DOI: 10.4236/ce.2018.95056 751 Creative Education higher petroleum universities, so as to improve the current unfavorable situation of collegestudents’ psychological problems in petroleum universities. Today’s great goal of building a moderately prosperous society is coming to an end and people’s living standard is constantly improving (WHO, 2011b). However, the contradiction between backward social production and people’s growing materi- al and cultural needs is still the main contradiction. The gap between the rich and the poor still exists. During the new period of rapid economic development, talented people, the pressure of social competition is becoming increasingly fierce, Chinese ideology has changed from several thousand years of feudal tra- dition to the new trend of the times (MentalHealth Commission of Canada, 2012). Contemporary collegestudents as the future development of the emerg- ing powers, as the construction of China characteristic socialism successors, their upbringing, physical and mental development, ideas attracted the attention of the whole society (WHO, 2011b), collegestudents as a youth at the end of the transition to the main environment for the growth of the mature stage. There- fore, the development of mentalhealth of contemporary collegestudents, espe- cially post-90 collegestudents, has become the focus of ideological and political education work and mentalhealth research center of colleges and universities (Royal College of Psychiatrists, 2010). This also puts forward the higher standard for the physical and mentalhealth of collegestudents (WHO, 2011b). Collegestudents from the high pressure, high intensity of the transition to the univer- sity campus in line with the social changes in learning style, complex interper- sonal relations, various activities, and other changes, easy to lead to the impact of collegestudents’ mentalhealth (Royal College of Psychiatrists, 2010). With the large number of collegestudents in China, the education system is not perfect enough, and the national comprehensive quality level is not high, which ignores the development of collegestudents’ mentalhealth and the im- provement of collegestudents’ personality education (MentalHealth Strate- gies, 2012).
As the disadvantaged group of collegestudents, poor collegestudents have aroused wide concern in school and society. Psychological health problem of poor collegestudents is the important topic of higher education that cannot be ignored, and education workers find the feasible countermeasure, through the efforts to make them happy and growing up healthily, to think and solve prob- lems. Poor collegestudentsmentalhealth status, from microscopic view, is re- lated to my life, study, employment, and from macroscopic view, relationship to the family’s rise and fall and the stability of colleges and universities, the coun- try’s rise and fall will be long-term and profound influence. Under the new situ- ation, in the face of all kinds of social contradictions that emerge endlessly, we must continue to study poor collegestudents’ psychological problems, new con- tradictions derived from analysis of social events that influence on college stu- dents, analyze the new psychological problems, suit the remedy to the case, and solve the mentalhealth problems of poor collegestudents. As they grow up and do the help and protection, leading them to walk road life is the most beautiful period of a few steps.
In short, self-concept as an internal factor, social adaptation as an external factor, the two play crucial role in mentalhealth. Among them, self-concept not only has a directly impact on mentalhealth, but also indirectly impacts on mentalhealth through the so- cial adaptation, namely, the mediating effect, such as inferiority, aggression and para- noia, etc. In addition, social adaptation, in turn, suppresses self-concept, namely, the cover effect, such as anxiety, dependence, and impulse. Therefore, the conclusion of this study has two implications for the prevention and intervention of collegestudents’ mentalhealth: First, self-concept and social adaptation should be meanwhile consi- dered, especially in the collegestudents’ mentalhealth prevention and intervention. Second, enhance and even strengthen the social adaptation of collegestudents, func- tions of social adaptation as bridge should be fully exerted.
Overall, 42% of the entire sample reported being high on symptoms of depression during the past two weeks, which is consistent with the 2009 ACHA-NCHA survey, as 43% of that representative college sample acknowledged feeling so depressed at least once in the past school year to the degree that it was difficult for them to function. Although our results project rates greatly higher than desired for our nation’s collegestudents’ mentalhealth, it sheds light on an important issue that has continued to be neglected by policy makers. When we think about collegestudents, we tend to picture young adults in a positive environment dedicated to learning and growth, free of significant problems or worries. Although collegestudents are resilient in many aspects, their mentalhealth is an essential contributor to their academic performance. Depression is a disorder that impacts mood, level of interest in pleasant activities, motivation, concentration, and energy level. Consequently, collegestudents suffering from depression are likely to have difficulty concentrating on their coursework. They will have less motivation and energy to complete their work and perform well in their courses. Ultimately, they will find it hard to perform well academically. It is possible that many mistake their depression for lack of motivation or interest for school and lack of energy and concentration, which could cause them to not address their depression properly.
Our results regarding collegestudents are in line with previous reports on French student populations [16, 17] which have found that the 12 month prevalence was 15.7 % for anxiety disorders, 8.9 % for depression, and 8.1 % for substance abuse. These results are also similar to what has been reported in collegestudents based on the NESARC data, suggesting that 7.0 % of collegestudents suffered from major depression, 11.9 % from any anxiety disorder, and 5.1 % from any substance use disorder in the previous 12 months . Importantly, the groups had similar levels of psychological distress and the prevalence of major depression, alcohol prob- lems, suicide attempts, panic disorder and social phobia, which is similar to what has been reported in the U.S. between collegestudents and non-college-attending peers in adjusted models . Prior studies conducted in specific student population such as medical students reported higher levels of general psychological distress and higher prevalence of depression and anxiety among U.S. and Canada as compared to peers in the general population [16, 32], although medical students may not be representative of the college student population.
Universities and societies broaden the employment channels of impoverished students and solve their worries. In response to the psychological pressure of employment of impoverished students (Bi, 2016), colleges and universities should do the following work: First, guide impoverished students to establish a correct concept of career choice and career development, and guide them to combine their ideals and abilities, parents’ expectations and reality. Through the analysis of seeking truth from facts, they can find their position in the job mar- ket, maintain a good employment mentality, and continuously enhance their psychological endurance and anti-frustration through the development of em- ployment psychological counseling. Second, universities must create employ- ment conditions for impoverished students and build employment platforms. Universities should pay attention to cultivating the vocational skills of impove- rished students, freely open computer rooms and laboratories to impoverished students, actively provide thoughtful and meticulous employment services for impoverished students, and provide personalized guidance to impoverished stu- dents to help them find employment.
The facts about mentalhealth conditions and what it means to have a mentalhealth condition. Know the signs and symptoms of mentalhealth conditions. Be conscious of changes in sleep patterns, eating hab- its, behaviors, perceptions and social interactions. There is nothing wrong with people who have a mentalhealth condition. They should not feel embarrassed, ashamed or guilty. Mentalhealth conditions are not character flaws or weaknesses. They do not define a person, change who she or he is or have to do with his or her worth as a person. People do not choose to be unhappy. Life with mentalhealth conditions can be manageable, happy and fulfilling. A mentalhealth diagnosis is not a death sentence. People living with mentalhealth conditions are not dangerous. There is no need to be afraid of them.
Tobacco use among collegestudents, though linked with other substance use, is less widespread, has trended downward, and displays complex patterns. Mentalhealth issues also have a role to play in students’ well-being at college. A growing number of students have mentalhealth issues when they enter college or experience such problems as anxiety or depression due to the stress of college life. The likelihood of substance use may also be increased among more marginalized students—such as lesbian, gay, bisexual, and transgender students, international students, and racial and ethnic minorities—all of whom are more likely to experience tension regarding their identity and social acceptance. The roles of environmental factors, largely involving availability of and access to substances, and mentalhealth issues connected to students’ substance use are explored in greater depth in other sections of this information and resource kit.
The present study has several notable limitations. The present findings were derived from a single state university located in an urban area of the southeastern United States. As a result, the university culture, the availability and promotion of psychological services, and counseling center outreach programs might have affected participants help-seeking attitudes, mentalhealth stigma, self-concealment, and other psychological factors. Similarly, although gender was covaried out in present analyses, the use of predominantly female participants may limit the generalizability of our findings to other samples that contain more males. Additionally, as noted above, the present study did not investigate other factors that may be particularly relevant to help-seeking attitudes of African American collegestudents. For example, racial identity,
They also found higher BMI was linked to heavy smoking and alcohol consumption. The findings of the previous studies showed that BMI was inversely related to quality of life and healthy lifestyle. This inverse relationship suggests that the healthy body weight the university students possess, the better physical and mentalhealth they have. While the results make unique advancements to the existing literature in positive psychology, the present study has limitations. First, the participants of this study were recruited from one major university. The present results cannot be generalized to other university student population in China. To have a better understanding of psychosocial determinants of physical and mentalhealth among university students, the future study may extend the present study to other universities located in different cities and regions and to different tiered universities.
The study shows that the construction of social interaction, self-image and the search for information are the three main motivations for collegestudents to use social networking sites. Using social networking sites and real life social trust than demographic data can better predict the degree of self-disclosure on social networking sites. They can at any time through the network media to show the status of the moment, through the state, the log, upload photos and other acts to share their feelings, and even possible disclosure their personal privacy.
Students’ self-reports seem no more reassuring. According to the most recent American CollegeHealth Association survey, about 13% of students reported having symptoms of anxiety, and more than 18% reported depression symptoms. Almost 15% had received a diagnosis of depression sometime in their 5 lives; 25% reported problems with their studies as a result of sleep problems; 33% acknowledged stress-related problems; 43% said they felt so depressed at some point in the academic year that it was difficult to function; 10% had seriously considered suicide; and 1.9% had attempted suicide.
An additional consideration in the evaluation of athletes is the “Female Athlete Triad.” The NCAA has created documents regarding this triad that consists of the following three inter-related conditions: energy deficiency with or without disordered eating, menstrual disturbances/amenorrhea, and bone loss/osteoporosis. The NCAA is also addressing the balance of athletics, academics, and social growth. The NCAA has identified that student-athletes have been dedicating too much time to athletics. As a result, the NCAA has put time limits in place for the number of hours per week for athletics, and there are sanctions against schools that violate those limits. This may be viewed as a parallel to the hour limitations that the Liaison Committee on Medical Education (LCME) and the Accreditation Council for Graduate Medical Education (ACGME) have put in place for medical students and residents. Time limits aim to safeguard against burnout and improve safety. The young are sometimes very energetic and are eager to please, and this includes athletes who we need to keep safe. Aristotle had said, “Beauty varies with each age. In a young man, it consists in possessing a body capable of enduring all efforts, either of the racecourse or of bodily strength…” It is the role of governing bodies and physicians to recommend time limits and to prescribe the appropriate amount of time to heal. We need to help them achieve what Aristotle then described as: “A happy old age is one that comes slowly with freedom from pain [1-4].”
This study investigated attitudes towards help-seeking among students on Historically Black University (HBCU) campuses. The sample included 407 students between the ages of 18 and 31 attending an HBCU. The Attitude toward Seeking Professional Psychological Help Scale (ATSPPHS) by Fisher and Turner (1970) was used as the data collection tool. In the data analysis, the following descriptive analyses were used: analysis of variance (ANOVA) was used to compare the mean values of more than two groups; independent samples t-tests were used to compare the mean values of the two groups in normal distribution; and Turkey’s test was run to perform a post hoc analysis. This research indicates that there are statistically significant relationships between student demographics in terms of age, gender, and classification level and students’ attitudes towards help-seeking. These findings may be helpful to university professionals and policy-planners in addressing the decision-making challenges facing African American students regarding their utilization of campus-based mentalhealth services.
Besides, senior high students from different grades differ with each other in consultation, anxiety, obsession and mental unbalance. And further multiple analyses indicates that with the increase of age and the failure of college entrance examination, students from higher grade who possess more self-respect and stronger mental adapting ability, tend to solve problems individually or escape the situation instead of asking for someone’s help. However, when they face the college entrance examina- tion again, this so-called life-turning point pushes them into more anxiety and burden compared other middle school students. Because of the existence of the uncon- trollable factor namely the college entrance examination, their efforts do not pay back as they expect, which, as a result, strengthen their mental unbalance and unsteadi- ness. Thus it is of great necessity to offer special educa- tion of mentalhealth to this group of students.
being and scholastic achievement of Canadian students. Results revealed that physical health and relationship with family were found to be significantly related to psychological well-being. Respondents who had better physical health, a higher degree of satisfaction with their relationships with family were found to exhibit a significantly higher level of psychological well-being. Singh et al. (2007) studied mentalhealth among adolescents. The results revealed significant difference in mentalhealth status of male and female students. Bhalero et al. (2009) studied mentalhealth of 170 rural females. The findings of the study indicated that the self esteem and general knowledge of rural females had significant positive correlation with their mentalhealth. Leung et al. (2011) examined the influence of mentalhealth on the attitudes 134 Asian American collegestudents toward seeking professional psychological help. The findings indicated that acculturation and conceptions of mentalhealth were significantly co-related with attitudes toward mentalhealth services. Implications for mentalhealth professional working with Asian Americans are highlighted. So, the present study is an attempt to see the relationship between the well being and mentalhealth of students.
Results: Study shows higher prevalence of stress (GHQ-12 scores) of 54.6%. There was no statistically significant association of stress levels (GHQ-12 scores) and BMI with various ABO Blood groups using Pearson Chi Square test. On comparison GHQ-12 scores were highest for O blood group students and BMI values were greater in blood group B and O, but not significant. AB blood group had least GHQ-12 scores and BMI. On correlation of GHQ-12 scores with BMI, there was weak positive correlation.
The object of research is organizational changes that occur in some institutions that exist on the island of Java. There are four college-shaped universities that undergo a transition status change from private to the public that is Siliwangi University Tasikmalaya, University of Tidar Magelang, UPN Veteran Yogyakarta and UPN Veteran East Java. The method used in this research is to use survey research method.
There are some limitations to the study. The data is cross sectional and require replication across different types of universities although the UK universities counseling service figures suggest that there is likely to be little difference in terms of severity or incidence of mental disorder (Association of University & College Counselling, 2011). More detailed longitudinal studies tracking students across their course and examining the effects on performance are necessary and are being planned to provide more detail of how mental illness impacts on university students and their future employability on different courses and types of university. Many more females than males volunteered to participate in the study and while the statistics compensate for this inequality, in future studies including courses such as engineering that attract more male students might result in a more equal balance of males and females.
MentalHealth is “the emotional and spiritual resilience which enables us to enjoy life and survive pain, suffering and disappointment. It is a positive sense of well being and an underlying belief in our dignity and worth. It is influenced by our experience and our genetic inheritance.” The main objective of the present study is to examine the Mental Health’s viz. Positive Self-Evaluation, Perception of Reality, Integration of Personality, up Oriented Attitudes, Environment Mastery among Urban and Rural CollegeStudents. A sample of 100 participants 50 Urban (25 Male and 25 Female) & 50 Rural (25 Male and 25 Female)) was drawn randomly from the population. Mentalhealth y Dr. Jagdish & Dr. A.K. Srivastava (1983) was used for data collection. Factorial design was used and data were analysis by Mean, SD and ‘F’ values. Results show that 1) there is no significant difference between Urban and Rural ental Health dimension on Positive self Evaluation. 2) Rural CollegeStudents high Perception of Reality than Urban CollegeStudents. 3) There is no significant difference between Urban and Rural Collegestudents with MentalHealth dimension on Integration of Personality.4) Rural collegeStudents high Autonomy than Urban CollegeStudents. 5) There is no significant difference between Urban and Rural Collegestudents with MentalHealth dimension on Group Oriented Attitudes. 6) There is no significant nce between Urban and Rural Collegestudents with MentalHealth dimension on Environment Mastery. 7) There is no significant differences between Male and Female collegestudents on Mental