Evaluation and Durability of a Curriculum-Based Intervention for Promoting Mental Health among Graduate Students

Autor/inn/en	Brett, Chelsea; Wang, Katie; Lowe, Sarah R.; White, Marney A.
Titel	Evaluation and Durability of a Curriculum-Based Intervention for Promoting Mental Health among Graduate Students
Quelle	In: American Journal of Health Education, 51 (2020) 6, S.350-359 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Marney A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2020.1822240
Schlagwörter	Health Promotion; Intervention; Graduate Students; Comparative Analysis; Online Courses; Behavior Change; Longitudinal Studies; Stress Variables; Outcomes of Education; Prevention; Mental Disorders; Mental Health; Student Attitudes; Physical Health; Well Being; Health Education; Personal Autonomy; Nutrition; Course Descriptions; Depression (Psychology); Anxiety; Measures (Individuals); Self Efficacy; Social Support Groups + Suchen Sie Ihr Suchwort? Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Prävention; Vorbeugung; Mental illness; Geisteskrankheit; Psychohygiene; Schülerverhalten; Gesundheitszustand; Well-being; Wellness; Wohlbefinden; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Individuelle Autonomie; Ernährung; Kursstrukturplan; Angst; Messdaten; Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung
Abstract	Background: Graduate school environments are recognized for contributing to elevated stress levels among student populations. Purpose: The objective was to test whether a behavioral intervention, delivered through an online course on behavior change, is effective in preventing declining mental health. Methods: Data were collected via a quasi-experimental longitudinal study to observe the effect of self-directed behavioral interventions on mental health. Participants included students enrolled in a course on "Health Behavior Change" at the Yale School of Public Health (n = 45) and a control group (n = 33) of students in the same graduate program. Analyses were conducted to evaluate differences at post-intervention and at a 12-week follow-up assessment in indicators of mental and general health. Results: Enrolled students reported significantly improved mental health outcomes as compared to the control students. At follow-up, multiple differences persisted, with participants who had completed the course reporting sustained improvements in general and mental health. Discussion: Self-directed behavior change interventions are effective in promoting mental and physical health among graduate student populations. Translation to Health Education Practice: This curriculum-based intervention can support student wellbeing in a variety of academic programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01