University staff mental health literacy, stigma and their experience of students with mental health problems

Gulliver, Amelia; Farrer, Louise; Bennett, Kylie; Griffiths, Kathleen M

doi:10.1080/0309877x.2017.1367370

Cited by 53 publications

(60 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An Australian survey found that academic staff with higher levels of depression literacy were more likely to initiate engagement with students with mental health problems and were more likely to be approached by students who wanted to discuss their mental health. Staff with higher depression literacy also felt more confident that they had the knowledge to help students with their mental health problems [43]. Staff would therefore be in a good position to signpost academically struggling students with mental health problems to sources of support and treatment.…”

Section: Discussionmentioning

confidence: 99%

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

2020

View full text Add to dashboard Cite

Background Many university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students’ academic performance. Methods This longitudinal study recruited 404 students (aged 17–25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA. Results Over a third of students (34.2%; CIs 29.7–38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2–26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p < 0.09). Conclusion This study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students’ academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies.

show abstract

Section: Discussionmentioning

confidence: 99%

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

2020

View full text Add to dashboard Cite

show abstract

“…All approaches tended to accept collusion as a risk to online assessments, and educators attempted to mitigate this risk by delivering questions with randomized sequencing for each student, decreasing weighting of assessments, making assessments pass or fail, or embracing teamwork as part of the assessment strategy. university academics even in the absence of a crisis (Watts and Robertson, 2011;Gulliver et al, 2017;Kinman, 2019). Existing evidence suggests that academics are already overcommitted to their work due to implicit system rewards (Hamilton, 2019).…”

Section: Clarifying Expectations On Workloadsmentioning

confidence: 99%

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

Pather

Blyth

Chapman

et al. 2020

Anatomical Sciences Ed

381

493

View full text Add to dashboard Cite

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid‐19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government‐imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.

show abstract

“…1 Moving from younger to older adolescence, significant changes affect the body and psychosocial well-being of young people. 2,3 Research records the occurrence of risky behavior of young people in the period of study and in a new and unfamiliar environment. [4][5][6][7] During this period, young people are considered "healthy" and they do not consider their own engagement in health promotion as their priority.…”

Section: Introductionmentioning

confidence: 99%

Anthropometric characteristics and health self-assessment of female university students

Pilipović-Spasojević¹,

Ponorac²,

Spremo³

et al. 2020

Scripta Medica

View full text Add to dashboard Cite

Background/Aim: An important period in becoming a young woman is studying at the University. It is a period of taking responsibility for yourself, your health and social relationships. The abilities formed during this period directly affect one's physical and mental health. The study was undertaken in order to determine anthropometric characteristics and to evaluate the health of female students aged 19 to 22. Methods: An analytical population study based on a survey using a standardised SF36 self-report health test and measurement using an objective bioimpedance method with Omron BF 511 estimated 408 female students of the University of Banja Luka aged 19 to 22, based on inclusion criteria. Results: The mean body mass index (BMI) ± standard deviation of female students was 22.1 ± 3.2 kg/m 2 , with 31.80 ± 6.47 percent fat and 28.15 ± 2.81 percent muscle mass. The mean values ± standard deviation of the SF 36 for mental health (MH) questionnaires was 60.7 ± 24.95 and for physical health (FH) 72.21 ± 25.89. Conclusion: Female students have ideal BMI values. Physical health self-assessment reached higher values than the mental health self-assessment, which is probably related to mental distress and problems during studying.

show abstract

University staff mental health literacy, stigma and their experience of students with mental health problems

Cited by 53 publications

References 40 publications

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

Anthropometric characteristics and health self-assessment of female university students

Contact Info

Product

Resources

About