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      The Impact of Transitions, a Mental Health Literacy Intervention With Embedded Life Skills for Postsecondary Students: Preliminary Findings From a Naturalistic Cohort Study Translated title: L’effet des transitions, une intervention de littératie en santé mentale avec compétences essentielles intégrées pour des étudiants du post-secondaire : résultats préliminaires d’une étude de cohorte naturaliste

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          Abstract

          Objective

          Mental illness is a common medical condition to onset during adolescence. Young people who leave for postsecondary life are at an especially challenging period of lifetime when many will leave home and familiar environments for prolonged periods of time. These new circumstances may put young people at risk of developing mental health problems or disorders or exacerbate existing mental disorders. Alternatively, some young people may misinterpret the normal negative emotional states occurring as a result of these new challenges as a mental disorder requiring professional intervention. We conducted a quasiexperimental cohort study to investigate the effectiveness of a mental health literacy intervention Transitions with blended life skills to address these challenges for first-year postsecondary students.

          Methods

          Students ( n = 2,397) from five Canadian postsecondary institutions were assigned to the intervention or the control group and were administered a survey at baseline, postintervention, and at 2-month follow-up (September 2017 to February 2018). We applied generalized linear mixed effects (PROC Mixed procedure) to test the between-group difference in the post—pre/follow-up—pre and to determine the predicted least-square mean values.

          Results

          The findings showed that students who were exposed to the Transitions intervention significantly improved their mental health knowledge, decreased stigma against mental illness, improved help-seeking attitudes and behaviours, and decreased perceived stress when compared to students who had not been exposed to the intervention. However, we did not identify significant changes in general health. This may be due to the relatively short follow-up time (2 months) to determine participants’ general health status.

          Conclusions

          Transitions delivered to first-year postsecondary students may be a beneficial intervention to help young people adjust to their new postsecondary life and improve their mental health.

          Abrégé

          Objetif

          La maladie mentale est une affection médicale qui survient communément durant l’adolescence. Les jeunes gens qui partent vers une vie post-secondaire sont à une période spécialement difficile de leur vie car nombre d’entre eux quitteront la maison et des milieux familiers pour des périodes de temps prolongées. Ces nouvelles circonstances peuvent placer les jeunes à risque de développer des problèmes ou des troubles de santé mentale, ou exacerber les troubles mentaux existants. Par ailleurs, certaines jeunes gens peuvent interpréter à tort les états émotionnels négatifs normaux résultant de ces nouveaux défis comme étant un trouble mental nécessitant une intervention professionnelle. Nous avons mené une étude de cohorte quasi-expérimentale pour investiguer l’efficacité d’une intervention de littératie en santé mentale, Transitions, avec des compétences essentielles intégrées pour aborder ces problèmes de la première année des étudiants du post-secondaire.

          Méthodes

          Les étudiants (n = 2 397) de 5 institutions post-secondaires canadiennes ont été affectés à l’intervention ou au groupe témoin où on leur a administré un sondage au départ, post-intervention et au suivi de 2 mois (septembre 2017-février 2018). Nous avons appliqué un modèle linéaire généralisé à effets mixtes (procédure PROC mixte) pour vérifier la différence entre les groupes dans le post – pré/suivi – pré changement et pour déterminer les valeurs moyennes prévues des moindres carrés.

          Résultats

          Les résultats ont montré que les étudiants exposés à l’intervention Transitions ont amélioré significativement leurs connaissances en santé mentale; réduit les stigmates contre la maladie mentale; amélioré leurs attitudes et comportements face à la recherche d’aide; diminué le stress perçu quand ils étaient comparés avec les étudiants non exposés à l’intervention. Cependant, nous n’avons pas constaté de changements significatifs de la santé générale, ce qui peut être attribuable au temps relativement court du suivi (2 mois) pour déterminer l’état de santé général des participants.

          Conclusions

          Transitions administrée aux étudiants de la première année post-secondaire peut être une intervention bénéfique pour aider les jeunes à s’adapter à leur nouvelle vie post-secondaire et à améliorer leur santé mentale.

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          Most cited references35

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          Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication.

          Little is known about lifetime prevalence or age of onset of DSM-IV disorders. To estimate lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the recently completed National Comorbidity Survey Replication. Nationally representative face-to-face household survey conducted between February 2001 and April 2003 using the fully structured World Health Organization World Mental Health Survey version of the Composite International Diagnostic Interview. Nine thousand two hundred eighty-two English-speaking respondents aged 18 years and older. Lifetime DSM-IV anxiety, mood, impulse-control, and substance use disorders. Lifetime prevalence estimates are as follows: anxiety disorders, 28.8%; mood disorders, 20.8%; impulse-control disorders, 24.8%; substance use disorders, 14.6%; any disorder, 46.4%. Median age of onset is much earlier for anxiety (11 years) and impulse-control (11 years) disorders than for substance use (20 years) and mood (30 years) disorders. Half of all lifetime cases start by age 14 years and three fourths by age 24 years. Later onsets are mostly of comorbid conditions, with estimated lifetime risk of any disorder at age 75 years (50.8%) only slightly higher than observed lifetime prevalence (46.4%). Lifetime prevalence estimates are higher in recent cohorts than in earlier cohorts and have fairly stable intercohort differences across the life course that vary in substantively plausible ways among sociodemographic subgroups. About half of Americans will meet the criteria for a DSM-IV disorder sometime in their life, with first onset usually in childhood or adolescence. Interventions aimed at prevention or early treatment need to focus on youth.
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            Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).

            To present estimates of the lifetime prevalence of DSM-IV mental disorders with and without severe impairment, their comorbidity across broad classes of disorder, and their sociodemographic correlates. The National Comorbidity Survey-Adolescent Supplement NCS-A is a nationally representative face-to-face survey of 10,123 adolescents aged 13 to 18 years in the continental United States. DSM-IV mental disorders were assessed using a modified version of the fully structured World Health Organization Composite International Diagnostic Interview. Anxiety disorders were the most common condition (31.9%), followed by behavior disorders (19.1%), mood disorders (14.3%), and substance use disorders (11.4%), with approximately 40% of participants with one class of disorder also meeting criteria for another class of lifetime disorder. The overall prevalence of disorders with severe impairment and/or distress was 22.2% (11.2% with mood disorders, 8.3% with anxiety disorders, and 9.6% behavior disorders). The median age of onset for disorder classes was earliest for anxiety (6 years), followed by 11 years for behavior, 13 years for mood, and 15 years for substance use disorders. These findings provide the first prevalence data on a broad range of mental disorders in a nationally representative sample of U.S. adolescents. Approximately one in every four to five youth in the U.S. meets criteria for a mental disorder with severe impairment across their lifetime. The likelihood that common mental disorders in adults first emerge in childhood and adolescence highlights the need for a transition from the common focus on treatment of U.S. youth to that of prevention and early intervention. Copyright © 2010 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.
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              WHO world mental health surveys international college student project: Prevalence and distribution of mental disorders.

              Increasingly, colleges across the world are contending with rising rates of mental disorders, and in many cases, the demand for services on campus far exceeds the available resources. The present study reports initial results from the first stage of the WHO World Mental Health International College Student project, in which a series of surveys in 19 colleges across 8 countries (Australia, Belgium, Germany, Mexico, Northern Ireland, South Africa, Spain, United States) were carried out with the aim of estimating prevalence and basic sociodemographic correlates of common mental disorders among first-year college students. Web-based self-report questionnaires administered to incoming first-year students (45.5% pooled response rate) screened for six common lifetime and 12-month DSM-IV mental disorders: major depression, mania/hypomania, generalized anxiety disorder, panic disorder, alcohol use disorder, and substance use disorder. We focus on the 13,984 respondents who were full-time students: 35% of whom screened positive for at least one of the common lifetime disorders assessed and 31% screened positive for at least one 12-month disorder. Syndromes typically had onsets in early to middle adolescence and persisted into the year of the survey. Although relatively modest, the strongest correlates of screening positive were older age, female sex, unmarried-deceased parents, no religious affiliation, nonheterosexual identification and behavior, low secondary school ranking, and extrinsic motivation for college enrollment. The weakness of these associations means that the syndromes considered are widely distributed with respect to these variables in the student population. Although the extent to which cost-effective treatment would reduce these risks is unclear, the high level of need for mental health services implied by these results represents a major challenge to institutions of higher education and governments. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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                Author and article information

                Journal
                Can J Psychiatry
                Can J Psychiatry
                CPA
                spcpa
                Canadian Journal of Psychiatry. Revue Canadienne de Psychiatrie
                SAGE Publications (Sage CA: Los Angeles, CA )
                0706-7437
                1497-0015
                11 August 2021
                June 2022
                11 August 2021
                : 67
                : 6
                : 452-461
                Affiliations
                [1 ]Ringgold 3158, university University of Alberta; , Edmonton, Alberta
                [2 ]Ringgold 12361, university Dalhousie University; , Halifax, Nova Scotia
                [3 ]Ringgold 1270, university Saint Francis Xavier University; , Antigonish, Nova Scotia
                [4 ]Ringgold 7017, university Mount Allison University; , Sackville, New Brunswick
                [5 ]Ringgold 113192, university Holland College; , Charlottetown, Prince Edward Island
                [6 ]Ringgold 3690, university Saint Mary’s University; , Halifax, Nova Scotia
                [7 ]Ringgold 3146, university Alberta Health Services; , Calgary, Alberta
                [8 ] Nova Scotia Health Authority, Halifax, Nova Scotia
                Author notes
                [*]Yifeng Wei, PhD, Faculty of Medicine & Dentistry, University of Alberta, 2J2.00 WC Mackenzie Health Sciences Centre, 8440 112 St. NW, Edmonton, Alberta, Canada T6G 2B7. Email: yifeng.wei@ 123456ualberta.ca
                Author information
                https://orcid.org/0000-0002-2007-300X
                Article
                10.1177_07067437211037131
                10.1177/07067437211037131
                9152239
                34379024
                ae10cffd-0550-4019-8752-ca14623e6967
                © The Author(s) 2021

                This article is distributed under the terms of the Creative Commons Attribution 4.0 License ( https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ( https://us.sagepub.com/en-us/nam/open-access-at-sage).

                History
                Funding
                Funded by: Medavie Health Foundation;
                Categories
                Original Research
                Custom metadata
                ts19

                mental health literacy,postsecondary institutions,stigma,stress,help seeking

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