Mental Health and Self-Care in Higher Education Student Population
By Daniel Vigo, Angel Y. Wang, Lonna Munro and Marisa Young
Higher education students often find themselves suddenly dealing with the new stressors of university life without the supports they were used to. From moving away from home for the first time, to adapting to new academic environments and unforeseen financial hardships, to attempting to make new friends and maintain existing relationships, students often experience a level of stress that may affect their emotional wellbeing. While COVID-19 has undoubtedly caused disruptions in the day-to-day life of many individuals, in a population that is already dealing with a multitude of stressors, COVID-19 can worsen existing issues and contribute to a feeling of disempowerment. With the transition of coursework to a virtual format, students may be living at home with poor studying conditions, experiencing unprecedented economic burden, and socially isolated from their peers. This environment is strikingly different from the characteristic image (and expectations) of what would be considered “normal” university life. Thus, in the current context the mental health and well-being of students become even more of a priority.
The results from an on-going World Mental Health International College Student (WHO-ICS) survey adapted for Canadian university students show that the majority of students rate their mental health as being “good” or “fair,” a trend seen amongst both undergraduate and graduate students. However, during the past 12 months, a majority of students have not only experienced moderate to very severe stress but also fear of loved ones becoming infected. Overall, our study has shown that there has been a general increase in symptoms of anxiety amongst university students. Thus, these factors have impacted not only their academic performance but also their personal and social life.
In this context, we have launched a collaboration between faculty and students to co-develop an e-intervention designed to help promote mental well-being in post-secondary students. Following the students’ lead, the app will address a variety of topics through an automated chatbot. The chatbot leverages two main well-established tools to build resilience: 1) thought-challenging and skill-building, and 2) providing information and fostering self-care. Thought-challenging chatbot scripts focus on developing skills to identify automatic thoughts that may impact how students feel about themselves and events. These thoughts can easily form loops and so the chatbot helps users recognize them and develop skills to break the cycle. The chatbot also discusses, for example, cognitive processes such as attributional thinking, which describes the way that people understand and explain the causes of events or behaviors. The chatbot helps identify both situational and individual factors that may have led to an event or behavior. Also, the chatbot provides information on different ways of improving one’s well-being such as changing your physical environment, practicing mindfulness and meditation, or leaning on loved ones for support. While practicing self-care may look different from individual to individual, the most important thing is identifying what works best for you.
Undoubtedly, these are challenging times, but remember that you are not alone. Below are also some general tips regarding self-care for students:
Connections are important
With the prevalence of technologies that allow for the easy connection of individuals over the internet, it is important to recognize that you are not alone. Making connections with family and friends a priority can be beneficial in helping to reduce feelings of loneliness and isolation.
Maintain a regular routine and schedule
Maintaining a routine or schedule can be very beneficial in developing a sense of normalcy in your day-to-day life. This includes taking breaks and resting when you need it. The toll from long hours, staying in a single position in front of a computer screen can build easily, and so it becomes increasingly important to take breaks and engage in different activities that change your surrounding environment. Developing a regular sleep schedule can also be helpful in giving the body enough time to rest.
Don’t be afraid to ask for help
Whether this means reaching out to a professional resource or a friend or family member, it is important to remember that you are not alone in your struggles and experiences. Sometimes, simply being able to speak to someone and feel heard can make a large difference in how you feel.
Acknowledgments: We would like to thank Melissa Vereschagin and Julia Pei for all their help and support in this blog post.
References
Vigo D, Patten S, Pajer K, et al. Mental Health of Communities during the COVID-19 Pandemic. The Canadian Journal of Psychiatry. 2020; 65(10):681-687. doi:10.1177/0706743720926676
Vigo, D., Jones, L., Munthali, R., Pei, J., Westenberg, J., Munro, L., . . . Richardson, C. (2021). Investigating the effect of COVID-19 dissemination on symptoms of anxiety and depression among university students. BJPsych Open, 7(2), E69. doi:10.1192/bjo.2021.24
About the authors
Dr. Daniel Vigo is a psychiatrist, clinical psychologist, and public health specialist, originally from Argentina. He is currently an Assistant Professor at UBC, a Lecturer at Harvard Medical School, an Advisor to PAHO and WHO, as well as the Chair of the Services and Policy Workgroup of the WHO-World Mental Health Surveys Initiative. He has worked in a plethora of clinical, research, teaching, and leadership positions across both the public and private sector. In these roles, he has published peer-reviewed articles, book chapters, and reports on public health, health systems, global mental health, psychiatric epidemiology, psychopharmacology, psychotherapy, and e-mental health. Dr. Vigo also leads several projects in BC and globally, including on E-Mental Health for University Students, and Needs-Based Planning for Mental and Substance Use Disorder Services.
Angel Y. Wang graduated from the University of Chicago in 2019 with a BA in Psychology and a minor in Biology. She also completed an MPhil in Criminology at the University of Cambridge in 2020. Her Master’s thesis was focused on integrating criminological theories with existing concepts supporting hospital-based violence intervention programs (HVIPs) to provide a better understanding of how HVIPs can be effective in addressing trauma recidivism. More broadly, Angel is interested in the intersection between mental health and trauma, with a specific focus on linking to prevention and intervention measures in both hospital and community settings. As the Research Coordinator for the Student E-Mental Health Project, she hopes to aid in the development of various e-health interventions to reduce barriers in accessing mental health resources and supports.
Lonna Munro completed her Bachelor of Science in Animal Biology at the University of British Columbia. Since then, she has contributed to several programs that aim to improve human and animal health. Lonna’s previous research involved study of disease mechanisms and assessment of potential treatments for cancer, sepsis, Alzheimer’s and other diseases. Lonna joined the Student E-Mental Health Project in 2019 with the goal to increase awareness and access to e-mental health tools. As Project Coordinator, she focuses on overall project management, including tracking and reporting of financial and project milestones, engaging with external stakeholders and assisting with planning of meetings, events and other activities.
Marisa Young is an Associate Professor in the Department of Sociology at McMaster University, an Early Career Fellow at the Work-Family Research Network (formally the Sloan Foundation), and a Canadian Research Chair in Mental Health and Work-Life Transitions. Her research investigates the intersection between work, family, and residential contexts to bring a greater understanding to social inequalities in mental health for parents and children. Dr. Young recently received an Early Researcher Award from the Ontario Ministry of Science and Innovation to examine the impact of family-friendly community resources (FFCR) on parents’ experiences of work-family conflict, health, and well-being over time. Dr. Young joined the student e-mental health project in late 2019 as a Co-Investigator and is leading the study at McMaster University along with Dr. James Gillett and Dr. Daniel Vigo.