The experiences of university students with a mood disorder

Abstract

Mood disorders typically materialise in young adulthood, a life-stage when many enter university. However, Padron notes that few studies have examined the experiences of students with a mood disorder. The current study offers a thematic analysis of semi-structured interviews with five university students who had personal experience of such a disorder. Participants described how symptoms affected their academic and social experiences of university based around the themes of: Social and family support, Powerful symptoms, Stigma and labelling, and Inter-professional dynamic. It was concluded that stigma and lack of information prevented students from obtaining sufficient support, whilst the addition of key staff such as a university-wide mental health trainer is identified as a potential way forward to help such students negotiate the higher education environment.

Postsecondary study and mental ill-health: a meta-synthesis of qualitative research exploring students’ lived experiences

“…For some, an increased sensitivity to negative feedback and failure fed into loss of hope (Weiner & Wiener, 1996;Sung & Puskar, 2006;Martin & Oswin, 2010;Demery et al, 2012). Students managed this differently: some deciding that study was no longer an option, or at least not at that time (Weiner, 1999;Zafran et al, 2012).…”

“…A sense of social belonging may happen quickly as students encounter friendly peers (Dougherty et al, 1996;Isenwater et al, 2002;Zafran et al, 2012). For example, one student quickly felt ''part of the college crowd'' (Dougherty et al, 1996, p. 65), whereas other students found it took more time to build social skills and confidence (Weiner & Wiener, 1996;Weiner, 1999;Isenwater et al, 2002;Tinklin et al, 2005;Demery et al, 2012).…”

“…These impacts also fluctuated, as could students' own awareness of them. Students described challenges with symptoms, such as concentration, memory, low mood and motivation, anxiety, delusional ideas and auditory hallucinations (Demery et al, 2012;Knis-Mathews et al, 2007;Martin & Oswin, 2010;Megivern et al, 2003;Mullins & Preyde, 2013;Quinn et al, 2009;Weiner, 1999;Weiner & Wiener, 1996). However, equally challenging and disabling for some students were related consequences, such as the loss of social skills and confidence (Weiner & Wiener, 1997;Weiner, 1999;Megivern et al, 2003;Quinn et al, 2009), medication effects (Weiner & Wiener, 1996;Megivern et al, 2003;Knis-Matthews et al, 2007;Martin & Oswin, 2010), financial stress (Megivern et al, 2003), and fear of relapse (Weiner & Wiener, 1996;Megivern et al, 2003;Venville, 2010;Mullins & Preyde, 2013).…”

“…Yet, some students also described how symptom-related behaviours gave them away, and how others stepped in to manage the situation (Demery et al, 2012).…”

Voluntary Withdrawal of College Juniors and Seniors with Non-apparent Disabilities: Family, Peers, and Institutional Factors

“…There is evidence that the stigma of mental illness may result in discriminatory behavior by educators (Demery, Thirlaway,& Mercer, 2012;Padron, 2006,) and employers (Brohan&Thornicroft, 2010). Universal access to learning may not only facilitate improved learning by SWDs, but also students without disabilities.…”