Paul Gorczynski, Wendy Sims-schouten, Denise Hill and Janet Clare Wilson
Many university students in the UK experience mental health problems and little is known about their overall mental health literacy and help-seeking behaviours. The purpose of…
Abstract
Purpose
Many university students in the UK experience mental health problems and little is known about their overall mental health literacy and help-seeking behaviours. The purpose of this paper is to ascertain levels of mental health literacy in UK university students and to examine whether mental health literacy is associated with better mental health outcomes and intentions to seek professional care.
Design/methodology/approach
A total of 380 university students at a university in the south of England completed online surveys measuring multiple dimensions of mental health literacy, help-seeking behaviour, distress, and well-being.
Findings
Mental health literacy in the students sampled was lower than seen in previous research. Women exhibited higher levels of mental health literacy than men and postgraduate students scored higher than undergraduate students. Participants with previous mental health problems had higher levels of mental health literacy than those with no history of mental health problems. Individuals were most likely to want to seek support from a partner or family member and most participants indicated they would be able to access mental health information online. Mental health literacy was significantly positively correlated with help-seeking behaviour, but not significantly correlated with distress or well-being.
Practical implications
Strategies, such as anonymous online resources, should be designed to help UK university students become more knowledgeable about mental health and comfortable with seeking appropriate support.
Originality/value
This study is the first to examine multiple dimensions of mental health literacy in UK university students and compare it to help-seeking behaviour, distress, and well-being.
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Paul Gorczynski, Wendy Sims-Schouten and Clare Wilson
Despite a high prevalence of mental health problems, few students know where to turn for support. The purpose of this study was to gain a UK wide perspective on levels of mental…
Abstract
Purpose
Despite a high prevalence of mental health problems, few students know where to turn for support. The purpose of this study was to gain a UK wide perspective on levels of mental health literacy amongst university students and to examine the relationship between mental health literacy and mental health help-seeking behaviours.
Design/methodology/approach
A total of 300 university students in the UK participated in this online cross-sectional study. Participants filled out the mental health literacy scale, the general help-seeking questionnaire, Kessler psychological distress scale 10, The Warwick-Edinburgh mental well-being scale and the self-compassion scale: short form.
Findings
Overall, 78 per cent of participants indicated mild or more severe symptoms of distress. Students reported lower levels of mental health literacy when compared to students in other nations. Women, bisexuals, and those with a history of mental disorders indicated high levels of mental health literacy. Participants indicated they were most likely to seek support from intimate partners and least likely to seek support from religious leaders. No significant correlations were found between mental health literacy and help-seeking behaviours. Mental health literacy was not correlated with distress, mental well-being or self-compassion. Help-seeking behaviours were only significantly positively correlated with mental well-being.
Originality/value
Universities should address strategies to improve help-seeking behaviours in an effort to address overall mental well-being. Programmes may wish to help provide students with information about accessing face-to-face support systems. Environmental strategies to foster mental well-being on campus should also be explored.
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Jacqueline Bloomfield, Damith Woods and Jason Ludington
The purpose of this paper is to review and provide information on the small but growing body of literature that demonstrates that some people with Parkinson’s disease (PD) are…
Abstract
Purpose
The purpose of this paper is to review and provide information on the small but growing body of literature that demonstrates that some people with Parkinson’s disease (PD) are unaware of the memory impairment, and this has clinical implications for how family members care for their loved one, and how clinical staff and others may interact with them on a day-to-day perspective.
Design/methodology/approach
The approach takes the form of a general review.
Findings
People with PD experience a variety of cognitive impairment including deficits in memory and higher level executive processes. Impairment in these areas can occur early in the disease course and result in adverse consequences including distractibility, trouble recalling information, and problems remembering to execute planned actions like adhering to medication regimes. The literature also suggests heterogeneity in both the memory performance of people with PD and in the definition of awareness used to investigate this phenomenon.
Practical implications
Strategies for remembering may be of practical importance for people with PD, and/or caregivers should be introduced and educated to the nature of memory impairment in PD, as well as its likely course and natural progression in a non-threatening way before they are later instructed on “tips” for maximising daily functioning as more severe cognitive deficits begin to appear.
Originality/value
This paper adds to the small body of literature that investigates patients’ awareness of memory impairment in PD and advocates for ongoing research within the area.
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Marten Haesner, Anika Steinert, Julie Lorraine O'Sullivan and Elisabeth Steinhagen-Thiessen
Cognitive changes occur with age and cognitive limitations can negatively influence computer use. Human-interaction studies show that especially older adults benefit considerably…
Abstract
Purpose
Cognitive changes occur with age and cognitive limitations can negatively influence computer use. Human-interaction studies show that especially older adults benefit considerably from using web platforms. The purpose of this paper is to measure the possible impact of cognitive impairment in web usability and to analyse the differences between older adults with and without cognitive impairment.
Design/methodology/approach
In the presented pilot study, 50 older adults tested a web-based interface on a PC and tablet computer that was designed based on a styleguide for this specific user group. In two sessions participants had to conduct six tasks. In a third session older adults were left unsupervised in the laboratory where they were confronted with unexpected events triggered by a principal investigator.
Findings
The performance results differed significantly between the two groups. Older adults with mild cognitive impairment (MCI) needed more time and were more likely to make mistakes when using a web platform. After analysing error data, it became apparent that errors made by older adults with MCI occurred due to a lack of orientation in websites.
Originality/value
Little is known about web performance of older adults with cognitive impairment. The authors present valid data of this interesting target group and reveal their specific problems when handling a new online platform. The importance of a flat website hierarchy can be essential in developing senior friendly web pages. The authors also highlight methodological issues and illustrate the importance of qualitative information of the usability data, e.g. the different types of problems or errors.
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Abstract
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IN The verdict of you all, Rupert Croft‐Cooke has some uncomplimentary things to say about novel readers as a class, which is at least an unusual look at his public by a…
Abstract
IN The verdict of you all, Rupert Croft‐Cooke has some uncomplimentary things to say about novel readers as a class, which is at least an unusual look at his public by a practitioner whose income for many years was provided by those he denigrates.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
The purpose of this paper is to address the need for increased understanding, awareness and recognition of the autism female phenotype in terms of repetitive behaviours and…
Abstract
Purpose
The purpose of this paper is to address the need for increased understanding, awareness and recognition of the autism female phenotype in terms of repetitive behaviours and restricted interests (RBRIs).
Design/methodology/approach
A systematic PRISMA review was conducted. The main aim of the present systematic review is to identify studies which have investigated RBRIs in females with autism spectrum disorder (ASD) or the differences in RBRIs between males and females with ASD.
Findings
In sum, 19 relevant articles were identified: 5 studies found no significant evidence to support the notion of sex differences in RRBIs in ASD; 1 study did not report any differences in RRBIs between males and females with ASD; 12 studies found evidence that males with ASD had significantly more RRBIs compared to females with ASD; and, lastly, 1 study found that girls with ASD have features of RRBIs which are exhibited more compared to boys with ASD.
Research limitations/implications
There is a real lack of in-depth knowledge and understanding of the female phenotype of ASD, and such lack of knowledge has a detrimental impact on the identification of autistic females and a lack of identification can have negative consequence. This is important to address in future research as it is well established that the earlier the diagnosis, the better the outcomes, due to the timely access to appropriate interventions.
Practical implications
The RBRIs exhibited in autistic females are not sufficiently captured by most currently diagnostic instruments. Clinicians are less likely to identify the RBRIs in females as they tend not to be the typical repetitive behaviours commonly associated with ASD. It has been recommended that clinicians consider “females as a whole” in terms of their clinical presentation and look for any indication of RBRIs, even repetitive interests which appear clinically innocuous.
Originality/value
There is relatively little research investigating RBRIs in autistic women and girls. There is a real need to highlight the importance of understanding and recognising how RBRIs can differ between males and females with ASD.