Evaluating a positive mental health programme for students
Notice bibliographique
Résumé
With the number of students presenting at university mental health services increasing, Nicola Burford and Sheila Hardy set up a pilot project to equip them with the skills to self-manage their mental health Background: The past 20 years have seen the number of students attending university double in the UK. More than a quarter of students report having mental health problems, with the majority being anxiety and depression, and the number of suicides continues to increase. Students should be able to go to university and feel supported and well looked after, with access to timely, appropriate services and resources, and be empowered to develop skills to self-care. The aim of this project was to equip students attending one university in England with the skills to self-manage their mental health and seek further help when needed. Method: A programme of education called ‘HeadsUp!’ was developed which included six sessions: practical preventative information; common problems for students part 1; common problems for students part 2; self-help methods and local services and support; unhealthy behaviours; and Look After Your Mate, based on the Student Minds Campaign. The sessions were offered on a Thursday evening for up to 10 students and it was advertised through flyers, posters and Tweets. A place could be reserved through an online booking system. The sessions were evaluated using questionnaires. Results: The education programme was developed successfully. Advertising appeared to be effective as a total of 16 students signed up to one or more sessions. Between four and eight booked for five sessions, however, no one booked for the last session. Between one and three students attended the sessions. They scored the effectiveness of all five sessions as 4.3 out of a maximum score of 5. Next steps: Practice staff will get involved in open days and the Freshers Fair, and use social media as a way of making sure students are aware of the groups. The sessions will run again over the next academic year and will be amended according to the feedback received. They will be held on the university site and earlier in the academic year to improve attendance.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».