijen
- Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Amsterdam Public Health Research Institute, Amsterdam, Netherlands.,Department of Psychiatry, Vrije Universiteit Medical Centre/GGZ inGeest, Amsterdam, Netherlands
| | - Supra Wimbarti
- Faculty of Psychology, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Heleen Riper
- Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Amsterdam Public Health Research Institute, Amsterdam, Netherlands.,Department of Psychiatry, Vrije Universiteit Medical Centre/GGZ inGeest, Amsterdam, Netherlands
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25
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Světlák M, Linhartová P, Knejzlíková T, Knejzlík J, Kóša B, Horníčková V, Jarolínová K, Lučanská K, Slezáčková A, Šumec R. Being Mindful at University: A Pilot Evaluation of the Feasibility of an Online Mindfulness-Based Mental Health Support Program for Students. Front Psychol 2021; 11:581086. [PMID: 33505332 PMCID: PMC7829670 DOI: 10.3389/fpsyg.2020.581086] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Accepted: 11/30/2020] [Indexed: 12/15/2022] Open
Abstract
University study can be a life period of heightened psychological distress for many students. The development of new preventive and intervention programs to support well-being in university students is a fundamental challenge for mental health professionals. We designed an 8-week online mindfulness-based program (eMBP) combining a face-to-face approach, text, audio, video components, and support psychotherapy principles with a unique intensive reminder system using the Facebook Messenger and Slack applications in two separate runs (N = 692). We assessed the program's effect on mindful experiencing, perceived stress, emotion regulation strategies, self-compassion, negative affect, and quality of life. The results of the presented pilot study confirmed that eMBP is a feasible and effective tool in university students' mental health support. The students who completed the eMBP reported a reduction of perceived stress with a large effect size ( p η2 = 0.42) as well as a decrease of negative affect experience frequency and intensity ( p η2 = 0.31), an increase of being mindful in their life (Five Facet Mindfulness Questionnaire subscales: p η2 = 0.21, 0.27, 0.25, 0.28, 0.28), and a higher rate of self-compassion ( p η2 = 0.28) with a medium effect size. A small effect size was found in the frequency of using a cognitive reappraisal strategy ( p η2 = 0.073). One new result is the observation of an eMBP effect ( p η2 = 0.27) on the decrease in attributed importance to the quality-of-life components replicated in two consecutive runs of the program. The study affirms that mindfulness-based interventions can be effectively delivered in an eHealth form to university students.
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Affiliation(s)
- Miroslav Světlák
- Department of Psychiatry, Faculty of Medicine, Masaryk University, Brno, Czechia.,Department of Psychology and Psychosomatics, Faculty of Medicine, Masaryk University, Brno, Czechia
| | - Pavla Linhartová
- Department of Psychiatry, Faculty of Medicine, Masaryk University, Brno, Czechia
| | - Terezia Knejzlíková
- Department of Psychiatry, Faculty of Medicine, Masaryk University, Brno, Czechia.,Department of Psychology and Psychosomatics, Faculty of Medicine, Masaryk University, Brno, Czechia
| | - Jakub Knejzlík
- Department of Psychology and Psychosomatics, Faculty of Medicine, Masaryk University, Brno, Czechia
| | - Barbora Kóša
- Department of Psychology and Psychosomatics, Faculty of Medicine, Masaryk University, Brno, Czechia
| | - Veronika Horníčková
- Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czechia
| | - Kristýna Jarolínová
- Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czechia
| | - Klaudia Lučanská
- Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czechia
| | - Alena Slezáčková
- Department of Psychology and Psychosomatics, Faculty of Medicine, Masaryk University, Brno, Czechia.,Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czechia
| | - Rastislav Šumec
- Department of Psychology and Psychosomatics, Faculty of Medicine, Masaryk University, Brno, Czechia.,First Department of Neurology, Faculty of Medicine, Masaryk University and St. Anne's University Hospital, Brno, Czechia
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26
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Hadler NL, Bu P, Winkler A, Alexander AW. College Student Perspectives of Telemental Health: a Review of the Recent Literature. Curr Psychiatry Rep 2021; 23:6. [PMID: 33404975 PMCID: PMC7785477 DOI: 10.1007/s11920-020-01215-7] [Citation(s) in RCA: 35] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/09/2020] [Indexed: 12/16/2022]
Abstract
PURPOSE OF REVIEW We review the recent literature regarding college student experiences with and attitudes toward telemental health (TMH). We examine their perspectives of the advantages and drawbacks to this form of mental healthcare and their willingness to engage in TMH. RECENT FINDINGS College students view TMH as convenient, accessible, easy to use, and helpful. TMH helps to overcome the barrier of stigma associated with seeking mental health treatment. Despite positive reviews, many students find a lack of customization or connection to the provider to be drawbacks to some forms of TMH. Willingness to engage in TMH varies based on prior experience with mental health treatment, ethnicity, and severity of symptoms. The recent literature highlights the potential for TMH to play a key role in mental health services for college students. It also highlights some of its shortcomings, which are indicative of the continued need for in-person services. Future studies should continue to track college student perspectives toward and utilization of TMH.
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Affiliation(s)
- Nicole L Hadler
- University of Michigan Medical School, 1301 Catherine Street, Ann Arbor, MI, 48109, USA.
| | - Paula Bu
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Aaron Winkler
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA, USA
| | - Amy W Alexander
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA, USA
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