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.
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.
Authors: Anthony D Harris; Jessina C McGregor; Eli N Perencevich; Jon P Furuno; Jingkun Zhu; Dan E Peterson; Joseph Finkelstein Journal: J Am Med Inform Assoc Date: 2005-10-12 Impact factor: 4.497
Authors: Ronald C Kessler; Matthias Angermeyer; James C Anthony; Ron DE Graaf; Koen Demyttenaere; Isabelle Gasquet; Giovanni DE Girolamo; Semyon Gluzman; Oye Gureje; Josep Maria Haro; Norito Kawakami; Aimee Karam; Daphna Levinson; Maria Elena Medina Mora; Mark A Oakley Browne; José Posada-Villa; Dan J Stein; Cheuk Him Adley Tsang; Sergio Aguilar-Gaxiola; Jordi Alonso; Sing Lee; Steven Heeringa; Beth-Ellen Pennell; Patricia Berglund; Michael J Gruber; Maria Petukhova; Somnath Chatterji; T Bedirhan Ustün Journal: World Psychiatry Date: 2007-10 Impact factor: 49.548
Authors: Chantal M L R Brazeau; Tait Shanafelt; Steven J Durning; F Stanford Massie; Anne Eacker; Christine Moutier; Daniel V Satele; Jeff A Sloan; Liselotte N Dyrbye Journal: Acad Med Date: 2014-11 Impact factor: 6.893