Journal of American College Health最新文献

Introduction: Undergraduate students face a multitude of unique stressors which can affect their mental health and well-being. Finding ways to promote positive mental health among students is critical. Engagement in prosocial behavior is one way to buffer against such negative mental health outcomes.

Objectives: The objective of this scoping review was to determine what is known from the literature regarding the use of prosocial behavior interventions for undergraduate students' mental health and well-being.

Methods: Five databases were searched (i.e., MEDLINE, EMBASE, PsycINFO, Scopus, CINAHL) and articles were screened independently and simultaneously by 2 researchers. Seven articles met the eligibility criteria and were included in this review.

Results: Three main themes and two subthemes were identified: (1) Types of Prosocial Behaviors Employed; (2) Recipients of Prosocial Behavior; and (3) Study Design and Intervention Impact (subthemes: Intervention Design and The Impact of Prosocial Behavior Interventions on Health Outcomes).

Conclusions: The findings underscore prosocial behavior as a potential strategy to promote positive health outcomes in undergraduate students.

Objective: This mixed-methods study examined attitudes, barriers, and preferences for mobile mental health interventions among first-year college students.

Participants: 351 students (64% women; 51% non-Hispanic White; 66% Heterosexual) from two campuses completed self-report assessments and 10 completed individual semi-structured interviews.

Methods: Paired t-tests compared attitudes for various mHealth applications and logistic regressions examined sociodemographic and clinical characteristics of mental health app users. Themes, topics, and quotes from interviews were derived through rapid qualitative analysis.

Results: Mental health applications were less used and perceived to be less helpful than other mHealth applications. Past mental health app use was best predicted by past use of formal mental health care.

Conclusions: Mobile health interventions have significant potential to diversify mental health services for students. Despite limited engagement with these resources, openness to digital interventions among students is quite high. Improving intervention features and increasing problem-recognition to facilitate help-seeking may result in greater uptake.

Objective: We aimed to investigate the association between exposure settings and secondary SARS-CoV-2 transmission among university students. Participants: Students diagnosed with COVID-19 (N = 139) and randomly selected controls (N = 262) identified between April 4-December 5, 2021. Methods: This was a 1:2 case-control study. Exposure setting was categorized as academic/occupational, household, social/athletics, and multiple settings. Transmission was assessed by record of positive SARS-CoV-2 test among contacts within 14 days after most recent exposure. Results: Compared to exposure in the academic/occupational setting, all other settings had significantly higher odds of secondary SARS-CoV-2 transmission, adjusting for contact vaccination status, index case vaccination status, and contact sex (p-values ≤ 0.05). In the adjusted model, contact sex was found to be significantly associated with SARS-CoV-2 transmission. Conclusion: Among university students, academic/occupational settings had the lowest odds of SARS-CoV-2 transmission given safety measures in place. Future studies should analyze SARS-CoV-2 genomic sequence data to verify sources of infection.

Objective: Grounded in the Social Rank Theory, this study examined the levels and associations of subjective social status (SSS), depressive symptoms (DEP), and suicidal ideation (SI). Participants: Participants included 956 U.S. college students (M_age = 19.94, SD_age = 2.78; 75% females [n = 716], 24% males [n = 228], 41% Whites [n = 395], 59% students of color [n = 561]. Methods: Participants completed a questionnaire including their SSS, DEP, and SI. Results: Females scored significantly higher than males on DEP and SI. There was a significant, negative SSS-DEP correlation in males, females, Whites, students of color, males and females of color. A significant, negative SSS-DEP correlation was found in males, females, Whites, students of color, and females of color, except in males of color. The negative SSS-DEP and SSS-SI links were stronger in students of color than Whites. Conclusion: Study contributions, limitations, and practical implications are discussed.

Objective: To understand the lived experiences and needs of college students with chronic pain living in the US and the UK. Participants: College students (n = 115), mean age 21.4 years (SD = 1.73). Methods: As part of a larger survey, students were asked: (1) How, if at all, living with pain impacted their college experience; (2) Support they did/did not receive from students, faculty, staff, and college services; (3) What support would be most helpful to them as a college student living with pain. Qualitative data were analyzed using an immersion/crystallization approach. Results: Four main themes were identified: (1) Stress resulting from the rigid demands of academic life can exacerbate pain; (2) Lack of communication leaves many students feeling isolated; (3) Frustration at lack of faculty support; and (4) Need for chronic pain to be recognized. Conclusions: The findings suggest areas for intervention to support college students living with pain during this defining period.

Objective: This study investigated correlations between college students' intentions to adopt COVID-19 prevention behaviors (i.e., handwashing, mask wearing, and social distancing) and their attitudes, perceived norms, perceived efficacy, and information seeking. Participants: Students (N = 326) from a large Midwestern university recruited via simple random sampling. Methods: Using a cross-sectional survey from mid-March to April 2021, structural equation modeling assessed intentions across behaviors. Results: Attitudes and perceived self-efficacy were variably associated with intentions. Perceived injunctive norms were linked to intention across all behaviors. Response efficacy was associated only with social distancing intentions. Information seeking was tied to attitudes, perceived injunctive norms, and perceived response efficacy, across all behaviors. Conclusions: Information seeking affected how college students evaluate prevention behaviors, emphasizing the importance of disseminating accessible and accurate health information in this context. The findings also highlight the need for future interventions to tailor to the unique barriers and motivators for different prevention behaviors.

Objective: Reviewed empirical studies involving meditation-related interventions for college and university students during the past decade. Methods: Based on inclusion criteria, 44 studies were selected for the review and categorized into three major areas: attention, academic performance, and mental health (stress/anxiety). Areas were systemically reviewed and synthesized. Results: Review findings suggest that, while appearing to have inconsistent impacts on academic performance, meditation practice with college students demonstrates more conclusive evidence in regard to attention including mind-wandering and the reduction of stress and anxiety. Conclusion: Meditation interventions continue to show promise as alternative treatments for mental health on campuses. However, well-designed studies are still needed to answer questions on meditation practices with students, including dosage, specific techniques, and impact on diverse populations.

Objective: Better understanding how behavioral health professions students were impacted by COVID-19 can help educators inform their education practices. Participants: The present study examined the impact of COVID-19 among n = 83 students enrolled in two universities across five graduate-level behavioral health training programs - clinical mental health counseling, marriage and family therapy, psychiatric nursing, and social work. Method: Participants completed the Epidemic-Pandemic Impacts Inventory (EPII), and descriptive statistics were examined. Results: On average, fourteen life issues were impacted negatively by COVID-19. The most reported negative impacts of COVID-19 were more time on screens/devices, canceling/restricting family celebrations, and canceling planned travel. Participants also endorsed positive impacts of COVID-19, including increased appreciation for, and more attention paid to, personal health. Conclusions: Students have been impacted by COVID-19 both negatively and positively. Educators need to be mindful of the multifaceted impacts and continue to adjust their training considerations to adapt as needed.

Objective: To explore the effects of guided imagery with progressive deep muscle relaxation (PDMR) and meditation programs on chronic stress perception and health related quality of life in college students. Participants: College students were recruited from a local private university in Northeast Pennsylvania. Participants were not concurrently enrolled in another weekly meditation class. Students were randomly assigned to a meditation group (n = 16) or guided imagery with PDMR (n = 17). Method: The study design was an experimental, repeated measures design with two groups and two independent variables: the Perceived Stress Scale and Health-Related Quality of Life (SF-36v2). Results: Students in both the meditation and guided imagery groups demonstrated a decrease in chronic stress and increase in their mental-health related quality of life midway through the 8-week program and maintained throughout. Conclusion: This research lends support for weekly participation in a mind-body class as a viable method to decrease stress for college students.

Objective: To determine the prevalence of period poverty in university students and if experiencing period poverty is associated with poor mental health outcomes.

Methods: Participants were n = 311 females assigned at birth attending a university in the northeast US. Seven items assessed period poverty. Participants were also screened for depression, anxiety, and suicide ideation. Logistic regression models assessed main effects after adjusting for gender, sexual orientation, race, age, ethnicity, disability status, and income.

Results: Overall, 18.3% experienced period poverty, with higher odds occurring in students identifying as trans-gender/nonconforming (OR[95%CI] = 3.34 [1.22,9.15]), LGB+ (OR[95%CI] = 1.94 [1.01,3.74]), and Black/African American (OR[95%CI] = 3.61 [1.30,10.0]). Period poverty was associated with higher odds of screening positive for depression (OR[95%CI] = 6.21 [2.45,15.7]), anxiety (OR[95%CI] = 4.01 [2.09,7.68]), and suicide ideation (OR[95%CI] = 2.85 [1.26,6.44]).

Conclusions: Period poverty is prevalent and is associated with adverse mental health outcomes in university students. Government agencies and universities should consider providing free period products to reduce health inequities.