ABSTRACT
Many researchers attribute factors of identity, acculturation, sexual orientation, and substance use and other maladaptive behaviors as potential risk factors associated with increased mental illnesses reported by college students (Castillo & Schwartz, 2013;Wyatt & Oswalt, 2013). [...]the COVID-19 pandemic has further exacerbated mental health problems in college students (Lopez Steinmetz et al., 2021;Son et al., 2020), with 71% experiencing more stress, anxiety, problems with concentration, and worry about a loved one's health as well as their own (Son et al., 2020). Approximately 75% of first-year college students with any mental illness do not seek help (Bruffaerts et al, 2019). [...]there is a growing need to address possible factors contributing to reduced help seeking and to identify vulnerable groups in college populations (Castillo & Schwartz, 2013). Men's decreased treatment utilization may be in part due to shame, stigma, and parental and peer norms toward seeking out mental health services (Seehuus et al, 2021). Given the impact that gender-related stressors play in the rise of mental illness in college students, this study aims to bridge the gap in mental health clinicians' and researchers' understanding of how diverse gender identities influence mental health-related outcomes and mental illness. [...]this study addresses two research questions: (1) Do gender differences (i.e., between cisgender men, cisgender women, and TGNC individuals) exist among college students in the prevalence of mental illness, utilization of psychological services, and mental health-related outcomes (i.e., psychological distress, stress, resilience, overall health, and loneliness)? (2) Do mental health-related variables differentially predict mental illness diagnoses among college students? METHOD Participants and Data Collection The ACHA (2020) National College Health Assessment-Ill Fall 2020 (NCHA-III) is a survey that gathers information regarding students' health.
ABSTRACT
International students continue to experience myriad of challenges, some of which further transpired disproportionately during the COVID-19 pandemic era. To this effect, this study investigated psychological capital (PsyCap), psychological distress, and well-being among 188 international students attending U.S universities. Results using Hayes PROCESS indicated that well-being mediated the relationship between PsyCap and psychological distress and in particular moderated the relationship between PsyCap and depression. When higher education institutions are considering steps to mitigate psychological distress experienced by international students during the COVID-19 pandemic and beyond, based on the findings of our study, we suggest investing efforts and resources into two aspects: (a) promotion of positive mental health and well-being and (b) identification and development of positive psychological capital. We further discuss these results and implications for mental health promotion of international students in light of its limitations and recommendations for future research.
ABSTRACT
This study examined the relationships between psychological capital (PsyCap), coping strategies, and well-being among 609 university students using self-report measures. Results revealed that well-being was significantly lower during COVID-19 compared to before the onset of the pandemic. Multiple linear regression analyses indicated that PsyCap predicted well-being, and structural equation modeling demonstrated the mediating role of coping strategies between PsyCap and well-being. Prior to COVID-19, the PsyCap dimensions of optimism and self-efficacy were significant predictors of well-being. During the pandemic, optimism, hope, and resiliency have been significant predictors of well-being. Adaptive coping strategies were also conducive to well-being. Implications and recommendations for psychoeducation and counseling interventions to promote PsyCap and adaptive coping strategies in university students are presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. To gain a deeper understanding of this topic, we utilized a convergent parallel mixed methods design with merged quantitative and qualitative findings. Quantitative results indicated that foreign-born faculty (FBF) experienced more strengths in the personal, spiritual, and health domains while facing more challenges in the social, political, and financial domains. In addition, a thematic analysis identified three overarching themes reflecting FBF's strengths, challenges, areas of support, and the impact of COVID-19: (a) adjustment as a foreign-born individual in the United States, (b) immigration status and procedures, and (c) working as a foreign-born faculty in counselor education. This article presents implications for FBF and stakeholders seeking to support this population, while also suggesting recommendations for future research.