丧亲大学生的整体悲伤效应、心理健康与咨询支持

M. Varga, B. Lanier, Duke D. Biber, B. Stewart
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引用次数: 2

摘要

摘要:本研究考察了大学生经历的整体悲伤效应、心理健康和各种咨询支持的使用之间的关系。共有1092名大学生完成了一项在线调查,内容涉及他们的损失、他们所经历的整体悲伤影响,以及他们在悲伤时使用的各种类型的咨询支持。学生们还分享了之前对抑郁症、饮食失调、失眠、注意力缺陷/多动障碍(ADHD)和创伤后应激障碍(PTSD)的诊断。在842名经历过损失的学生中,学生们报告了情感、认知、行为、身体、人际关系和世界假设的悲伤影响。大约10%的学生使用校外专业咨询支持,8%的学生使用校园咨询中心支持。更少的学生使用面对面的同伴支持小组或在线支持小组。利用校内咨询和校外专业咨询的学生报告说,他们在所有领域都取得了更全面的效果。使用在线支持小组的学生报告了明显更多的身体悲伤影响,使用面对面支持小组的同学报告了显著更多的身体、认知、行为和人际悲伤影响。研究发现,被诊断为抑郁症的学生与他们使用校外专业咨询和校园咨询中心支持的情况,以及之前被诊断为多动症的学生和使用校园咨询中心的支持之间存在统计学上的显著关联。讨论了对大学的影响,并讨论了对未来研究的建议。
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Holistic Grief Effects, Mental Health, and Counseling Support in Bereaved College Students
Abstract:This study examined the relationships between holistic grief effects experienced by college students, mental health, and the use of various counseling supports. A total of 1,092 college students completed an online survey about their losses, holistic grief effects they experienced, and the various types of counseling support they utilized while grieving. Students also shared prior diagnoses of depression, eating disorders, insomnia, attention-deficit/hyperactivity disorder (ADHD), and post-traumatic stress disorder (PTSD). Of the 842 students who experienced a loss, students reported emotional, cognitive, behavioral, physical, interpersonal, and world assumption grief effects. Approximately 10% of students utilized off-campus professional counseling support, and 8% used campus counseling center support. An even smaller number of students utilized face-to-face peer support groups or online support groups. Students who utilized on-campus counseling and off-campus professional counseling reported significantly more holistic effects in all areas. Students who utilized online support groups reported significantly more physical grief effects, and students who utilized face-to-face-support groups reported significantly more physical, cognitive, behavioral, and interpersonal grief effects. Statistically significant associations were found for students diagnosed with depression and their use of both off-campus professional counseling and campus counseling center support, as well as previous ADHD diagnoses and use of campus counseling center support. Implications for universities is addressed and recommendations for future research are also discussed.
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