A Review of Psychological Distress among University Students: Pervasiveness, Implications and Potential Points of Intervention

Autor/inn/en	Sharp, Jessica; Theiler, Stephen
Titel	A Review of Psychological Distress among University Students: Pervasiveness, Implications and Potential Points of Intervention
Quelle	In: International Journal for the Advancement of Counselling, 40 (2018) 3, S.193-212 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharp, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0653
DOI	10.1007/s10447-018-9321-7
Schlagwörter	Stress Variables; College Students; Incidence; Intervention; Psychological Characteristics; Stress Management + Suchen Sie Ihr Suchwort? Collegestudent; Vorkommen; Stressmanagement; Stressbewältigung
Abstract	A review of literature from the past 30 years establishes psychological distress as both a longstanding and current issue affecting university students worldwide. Poorer academic outcomes and problematic health behaviours are linked to students' distress, and these wider implications also highlight the need for appropriate policies and services to support students during what is clearly a challenging time. Further review identified various socio-demographic, situational and academic factors as potential bases of students' distress. Undoubtedly, the demands of the university lifestyle are inherently stressful; yet experiencing these as distressing is not inevitable. Rather, a review of links between university students' psychological attributes and psychological distress indicates such attributes might be ideal points of intervention to ensure students are best equipped to manage the stressors of university, and greater attention in this area is recommended. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01