Behavioral Sciences,
Journal Year:
2023,
Volume and Issue:
13(10), P. 862 - 862
Published: Oct. 20, 2023
The
transition
to
university
is
a
process
that
presents
young
adults
with
several
challenges
in
adaptation,
especially
students
disabilities.
current
study
investigated
the
differences
adaptation
and
academic
performance
between
without
disabilities
further
examined
these
among
Additionally,
we
explored
role
of
support
for
disabilities’
performance,
as
well
their
perceptions
proposed
specialised
package
counselling
psychology
interventions.
sample
consisted
127
disabilities,
aged
18–24
years.
Results
revealed
reported
lower
GPA
than
were
observed
only
terms
GPA,
according
disability
type,
existence
comorbidity
type
exam
accommodations.
Interestingly,
no
found
or
who
utilised
psychological
therapy
those
did
not.
Finally,
scores,
but
not
higher
positive
receiving
findings
are
discussed
relation
existing
literature
future
considerations
psychology’s
Cogent Mental Health,
Journal Year:
2024,
Volume and Issue:
3(1), P. 1 - 30
Published: Jan. 22, 2024
Despite
efforts
to
address
the
growing
severity
and
complexity
of
student
mental
health
issues,
challenges
persist
in
data
quality
application,
thereby
hindering
progress.
This
article
is
built
upon
three
decades
cumulative
expertise
from
authors,
complemented
by
insights
gathered
through
extensive
observations
students
practitioners
within
realm
health.
Drawing
both
robust
evidence
hands-on
experience,
it
presents
evidence-based
recommendations
aimed
at
enhancing
capture
utilization
alignment
with
principles
methodologies
learning
systems.
The
approach
based
on
four
interconnected
themes:
(1)
Learning
global
university
students'
health;
(2)
Measuring,
monitoring,
managing
data;
(3)
Involving
stakeholder
perspectives;
(4)
Mapping
transitions,
access,
systems
for
services.
These
themes
encompass
individual
journey
broader
organizational
layers
universities
colleges.
Ten
are
made
supporting
colleges
move
towards
adopting
support
F1000Research,
Journal Year:
2025,
Volume and Issue:
13, P. 1108 - 1108
Published: Feb. 13, 2025
Background
Academic
stress
is
a
significant
factor
affecting
students’
psychological
well-being,
particularly
in
higher
education.
Understanding
the
mediating
roles
of
social
support
and
self-efficacy
can
provide
insights
into
how
these
factors
influence
well-being
public
private
universities.
Methods
The
study
examined
relationship
between
academic
among
university
students
Mogadishu,
Somalia.
Utilizing
stratified
sampling
technique,
data
were
collected
from
663
across
(52.6%)
(47.4%)
universities
through
structured
questionnaire
analyzed
using
path
analysis
to
assess
direct
indirect
effects.
Structural
equation
modeling
technique
was
used
for
analysis.
Results
revealed
effect
on
(β
=
0.087,
p
0.001).
Social
significantly
related
0.117,
0.031)
=0.088,
0.021).
However,
both
0.099,
0.000)
0.646,
well-being.
showed
that
partially
mediated
(Indirect
0.012,
CI
[0.002,
0.024],
0.000),
while
did
not
mediate
this
0.057,
[0.006,
0.111],
0.068).
Conclusions
findings
suggest
positive
impact
mediates
relationship,
highlighting
its
buffering
role.
Conversely,
self-efficacy,
although
positively
contributing
does
stress.
These
results
underscore
importance
robust
systems
targeted
interventions
enhance
coping
mechanisms
overall
Study
limitations
implication
are
discussed.
Counselling and Psychotherapy Research,
Journal Year:
2023,
Volume and Issue:
24(2), P. 459 - 471
Published: Sept. 22, 2023
Abstract
Aim
Routine
outcome
monitoring
(ROM),
including
the
use
of
feedback,
has
become
a
much
vaunted
method
in
psychological
therapies
but
is
little
used
university/college
counselling
and
mental
health
services,
perhaps
because
its
adoption
raises
questions
for
many
practitioners
service
leaders.
There
need
both
clinical‐
research‐based
statements
to
clarify
reasoning
rationale
ROM.
This
paper
aims
present
respond
common
challenges
reservations
about
using
ROM
student
and/or
services.
Method
The
article
poses
15
issues
drawn
from
literature
on
this
topic
further
refined
by
practitioner‐
researcher‐members
consortium
comprising
leads,
practitioners,
researchers
working
field
UK.
address
nine
themes:
(1)
purpose
yield
ROM;
(2)
burden
measurement;
(3)
impact
clients
process
therapy;
(4)
consistency
with
therapeutic
theory;
(5)
client
groups
settings;
(6)
concern
practitioners;
(7)
equality,
diversity,
inclusion;
(8)
implementation;
(9)
relationship
paradigm
practice‐based
evidence.
Findings
Responses
each
are
provided
methodological,
evidence‐based,
clinical
perspective.
Conclusions
responses
provide
necessary
information
enable
them
make
informed
decisions
as
value,
or
otherwise,
adopting
ROM,
delivery
interventions,
generating
evidence
created
practice.
Frontiers in Psychiatry,
Journal Year:
2024,
Volume and Issue:
15
Published: Oct. 8, 2024
Background
The
mental
health
of
college
students
has
been
a
significant
concern
in
higher
education,
representing
priority
for
the
institutions.
Enhancing
effective
online
interventions
could
represent
excellent
support
university
counseling
services
that
deal
with
students’
well-being.
present
study
aimed
to
evaluate
effectiveness
two
provided
by
Counseling
and
Consultation
Service
Students
(SACS)
University
L’Aquila
(Italy),
namely
Videochat
Clinical
Mental
Health
consultation
(VCMH)
Therapist-supported
Internet
Cognitive
Behavioral
Therapy
(Ts-iCBT),
12-module
asynchronous
program
anxiety
management.
primary
outcome
was
focused
on
emotional
well-being
(GHQ-12).
secondary
academic
represented
attainment
their
final
degree.
Methods
requesting
help
from
SACS
between
March
2020
2022
during
different
periods
COVID-19
pandemic
restrictions
were
asked
fill
out
brief
structured
screening
tool
access
PSYDIT.COM
platform.
Based
personal
preferences,
chose
one
interventions:
VCMH
Ts-iCBT.
Results
Over
two-year
duration
this
study,
379
(267
women,
70.4%)
contacted
service.
Out
334
students,
72.5%
be
included
Ts-iCBT
group,
whereas
27.5%
expressed
preference
group.
A
statistically
decrease
distress
obtained
both
forms
intervention,
highlighting
better
VCMH.
In
addition
clinical
variables,
28.8%
who
completed
attained
degree,
significantly
percentage
graduated
compared
high
proportion
(37.7%
total
sample)
dropped
(DO)
digital
interventions,
lower
rate
dropouts
Conclusions
is
extremely
promising
yields
growing
source
suggestions
use
providing
more
tailored
interventions.
Videochats
frequent
therapist
contacts
would
recommended
severe
psychopathological
conditions.
conditions
moderate
non-severe
feel
able
“manage
problem
alone”
addressed
Counselling and Psychotherapy Research,
Journal Year:
2024,
Volume and Issue:
24(3), P. 962 - 971
Published: April 17, 2024
Abstract
Introduction
University
psychological
counselling
services
represent
a
frontline
defence
to
detect,
treat
or
refer
students
with
wide
range
of
(clinical
and
non‐clinical)
difficulties.
Nevertheless,
only
few
studies
describe
their
impact
on
academic
self‐efficacy
report
follow‐up
data.
Evidence
students'
actual
access
further
support
in
times
hardship
is
also
scant
most
needed.
This
study
aimed
fill
these
gaps,
exploring
the
stability
improvement
clinical
conditions
sample
university
reporting
post‐intervention
referrals
mental
health
services.
Methods
In
longitudinal
study,
218
who
accessed
service
at
Milano‐Bicocca
between
2015
2019
completed
an
assessment
beginning
(T0),
conclusion
(T1)
6
months
after
(T2)
brief
cognitive
behavioural
intervention.
The
included
symptoms,
general
distress,
emotion
dysregulation
self‐efficacy.
Information
about
choices
continue
intervention
other
was
collected
contrasted
counsellor's
indication.
Results
At
follow‐up,
remained
stable,
more
than
60%
maintaining
reliable
change,
nearly
half
them
having
(or
being
willing
contact)
outside
Conclusion
These
findings
highlight
key
role
addressing
distress
performances
long
term
building
bridges
system
for
need
longer
specialised
treatment.
Counselling and Psychotherapy Research,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 24, 2024
Abstract
Background
Research
pooling
data
from
UK
university
counselling
services
(UCSs)
has
allowed
UCSs
to
compare
their
outcomes
and
demonstrate
effectiveness
in
improving
student
mental
health.
During
the
COVID‐19
pandemic,
moved
remote
delivery.
Consequently,
it
was
necessary
understand
how
this
impacted
students'
outcomes.
Aims
This
evaluation
aimed
(1)
therapeutic
of
a
UCS
compared
with
established
norms
literature,
(2)
whether
delivering
therapy
online
affected
in‐person
therapy.
Method
Sessional
outcome
627
students
who
attended
2020/2021
academic
year
were
gathered.
Descriptive
analyses
initial
clinical
(determined
by
CCAPS‐34)
conducted.
Paired
sample
t
‐tests
determined
differences
between
pre‐
post‐therapy
scores.
The
effect
size
difference
derived.
Results
Students
presented
high
levels
distress,
social
anxiety,
generalised
anxiety
depression.
severity
health
concerns
lower
than
that
reported
previous
literature.
largest
improvements
evidenced
for
depression
general
25%
(
n
=
112)
achieved
reliable
reductions
distress.
Compared
existing
showed
similar
improvement
over
It
is
suggested
increased
service
accessibility.
Conclusion
delivery
produced
results
consistent
data,
highlighting
students.
Further
large‐scale
evaluations
remotely
delivered
are
recommended.
F1000Research,
Journal Year:
2024,
Volume and Issue:
13, P. 1108 - 1108
Published: Sept. 30, 2024
Background
Academic
stress
is
a
significant
factor
affecting
students’
psychological
well-being,
particularly
in
higher
education.
Understanding
the
mediating
roles
of
social
support
and
self-efficacy
can
provide
insights
into
how
these
factors
influence
well-being
public
private
universities.
Methods
The
study
examined
relationship
between
academic
among
university
students
Mogadishu,
Somalia.
Utilizing
stratified
sampling
technique,
data
were
collected
from
663
across
(52.6%)
(47.4%)
universities
through
structured
questionnaire
analyzed
using
path
analysis
to
assess
direct
indirect
effects.
Structural
equation
modeling
technique
was
used
for
analysis.
Results
revealed
effect
on
(β
=
0.133,
p
0.000).
not
significantly
related
0.128,
0.066)
0.075,
0.099).
However,
both
0.059,
0.000)
0.838,
well-being.
showed
that
partially
mediated
(Indirect
0.070,
CI
[-0.036,
0.197],
0.000),
while
did
mediate
this
0.063,
[0.054,
0.218],
0.097).
Conclusions
findings
suggest
positive
impact
mediates
relationship,
highlighting
its
buffering
role.
Conversely,
self-efficacy,
although
positively
contributing
does
stress.
These
results
underscore
importance
robust
systems
targeted
interventions
enhance
coping
mechanisms
overall
Study
limitations
implication
are
discussed.
Counselling and Psychotherapy Research,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Nov. 21, 2024
Abstract
Introduction
Scotland
is
facing
a
student
mental
health
crisis.
With
60%
of
university
students
and
54%
college
reporting
moderate‐to‐severe
symptoms
depression
in
recent
research
(Maguire
&
Cameron,
2022;
Maguire
et
al.,
2022),
Scottish
counselling
services
have
emerged
as
an
indispensable
source
support
for
students.
Although
may
be
involved
many
activities,
one
their
primary
functions
to
provide
one‐on‐one
experiencing
difficulties.
Objective
This
study
aimed
better
understanding
the
challenges
providing
effective
accessible
counselling.
Methods
We
filed
Freedom
Information
requests
all
27
registered
colleges
19
universities
request
quantitative
data
on
services.
Results
Discussion
identified
three
key
First,
we
demonstrate
that
demand
has
rapidly
increased
over
past
decade,
resulting
longer
waiting
times
at
several
institutions.
Second,
male
first‐year
are
underrepresented
counselling,
which
reflect
structural
barriers
accessing
support.
Lastly,
found
even
though
most
not
designed
offer
long‐term
‘at‐risk
students’,
few
institutions
set
up
external
referral
pathways
into
community
teams.
The
sector
must
address
these
ensure
equitable
access
