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This chapter differentiates stress from generalized anxiety, discussing the nature and prevalence of each among college students. The chapter then delves into generalized anxiety in detail, covering instruments that measure generalized anxiety, cultural considerations associated with generalized anxiety and the causes, consequences, prevention and treatment of generalized anxiety among college students. The next section of the chapter focuses on social anxiety among college students, similarly addressing its defining characteristics, prevalence, cultural considerations, causes, consequences, prevention and treatment. The final section of the chapter follows a similar structure in discussing posttraumatic stress disorder (PTSD) among college students. Throughout the chapter, attention is devoted to neurotransmitters and brain structures that are involved in anxiety and its treatment through antianxiety medications. Case examples are used to help bring theoretical concepts and research findings to life.

The use of data in the twenty-first century to improve expert decision-making has radically transformed what it means to be an expert in multiple fields, including behavioural healthcare. This chapter summarises the impact on information technology on the field, including use of digital platforms to enable video therapy and online cognitive behavioural therapy programmes. The chapter is intended for practitioners seeking information on how to be a twenty-first century expert, where years of education and experience matter less compared to evidence of performance in the form of solid outcome data. Key to the use of outcome data is expertise in how to use questionnaires in therapy and how to interpret results, both at the individual client level as well as overall results across multiple clients. A twenty-first century expert measures are not simply to measure outcomes but to improve results over time. Failure to incorporate the use of data into routine practice ignores an evidence based practice with decades of evidence as to its effectiveness, potentially resulting in suboptimal care.

This chapter covers two behaviors that greatly affect college students’ mental health and wellbeing: eating and sleeping. The chapter begins with a definition of eating disorders and distinguishes clinically disordered eating from other forms of problematic eating. The chapter describes common eating disorders among college students: anorexia nervosa, bulimia nervosa, avoidant restrictive food intake disorder (ARFID) and binge eating disorder. The chapter then discusses measures of problematic eating among college students, including the SCOFF, the Eating Disorder Inventory and the Eating Concerns subscale of the Counseling Center Assessment of Psychological Symptoms (CCAPS). Next, the chapter discusses the prevalence of problematic eating among college students. Cultural considerations are described, with particular attention paid to gender, sexual orientation and ethnicity. Causes of problematic eating among college students are discussed, and the consequences of problematic eating are explored, from shame to medical complications to death. Treatment options are detailed, as are barriers to seeking professional help. The chapter follows a similar structure in covering healthy and problematic sleep behaviors among college students. In particular, the chapter explores measures of sleep quality, the prevalence of problematic sleep among college students, their causes and consequences, as well as strategies for correcting poor sleep and interventions for promoting healthy sleep habits.

Post-traumatic stress disorder (PTSD) affects both civilian and military populations following wartime experiences. However, despite an abundance of research investigating civilian and military populations separately, much less focus has been given to synthesizing and integrating findings to describe how civilian and military war survivors are comparatively affected by PTSD. This review is broken down into three sections covering (1) risk factors associated with PTSD, (2) relationships between PTSD and mental health outcomes, and (3) protective factors that can attenuate PTSD and its effects. Each section covers findings for civilians and military personnel and highlights similarities and differences between groups.

This chapter explores the impact of delivering culturally community family therapy with strength-based strategies, to transgenerational Black Haitian families living in Haiti and the Dominican Republic following the 2010 earthquake. A series of workshop intervention over several years, which were co-facilitated by community pastors and leaders provided a cultural-based intervention drawing on Black British and Caribbean culture, Haitian culture, Christian spiritual belief systems, in conjunction with some bi-cultural attachment and systemic methods and techniques. Community feedback through testimonies contributed to evaluation and outcomes in developing new strategies to manage stress, and family conflict and distress, together with developing new strategies in sharing a vision for the future across the community.

With the increasing trend toward online curriculum in academe, business school educators are faced with the challenge of discerning the best way to develop global leadership competencies in their students in virtual classrooms. The challenge is difficult enough in face-to-face classroom milieus, let alone in virtual teaching conditions. This chapter is a report of one educator’s experience in applying an experientially rigorous competency development program from a traditional classroom setting to an online course. The chapter explores what constitutes an experientially rigoros learning process and concludes with an elaboration of principles that instructors can apply when deploying such pedagogies in online courses for the purpose of developing global leadership.

This chapter considers how mental health care is done in and by digital culture in the UK. The author examines how treatments for anxiety and depression operate in today’s technosocial age of smartphone hegemony. Smartphones, the author argues, offer valuable insight into contemporary health and wellbeing precisely because they are emblematic of the neoliberal production logics, knowledge claims and modes of address that structure this moment in digital culture history. The author also shows how this moment is the outcome of key shifts in computing hardware, software, and content. Empirically, this research focusses on mapping Britain’s terrain of smartphone interventions for anxiety and depression. Working from a dataset of 635 apps, the author develops a four-part framework for understanding products and services in this crowded marketplace relative to an app’s (1) intended audience; (2) communicative affordances; (3) business model; and (4) therapeutic approach. Through this framework, the author proposes the notion of me apps to codify the individualised, commercialised, and desocialised mode of address enacted by most of the apps in the dataset. The author shows that the ideology of me apps, and the modes of address they employ, frame mental illness as an individual problem and regard treatment as an individual endeavour. The end of the chapter considers the possibility of an alternative vision for designing technologies of mental wellbeing.