Cognitive counselling intervention: treatment effectiveness in an Italian university centre

Abstract

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Detecting and Managing Mental Health Issues within Young Adults. A Systematic Review on College Counselling in Italy

“…Thirty-four articles retrieved: 26 in Italian [ 4 , 15 , 24 - 47 ] and 8 in English [ 2 , 12 , 16 , 48 - 52 ]. Of the total amount of 34 articles, only 16 give detailed descriptions of their academic counselling service, thus they have been considered relevant for the present review [ 4 , 12 , 15 , 16 , 27 , 29 , 31 , 32 , 37 , 38 , 44 - 46 , 48 - 50 ].…”

“…Italian literature is almost all descriptive: little attention is addressed to quantitative analysis [ 13 ]. The effectiveness of student counselling services has been a relatively neglected research area, only recently is this trend changing and some works focusing on this topic are circulating in Italy [ 14 - 16 ].…”

Symptomatic distress and effectiveness of psychological treatments delivered at a nationwide student counseling service

“…In a systematic review from 2006, Connell, Cahill, Barkham, Gilbody, and Madill identified only one study by Vonk and Tyrer (1999) fulfilling these criteria. A literature search identified nine more recent studies: four studies from the USA (McAleavey et al, 2017;Minami et al, 2009;Nordberg, Castonguay, McAleavey, Locke, & Hayes, 2016;Talley & Clack, 2006), two from the UK Murray, McKenzie, Murray, & Richelieu, 2016), two from Italy (Monti, Tonetti, & Ricci Bitti, 2013;Strepparava & Bani, 2016), and one study from Germany (Sperth, Hofmann, & Holm-Hadulla, 2014). Eight of these studies reported a mean number of sessions between 4 and 11, while the Italian study by Monti et al (2013) had a mean of 40 sessions.…”

A Review of Studies on Mental Health Programmes Targeting Young Adults (18–24) in Educational Settings in Europe

“…Previous research has indicated that programmes that encountered no obvious implementation difficulties were more effective than those that did encounter difficulties (Weare & Nind, 2011). Although all the programmes included in our review showed some degree of effectiveness, the studies did highlight the importance of implementation factors, such as the need to embed a programme in the organization (Andersen et al, 2016), the need to facilitate access to services for students in order to improve their wellbeing (Strepparava et al, 2016) and the need for integration with other counselling and wellbeing services to improve the way that students are referred to a programme (Margrove, 2015).…”