Experiences of university students living with mental health problems: Interrelations between the self, the social, and the school
| Autor: | Judith Friedland, Bonnie Kirsh, Colleen Webber, Shauna Orfus, Sunny Cho, Marni Salkovitch, Katrina Snider, Nisha Gopalasuntharanathan |
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| Rok vydání: | 2015 |
| Předmět: |
Adult
Male Higher education Adolescent Universities Self-concept Psychological intervention Interpersonal communication Social Environment Grounded theory Interviews as Topic 03 medical and health sciences 0302 clinical medicine medicine Humans 030212 general & internal medicine Students Ontario Medical education business.industry Mental Disorders 05 social sciences Rehabilitation Public Health Environmental and Occupational Health 050301 education Social environment Mental illness medicine.disease Mental health Self Concept Female Psychology business 0503 education Social psychology |
| Zdroj: | Work (Reading, Mass.). 53(2) |
| ISSN: | 1875-9270 |
| Popis: | Background A university education is becoming ever-more important in preparing for employment in the knowledge-driven economy. Yet, many university students are not able to complete their degrees because they experience mental health problems during the course of their higher education. Despite the growing numbers of students seeking help, there is limited knowledge about the issues that these students face. Objective The purpose of this study was to understand the range of individual, interpersonal, and environmental factors that affect the lives of university students living with mental health problems. Methods The study was based at a large public university in Canada. Semi-structured interviews were conducted with 19 students with self-identified mental health problems. Their narratives were analyzed using grounded theory methods and a model was developed which drew upon social-ecological theory. Results Findings depict student experiences as a function of the self (individual factors), the social (interpersonal factors) and the school (environmental factors) and their interrelations. Conclusions Interventions must be designed to address all three of these areas and their interrelations. The model can be used to guide universities in designing interventions; however, a fourth level that incorporates a university policy that values and supports student mental health, should be included. |
| Databáze: | OpenAIRE |
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