The study highlights the benefits of establishing strong social connections at university and the importance of minimising stress associated with assessment tasks.

Childhood maltreatment is associated with many maladaptive outcomes. This study sought to examine the association between childhood maltreatment and problematic social media use using a cross-sectional sample of young adults aged 17-25 years (n = 1029). Specifically, we studied whether the relationship is mediated through (i) attachment anxiety, (ii) attachment avoidance, or (iii) both attachment dimensions operating in series with depressive symptoms. Results revealed that a history of childhood maltreatment was significantly associated with more problematic social media use. Both anxious and avoidant attachment dimensions independently mediated the relationship between childhood maltreatment and problematic use of social media, but in opposing directions. Avoidant attachment was associated with less problematic social media use, whilst anxious attachment was associated with more problematic social media use. Avoidant attachment and depressive symptoms in series accounted for part of the relationship between childhood maltreatment and problematic social media use. Anxious attachment and depressive symptoms in series fully mediated the relationship between childhood maltreatment and problematic social media use. The results suggest that childhood maltreatment may influence social media use directly, but also indirectly. People experiencing depressive symptoms may overuse social media in an attempt to alleviate their distress. However, causality cannot be established with the current design.

Traditional stalking is a considerable public health issue and describes a constellation of behaviors in which one individual intrudes upon or harasses another resulting in fear experienced by the victim as a result of the unwanted pursuit (McEwan, MacKenzie, Mullen, & James, 2012). Ubiquitous access to the Internet has dramatically altered communication in contemporary society, and these electronic means provide perpetrators with novel ways of pursuing individuals. In light of this, a phenomenon known as cyberstalking has emerged that can be defined as the repeated pursuit of an individual utilizing electronic means to induce fear or distress (Maple, Short, & Brown, 2011). As the Internet is a rapidly evolving medium, many new forms of cyberstalking are emerging and provide additional tools for stalkers' arsenal. Cyberstalking can take many forms including sending direct threats via email, encouraging others to threaten or harass the victim, distributing intimate photographs online, impersonating the victim online, and seeking and compiling information on the victim (Short, Linford, Wheatcroft, & Maple, 2014). Social networking sites provide a novel way to gather information about an individual and, as such sites facilitate intrusion-like behaviors, they are being used as conduits for stalking and online harassment (Fox, 2016). Indeed, according to Kraft and Wang (2010), social media has made stalking much easier and visiting social networking sites can lead to an increased likelihood of becoming a victim of cyberstalking. However, in many cases, the perpetrator makes use of both online and offline stalking techniques (Maple et al., 2011;Sheridan & Grant, 2007) and other researchers have also reported that it is common for cyberstalking to begin with the issuing of threats, and escalate to physical assault (Bocij, Griffiths, & McFarlane, 2002).Stalking is one of the most common forms of interpersonal violence. Figures from the British Crime Survey 2011 demonstrate that one in five women and one in 10 men will be stalked at some point during their life (Smith, Coleman, Eder, & Hall, 2011) and more recent figures from the 2013/2014 Crime Survey for England and Wales demonstrate that 4.4% of women and 2.5% of men aged 16 710292S GOXXX10.

Insecure attachment is associated with a myriad of maladaptive outcomes, including low well-being and problematic Internet use. The lack of research investigating the roles that interpersonal attachment styles and psychological well-being play in problematic social media use is surprising. To address this gap, 915 young people aged 18-25 years (M = 20.19, SD = 1.58) completed an online survey measuring attachment styles, psychological well-being, and problematic social media use. We found that both greater attachment anxiety and less avoidance in attachment relationships were associated with problematic use of social media. The data further indicated that there was a significant indirect effect of attachment anxiety on problematic social media use through general feelings of psychological well-being, suggesting that individuals characterized by anxious attachment styles may be using social media as a means of enhancing psychological well-being. As psychological well-being was found to be negatively associated with problematic social media use, our findings bolster calls for enhancing young people's well-being. However, causality cannot be fully established due to the cross-sectional design of this study.

Aims The review of reviews had three aims: (i) to synthesize the available evidence on interventions to improve college and university students’ mental health and wellbeing; (ii) to identify the effectiveness of interventions, and (iii) to highlight gaps in the evidence base for future study. Methods Electronic database searches were conducted to identify reviews in English from high-income OECD countries published between 1999 and 2020. All review-level empirical studies involving post-secondary students attending colleges of further education or universities that examined interventions to improve general mental health and wellbeing were included. Articles were critically appraised using an amended version of the AMSTAR 2 tool. Evidence from the included reviews were narratively synthesized and organised by intervention types. Results Twenty-seven reviews met the review of reviews inclusion criteria. The quality of the included reviews varied considerably. Intervention types identified included: mindfulness-based interventions, psychological interventions, psychoeducation interventions, recreation programmes, relaxation interventions, setting-based interventions, and stress management/reduction interventions. There was evidence that mindfulness-based interventions, cognitive behavioural therapy (CBT), and interventions delivered via technology were effective when compared to a passive control. Some evidence suggested that the effects of CBT-related interventions are sustained over time. Psychoeducation interventions do not appear to be as effective as other forms of intervention, with its effects not enduring over time. Conclusions The review of reviews located a sizeable body of evidence on specific interventions such as mindfulness and cognitive-behavioural interventions. The evidence suggests that these interventions can effectively reduce common mental health difficulties in the higher education student body. Gaps and limitations in the reviews and the underlying body of evidence have been identified. These include a notable gap in the existing body of review-level evidence on setting-based interventions, acceptance and commitment training, and interventions for students attending colleges in UK settings.