Department of Psychology, University of Virginia, Charlottesville, Virginia, USA.
J Am Coll Health. 2024 Dec;72(9):3546-3555. doi: 10.1080/07448481.2023.2180996. Epub 2023 Mar 2.
This study examines the effects of a scalable psychoeducation intervention to improve students' mental health during the COVID-19 pandemic.
In a sample of racially diverse undergraduates from a highly selective university ( = 66), students in the control group (mostly women) participated in courses as usual and students in the intervention group (only women) participated in a psychoeducation course on evidence-based strategies for coping, designed for college students living through the pandemic.
Rates of psychological distress were measured through online surveys at baseline and follow-up assessments.
Students in both the intervention and control groups had clinically elevated depressive symptoms. Consistent with hypotheses, students in the intervention group had lower levels of academic distress and more positive perceptions regarding mental healthcare at the follow-up assessment than students in the control group. Contrary to hypotheses, students in both groups had similar levels of depressive symptoms, feelings of being overwhelmed, and coping. Preliminary findings suggest that the intervention primarily improved help-seeking and may have reduced stigma.
Psychoeducation in an academic setting may be one means by which to decrease academic distress and reduce mental health stigma at highly selective institutions.
本研究考察了一项可扩展的心理教育干预措施对改善 COVID-19 大流行期间学生心理健康的影响。
在一所高度选择性大学的种族多样化本科生样本中（ = 66），对照组（大多数为女性）的学生参加了常规课程，而干预组（仅限女性）的学生则参加了针对在大流行期间生活的大学生的基于证据的应对策略的心理教育课程。
通过基线和随访评估的在线调查来衡量心理困扰的发生率。
干预组和对照组的学生都有临床显著的抑郁症状。与假设一致，与对照组的学生相比，干预组的学生在随访评估中表现出较低的学业困扰和对精神保健的更积极看法。与假设相反，两组学生的抑郁症状、不知所措的感觉和应对方式相似。初步结果表明，该干预措施主要通过增加寻求帮助的机会并可能减少污名化来改善心理健康。
在学术环境中进行心理教育可能是减少高度选择性机构的学业困扰和减少心理健康污名的一种手段。
