Enhancing the Network of Peer Support on College Campuses

Morse, Charles C.; Schulze, Rebekah Freeman

doi:10.1080/87568225.2013.798222

Cited by 11 publications

(4 citation statements)

References 10 publications

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“…Previous research provides evidence that specifically identifies peers as a critical conduit for reducing stigma, increasing mental health literacy, generating health promoting communities, and promoting help‐seeking behaviour 23 . In considering the high rates of mental health issues in university students, 2 the potential negative outcomes of untreated mental health issues on academic achievement and undesirable life trajectories, 10 the reported patterns of limited help that university students seek, 1,6,7,24 and the role of peers in increasing mental health literacy, 25,26 this study corroborates previous research that has found peer‐to‐peer event delivery as an effective strategy to promote healthy behaviours among university students 22,27 . In the present study, activities that were directly delivered by student peers were reported to be the ones that most supported student well‐being.…”

Section: Discussionsupporting

confidence: 82%

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

Saheb

Mortimer

Rutherford

et al. 2019

Health Prom J of Aust

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Issue addressed University students have been increasingly recognised as a population with a high prevalence of mental ill health, with research suggesting that psychological distress is higher among tertiary education students than nonstudents. The purpose of this study was to assess students' perceptions of the effectiveness of student‐led, campus‐based mental health promotion events on their well‐being. Methods The cross‐sectional study included six campus‐based events, and collected data from 700 university students using a survey tool that included quantitative and qualitative measures. A multivariate logistic regression model was developed to investigate the association among explanatory variables and the response variable. A log‐likelihood ratio test was used to assess the goodness of fitness of the final model. Qualitative data were thematically analysed. Results Results showed that the majority of students (84%) agreed the event promoted and supported student well‐being, with three variables being statistically related to this agreement: (a) respondents' decision to spend more time on campus due to the event; (b) how respondents felt about receiving health information from student peers; and (c) the number of activities in which they took part. Conclusions Our findings suggest that campus‐based mental health promotion events need to be designed with emphasis on activities that attract, retain and educate students about mental health, and are delivered with the benefits of peer‐to‐peer health promotion in mind, in order to reach their full potential in supporting improved student mental health. So what? The findings highlight the opportunities that can be created by university events to promote and support student mental health by building peer relationships and creating a sense of community.

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Section: Discussionsupporting

confidence: 82%

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

Saheb

Mortimer

Rutherford

et al. 2019

Health Prom J of Aust

View full text Add to dashboard Cite

show abstract

“…Furthermore, although suicide-specific intervention skills (i.e., QPR) increased significantly, no changes were observed in general skills (e.g., active listening) (Cross et al, 2010). Another program, the Student Support Networka 6-week trainingwas also found to improve students' crisis-response skills (Morse & Schulze, 2013). To our knowledge, between publication of Lipson's (2014) comprehensive review and now, few campus-based GKT studies have evaluated gatekeeper skills.…”

Section: Gatekeeper Trainingsmentioning

confidence: 92%

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Abelson

Lipson

Eisenberg

2021

Higher Education: Handbook of Theory and Research

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The mental health of students has become one of the top concerns in higher education. The number of students reporting distress and seeking services has dramatically increased, and colleges and universities are struggling to address these challenges. A rich and growing body of research documents the scope of the problem and potential interventions to address it, but this literature is scattered across a variety of academic fields. This chapter aims to bring coherence to this large volume of information through a detailed review of programs, services, practices, and policies that influence student mental health. The review is organized around a socioecological framework, considering interventions at the individual, interpersonal, community, institutional, and public policy levels. It highlights strengths, weaknesses, and gaps in the evidence. The chapter concludes with recommendations for enhancing how research and data can inform practice moving forward. A more evidence-informed approach is needed to address the growing challenges of student mental health in higher education.

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“…Perceived stigma, the perception of these negative attitudes in others, is associated with attitudes toward seeking psychological help (Komiya, Good, & Sherrod, 2000) and help-seeking intentions (Deane & Todd, 1996), though perhaps not as consistently as self-stigma (Eisenberg, Downs, Golberstein, & Zivin, 2009). Encouragingly, studies have shown that stigmatizing attitudes among college students can be modified through both education and contact with individuals with mental illness (Kosyluk et al, in press;Morse & Schulze, 2013). Therefore, outreach programs that aim to decrease stigma may increase peer helping behaviors and referrals.…”

Section: Implications and Conclusionmentioning

confidence: 99%

"The Measure Ye Mete": Does Prosocial Priming Lead to Harsher Moral Judgment?

Moon¹,

Wright²,

Broadbent³

et al. 2017

PsiChiJournal

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Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities.

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Enhancing the Network of Peer Support on College Campuses

Cited by 11 publications

References 10 publications

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

"The Measure Ye Mete": Does Prosocial Priming Lead to Harsher Moral Judgment?

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