College Health

Effect of Emotional Distress Monitoring and Intervention in Preventing Non-suicidal Self-injury (NSSI) of College Students

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Chunrong Chen, MPH, CHES
Xianrong Li, MS
Yu Deng, MPH, CHES

Objective:

In this study, we monitored and intervened in the emotional status of college students to understand the effect of intervention measures on the prevention and control of non-suicidal self-harm, and to provide a reference for the prevention and control of self-harm in college students.

Methods:

We conducted a baseline survey of 1832 first-year students across 3 vocational colleges in Chongqing, China in October 2019. In October 2020, we followed-up regarding the non- suicidal self-injury (NSSI) occurrences among our original respondents. During the year, students’ emotions were regularly monitored. The students who scored > 10 and had moderate suicidal thoughts were provided counseling to reduce their emotional stress. If the students could not reduce these emotions, their counselors contacted the school psychological center for professional counseling. If the school psychological counseling center diagnosed the students with severe depression, the counselors informed their parents and suggested hospital treatment.

Results:

The detection rate of NSSI history was 18.52% (320/1728), and the detection rate of the follow-up survey was 8.13% (137/1685); the difference in the detection rate was statistically significant (X2 = 128.3103, p < .001).

Conclusions:

Our results show that monitoring and intervening in college students’ emotional states can prevent the occurrence of NSSI behavior.

Source: Health Behavior and Policy Review, Volume 9, Number 3, May 2022, pp. 846-852(7)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.3.2

2022-06-11T16:17:57-06:00June 11th, 2022|College Health, Interventions, Mental Health|

College-level Personal Health Courses: A Perspective for Improving Their Relevance and Reducing Health Disparities in the US

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Philip Jacobs, PhD
Arvi Ohinmaa

Objective:

In this paper, we explore how the relevance of college-level personal health courses could be enhanced and how these courses could be leveraged for improving student health and providing access to information useful in reducing health disparities and improving overall health in adulthood.

Methods:

We examine and interpret literature on college student health and the content and delivery of personal health courses.

Results:

College-level personal health courses occur in many different academic units and through numerous delivery modes. College students’ ability to access and use health information may be a social determinant of health later in life. Whereas specific course content varies, it underperforms in relevance to students’ lives. Specific areas needing improvement are mental health, interpersonal relationships, food selection and preparation on a budget, harm reduction with respect to alcohol use, and other areas that currently receive insufficient attention.

Conclusions:

Personal health courses may have the potential to reduce health disparities if access to college and relevant health-related information can be operationalized better. Motivated by the impact on collegiate life by the COVID-19 pandemic, we recommend research that leads to reform of college-level personal health courses responsive to student interests and delivery mechanisms that enhance motivation to learn, and result in reduced susceptibility to chronic diseases and improved adult health and quality of life.

Source: Health Behavior and Policy Review, Volume 9, Number 1, January 2022, pp. 645-659(15)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.1.3

2022-02-04T11:27:25-07:00February 1st, 2022|College Health, Health Education, Healthy People 2030|
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