Access to University Mental Health Services: Understanding the Student Experience: L'accès aux services universitaires de santé mentale : comprendre l'expérience des étudiants.

Nathan King, William Pickett, Kurtis Pankow, Gina Dimitropoulos, Emma Cullen, Stephen McNevin, Scott B Patten, Anne Duffy
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Abstract

Objective: To describe student access to university mental health services and barriers and gaps in support.

Methods: This multiple cohort study used self-report data from 4,138 undergraduate students who completed the U-Flourish Well-Being Survey at the start and completion of first year from 2018 to 2023. The survey incorporated validated measures of mental health symptoms, barriers to care, and open-text questions about the mental health care experience and perceived gaps. Quantitative analyses summarized utilization patterns and barriers. An interpretive qualitative analysis identified common themes about support services and opportunities for improvement from the student perspective.

Results: At university entry, 43% of students screened positive for anxiety and/or depression, 30% reported a lifetime mental disorder and 23% a lifetime history of self-harm. Over first year, 15% of students surveyed accessed university mental health services. Access was more likely in students identifying as older, gender diverse, female, having a prior mental disorder and those who screened positive for anxiety or depression. Common attitudinal and practical barriers reported included thinking problems would resolve (74%), being uncomfortable sharing (73%), and not knowing how to get help (50%). Common stigma barriers included concerns about what family or friends might think. Students expressed that both campus-based well-being and mental health care offered during flexible hours and accessible through online booking were important.

Conclusions: Student-tailored mental health literacy may be a sustainable approach to address the attitudinal and practical barriers identified. If such barriers are reduced, an increased service demand would be expected and improved efficiencies needed. A clear Statement of Services, an online singular point of access with embedded triage to signpost students to indicated levels of care, and clearly worked-out care pathways including to community-based services would better align with a stepped care model, improve efficiency and access, and foster realistic expectations around university mental health support.

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获得大学心理健康服务:了解学生的经历。
目的描述学生获得大学心理健康服务的情况,以及获得支持的障碍和差距:这项多队列研究使用了 4138 名本科生的自我报告数据,这些学生在 2018 年至 2023 年间的一年级开始和结束时完成了 U-Flourish Well-Being Survey。调查纳入了心理健康症状、护理障碍的有效测量方法,以及有关心理健康护理体验和感知差距的开放文本问题。定量分析总结了利用模式和障碍。一项解释性定性分析从学生的角度确定了有关支持服务和改进机会的共同主题:在大学入学时,43% 的学生焦虑和/或抑郁筛查呈阳性,30% 的学生报告有终生精神障碍,23% 的学生有终生自残史。在大学一年级,15% 的受访学生接受了大学心理健康服务。年龄较大、性别多元化、女性、曾有精神障碍以及焦虑或抑郁筛查呈阳性的学生更有可能获得心理健康服务。据报告,常见的态度和实际障碍包括:认为问题会解决(74%),不愿意与人分享(73%),不知道如何获得帮助(50%)。常见的耻辱感障碍包括担心家人或朋友的看法。学生们表示,以校园为基础的心理健康服务和在灵活时间内提供的心理健康护理以及通过网上预约获得的心理健康护理都很重要:结论:为学生量身定制的心理健康扫盲可能是解决态度和实际障碍的一种可持续方法。如果这些障碍减少了,服务需求就会增加,就需要提高效率。明确的服务声明、在线单一访问点(内嵌分流功能,可为学生提供指示性的护理服务)、清晰的护理路径(包括社区服务)将更好地与阶梯式护理模式保持一致,提高效率和获取途径,并促进对大学心理健康支持的现实期望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.00
自引率
2.50%
发文量
69
审稿时长
6-12 weeks
期刊介绍: Established in 1956, The Canadian Journal of Psychiatry (The CJP) has been keeping psychiatrists up-to-date on the latest research for nearly 60 years. The CJP provides a forum for psychiatry and mental health professionals to share their findings with researchers and clinicians. The CJP includes peer-reviewed scientific articles analyzing ongoing developments in Canadian and international psychiatry.
期刊最新文献
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