The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

CBE—Life Sciences Education, Journal Year: 2023, Volume and Issue: 22(2)

Published: April 25, 2023

An interview study of 29 undergraduates with depression from six institutions examined the relationship between and active learning in college science courses. This report examines how impacts students’ experiences which aspects alleviate exacerbate depressive symptoms.

Language: Английский

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Pain-Insomnia-Depression Syndrome: Triangular Relationships, Pathobiological Correlations, Current Treatment Modalities, and Future Direction

Pain and Therapy, Journal Year: 2024, Volume and Issue: 13(4), P. 733 - 744

Published: May 30, 2024

Pain-insomnia-depression syndrome (PIDS) is a complex triad of chronic pain, insomnia, and depression that has profound effects on an individual's quality life mental health. The pathobiological context PIDS involves neurobiological physiological mechanisms, including alterations in neurotransmitter systems impaired pain processing pathways. first-line therapeutic approaches for the treatment depression, insomnia are combination pharmacological non-pharmacological therapies. In cases where patients do not respond adequately to these treatments, additional interventions such as deep brain stimulation (DBS) may be required. Despite advances understanding treatment, there still gaps knowledge need addressed. To improve our understanding, future research should focus conducting longitudinal studies uncover temporal associations, identify biomarkers genetic markers associated with PIDS, examine influence psychosocial factors responses, develop innovative address nature PIDS. aim this study provide comprehensive overview components discuss their underlying relationships.

Language: Английский

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Undergraduate students with and without mental health concerns have different perceptions of disclosing mental health challenges to instructors

PLoS ONE, Journal Year: 2025, Volume and Issue: 20(3), P. e0315155 - e0315155

Published: March 25, 2025

Many undergraduates report having mental health concerns (MHC), which can reduce academic success. Students with MHC are encouraged to seek help from their instructors but may not because of perceived negative reactions by and peers. This suggests stigma about differentially impact help-seeking between students without MHC, yet disclosure perceptions these groups have been investigated. study surveyed in the same classes hypothetical MHC. several introductory biology were asked whether they identified as would or hypothetically disclose an instructor, why. Thematic analysis reasons underlying student choices, sorted into three beliefs Theory Planned Behavior: attitudes, subjective norms, behavioral control. Of 803 respondents, 50% self-identified less likely instructor than who said gave similar aligned attitude beliefs. that wouldn’t care (attitude beliefs). concerned keeping private (subjective norms ‘it depends’ indicated more on course performance (attitude) research found different courses suggested focus reactions, while those privacy performance. These contribute perceiving a social cost versus positive benefit.

Language: Английский

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Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

International Journal of STEM Education, Journal Year: 2023, Volume and Issue: 10(1)

Published: May 17, 2023

Abstract Background Depression is one of the top mental health concerns among biology graduate students and has contributed to “graduate student crisis” declared in 2018. Several prominent science outlets have called for interventions improve health, yet it unclear what extent with depression discuss their others Ph.D. programs. While sharing one’s may be an integral step seeking support during school, considered a concealable stigmatized identity (CSI) revealing could result loss status or discrimination. As such, face negotiation theory, which describes set communicative behaviors that individuals use regulate social dignity, help identify factors influence students’ decisions about whether reveal school. In this study, we interviewed 50 enrolled across 28 life sciences programs United States. We examined (1) revealed faculty advisors, students, undergraduates research lab, (2) reasons why they concealed depression, (3) consequences benefits perceive are associated depression. used hybrid approach deductive inductive coding analyze our data. Results More than half (58%) at least advisor, while 74% student. However, only 37% undergraduate researcher. Graduate peers were driven by positive mutual relationships, often based on maintaining dignity performing preventative corrective facework. Conversely, graduates performed supportive facework when interacting researchers as way destigmatize struggling health. Conclusions Life most commonly other over reported discussing advisor. reluctant share researchers. Power dynamics between peers, mentees influenced chose conceal each situation. This study provides insights into how create more inclusive where can feel comfortable

Language: Английский

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The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course

AJP Advances in Physiology Education, Journal Year: 2024, Volume and Issue: 48(4), P. 884 - 897

Published: Oct. 25, 2024

Undergraduates with depression report that they would benefit from science role models who also have depression. If biology instructors reveal it to their students, could help meet this need. However, is unknown how revealing impact all undergraduate not just those depression, and whether cause some students a negative perception of the instructor. To address gap, an instructor physiology course revealed her whole class in less than 3 s on two occasions. were surveyed about remembered perceived be appropriate, what had them. Of 289 undergraduates participated survey, 90.6% Seventy-two percent reported positive them, 21.3% no impact, 6.7% impact. Women disproportionately likely student/instructor relationship instructor's approachability. LGBTQ+ extent classroom feels inclusive more severe depressive symptoms normalized broadly context science. This work adds recent studies highlighting potentially concealable stigmatized identities class.

Language: Английский

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Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering

PLoS ONE, Journal Year: 2023, Volume and Issue: 18(7), P. e0287795 - e0287795

Published: July 19, 2023

Concealable stigmatized identities (CSIs) are hidden that carry negative stereotypes and can result in a loss of social status if revealed. Instructors often choose to conceal these CSIs due anticipated student reactions, yet revealing have positive impact on undergraduates. Women generally more likely reveal personal aspects about themselves situations, but may face greater consequences for identity students given their already marginalized position academic science engineering. Therefore, this study, we were interested understanding what extent there differences between men women engineering instructors (i) the representation CSIs, (ii) decisions undergraduates classes, (iii) perceived stigma CSIs. Based national survey over 2,000 from very high research activity doctoral institutions, found than report having depression, anxiety, or disability. Of who held had 1.5x higher odds some compared no associated with all Despite perceiving concealable identities, college students, leading way diverse inclusive scientific community by demonstrating as role models identities.

Language: Английский

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Why U.S. science and engineering undergraduates who struggle with mental health are left without role models

PLOS mental health., Journal Year: 2024, Volume and Issue: 1(7), P. e0000086 - e0000086

Published: Dec. 19, 2024

Depression and anxiety are among the most common mental health concerns for science engineering (S&E) undergraduates in United States (U.S.), students perceive they would benefit from knowing a S&E instructor with depression or anxiety. However, it is unknown how prevalent instructors whether disclose their to undergraduates. These identities unique because concealable stigmatized (CSIs), meaning can be kept hidden carry negative stereotypes. To address these gaps, we surveyed 2013 faculty across U.S. very high research activity doctoral-granting institutions. The survey assessed extent which had revealed undergraduates, why chose reveal conceal anxiety, benefits of revealing items were developed based on prior studies exploring individuals CSIs including conditions. Of university surveyed, 23.9% (n = 482) reported having 32.8% 661) Instructors who women, white, Millennials, LGBTQ+ more likely report than counterparts. Very few participants (5.4%) (8.3%) concealing do not typically others relevant course content. anticipated that disclosure normalize struggling provide an example someone successful S&E. Despite reporting need role models academic struggle depression/anxiety being relatively instructors, our study found rarely

Language: Английский

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A Model for Emotional Intelligence in Biology Education Research

CBE—Life Sciences Education, Journal Year: 2024, Volume and Issue: 23(4)

Published: Oct. 22, 2024

The connection between stress, emotional invalidation, and mental health as it relates to undergraduate science is reviewed. We propose a “Model for Emotional Intelligence in Biology Education Research” advocate the development of interventions promote management among students instructors.

Language: Английский

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