Journal of American College Health最新文献

Objective: This study was intended to characterize transgender and/or nonbinary (TNB) college and university students' perceptions (e.g., perceived need, perceived barriers) and use of mental health care, including any differences relative to cisgender peers.

Participants and methods: Using cross-sectional, population-based survey data from U.S. undergraduate and graduate students (2015-2021), we compared TNB (n = 10,297) and cisgender (n = 426,827) students' perceptions and use of mental health services via demographic-adjusted generalized linear models.

Results: Over 77% of TNB students had moderate-to-severe depression/anxiety symptoms. TNB students were significantly more likely than cisgender students to have used psychotherapy (risk ratio [RR] = 2.12) and psychiatric medication (RR = 2.05) in the past year-and significantly more likely to perceive barriers to care, including appointment availability problems (RR = 2.67) and feeling misunderstood by providers (RR = 1.96).

Conclusion: Colleges and universities should take steps to facilitate equitable care for TNB students, including access to TNB-affirming clinicians on and off campus.

Objective: To describe the methods used in assessing food insecurity prevalence among college students.

Methods: Researchers searched peer-reviewed and publicly available electronic databases for peer-reviewed articles on survey protocols used to determine food security among college students in the US.

Results: Fifty-four studies met the inclusion criteria, representing data from 70,911 college students. Forty-eight studies used versions of the USDA Food Security Survey Module, with the 6-item and 10-item versions being the most common. Three studies combined USDA survey modules, and only three studies used different surveys, highlighting the various measures of food insecurity among college students.

Conclusions: The variation in the prevalence of college student food insecurity, along with the difference in assessment methods, warrants the need for a standardized measurement to inform food aid policies and interventions aimed at alleviating college student food insecurity.

Objective: This study aimed to explore the experiences of female college students with disordered eating behaviors participating in a 2-week, app-based, heart rate variability biofeedback (HRVB) intervention.

Participants: Eight female college students (M_age = 22.3 years) with disordered eating behaviors were recruited from a large public university.

Methods: As part of a larger pilot randomized controlled trial, this qualitative study used semi-structured interviews with participants to capture their perceptions of HRVB's impact on emotional and eating-related coping strategies. Thematic analysis was employed to identify emerging themes with four coders.

Results: Three major themes emerged, including (1) the positive impact of HRVB on physical and mental health, (2) improved resiliency and positive stress adaptation, and (3) the impact of HRVB on eating behavior.

Conclusion: Larger, more diverse samples and longitudinal designs are recommended to further examine HRVB's potential in enhancing emotional regulation and addressing disordered eating behaviors.

Objective: This study explores the impact of a university for-credit mindfulness course on student well-being beliefs and behaviors, and the extent to which the course contributed to student self-efficacy in managing their well-being. Participants include university students who completed a 15-week Introduction to Mindfulness course during the years 2019-2024. Methods: Data were drawn from 522 student course evaluations, 64 surveys, and transcripts from two student panels. Utilizing a qualitative and quantitative approach, data were triangulated across sources, analyzed, and thematically coded. Results: Findings indicate the course contributed to student confidence in navigating life challenges and enhancing mental and emotional well-being. Conclusions: As institutions of higher education seek to sustainably integrate well-being and mental health into the student experience, these findings indicate a promising practice for including well-being courses in the curriculum and in faculty training.

Objective: The primary purpose was to assess, quantitatively, the relationship between levels of resilience and experiences of diversity and inclusion among students, and identify demographic factors most associated with these outcomes. The secondary purpose was to explore, qualitatively, students' experiences of diversity and inclusion and their perspectives on how these experiences influenced their resilience. Participants: Undergraduates (n = 276) from 19 universities in Ontario, Canada. Methods: Mixed methods using demographic questions, three validated scales (measuring resilience, diversity, and inclusion), and interviews. Results: Significant positive correlations were found between resilience and experiences of diversity and feelings of inclusion. Significant associations were found between demographics indicative of equity-deserving group membership and these outcomes. Through interviews (n = 25), students described mostly positive experiences of diversity at university, with room for improvement regarding inclusion experiences. Conclusion: The relationship between resilience and diversity and inclusion can inform meaningful institutional practices to advance undergraduates' experiences.

Objective: This study of collegiate peer mental health support programs aims to inform future program development. Participants: We conducted a systematic internet search of 776 institutional affiliates of the American College Health Association to identify programs providing peer-based mental health support for undergraduates. Methods: We identified 171 programs across 126 institutions that provide peer-based mental health support, many of which offered services beyond counseling center hours. Results: Survey responses from program leadership (n = 40) indicated that programs required an average of 24.63 h (SD = 16.89) of training, and hours of training were positively associated with hours of support usage (r(14) = .55, p = .03). Conclusions: The past decade has seen a 60% increase in the number of programs providing peer mental health support. The availability, nature, and training requirements of programs varied widely, with implications for quality of support and stress on trainees. Greater collaboration may improve the impact of these programs.

Objective: This study examines the mediating roles of two facets of decentering - self-as-context and cognitive defusion - in the relationship between mindfulness and stress among undergraduate students. Participants: 204 undergraduate students from a U.S. university participated in the study. Methods: A cross-sectional design was employed, utilizing self-report measures to assess mindfulness, stress, self-as-context, and cognitive defusion. Mediation analyses were conducted to explore indirect pathways between mindfulness and stress through decentering facets. Results: Two major findings are (a) the relationship between mindfulness and stress was mediated by cognitive defusion, and (b) mindfulness influenced stress through a sequential pathway involving self-as-context and cognitive defusion. These results suggest that mindfulness may help stress coping through increased cognitive defusion and self-as-context awareness. Conclusions: This study highlights the distinct mediating roles of decentering facets in the mindfulness-stress relationship. Understanding these mechanisms may inform mindfulness-based interventions aimed at improving stress-coping strategies among undergraduate students.

Objective: Psychology doctoral students confront considerable stress and elevated mental health challenges, particularly during the onset of the COVID-19 pandemic. This study examined protective factors associated with better functional outcomes in this population.

Participants: This cross-sectional study included 889 US clinical and counseling psychology doctoral students.

Methods: Protective factors, including coping strategies, resilience, social support, and physical activities were examined in relation to quality of life, anxiety and depression symptoms, and physical pain.

Results: Multiple linear regression analysis showed protective factors predicted positive functional outcomes. Problem-focused engagement coping and aerobic activities predicted improved quality of life, lower anxiety and depression symptoms, and physical pain. Social support correlated with better quality of life and lower anxiety and depression symptoms, while resilient coping and strength/flexibility activities predicted better quality of life.

Conclusion: This study identified protective factors associated with favorable functional outcomes, providing insights to support psychology doctoral students during the pandemic.

Objective: The purpose of this study was to test associations between body dissatisfaction, weight perception, disordered eating, and e-cigarette use for weight control among college women. Participants and Methods: College women (N = 425, M_age = 20.99) who reported using e-cigarettes for weight control-related reasons (i.e., control weight, suppress appetite, and/or stop food cravings) participated in an online survey that measured self-reported body dissatisfaction, weight perception, disordered eating, and e-cigarette behaviors. Results: Multiple linear regression findings show disordered eating and weight perception significantly predicted e-cigarette use for weight control purposes; however, body dissatisfaction did not. Notably, some participants reported only using e-cigarettes for weight control purposes. Conclusion: College women who experience disordered eating symptoms and perceive themselves as overweight may be at risk for using e-cigarettes. Interventions that deter and address e-cigarette use for weight control while promoting healthy weight control are needed among college women.

Objective: This study examined how prior trauma relates to depression and anxiety symptoms among 713 college students across generational immigrant groups - first-, second-, and "later"-generation. Methods: Participants completed the Hopkins Symptom Checklist-25 and reported bereavement, social support, and trauma exposure. Results: Symptoms of depression and anxiety were similar across generational groups, though predictors varied. Among first-generation students, Adverse Childhood Experiences (ACE) scores (β = .35, p < .001), age (β = -.30, p < .001), social support (β = -.28, p < .001), and recent bereavement (β = .14, p = .036) significantly predicted depression, explaining 26% of variance; age (β = -.27), ACE scores (β = .28), and social support (β = -.21) predicted anxiety (20% variance explained). For second-generation students, social support (β = -.27, p < .001) was the strongest depression predictor, alongside ACE scores (β = .27, p < .001), trauma exposure (β = .14, p = .008), and male gender (β = -.13, p = .007), explaining 25% of variance; ACE scores (β = .26), social support (β = -.20), trauma exposure (β = .11), and male gender (β = -.10) predicted anxiety (16% variance explained). For later-generation participants, ACE scores (β = .23, p = .025), social support (β = -.18, p = .034), and Hispanic/Latinx ethnicity (β = .16, p = .048) predicted depression (11% variance); ACE scores (β = .30, p = .003) and Black ethnicity (β = -.18, p = .027) predicted anxiety (13% variance). Social support was negatively associated with depression and anxiety across most groups. Conclusions: Adverse childhood experiences are key predictors of depression and anxiety symptoms in immigrant students, though other predictors vary by subgroup. These findings underscore the necessity of considering generational context when addressing mental health in immigrant populations and that interventions should prioritize trauma-informed, culturally sensitive approaches.