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1 – 10 of 12Maureen T.B. Drysdale, Margaret L. McBeath and Sarah A. Callaghan
Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of…
Abstract
Purpose
Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of implementing an online peer support group and its impact on measures of well-being.
Design/methodology/approach
A mixed-methods randomized controlled trial design was used to examine the feasibility and impact of online peer support. Comparisons in well-being were made between the online peer support group and an in-person peer support group and control group. Participants were randomly assigned to a control group or either a six-week in-person or online peer support group. All participants completed an online survey measuring constructs of well-being pre- and post-condition. Additionally, qualitative data regarding the benefits of peer support and in particular the efficacy of the online format were collected from participants. Analysis of variance and post hoc tests determined significant differences within and between the groups.
Findings
Both the online and face-to-face peer support groups scored significantly higher on post-test measures of well-being than pre-test scores and control group scores. Qualitative narratives and significant quantitative findings supported the feasibility of peer support offered online. Post-condition outcomes showed that online peer support is as effective as in-person peer support for improving well-being.
Originality/value
To the best of the authors’ knowledge, this study is the first of its kind to compare online and in-person peer support programs for students in higher education. The results have direct implications for higher education students and practitioners, especially at times when face-to-face support is not feasible.
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Margaret L. McBeath, Maureen T. B. Drysdale and Nicholas Bohn
Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with…
Abstract
Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with pre-existing problems who are pursuing university and the fact that emerging adulthood is a time of developmental vulnerability to social pressures. Other key factors include academic pressure, the financial burden of student debt, and increasing uncertainty around making a successful transition to the workplace. These pressures are often more pronounced for minority students – in particular ethnic and sexual minority students. Peer support and connectedness to school have been identified as key areas for building protective factors for positive mental health outcomes and lower rates of health-risk behaviors. Many higher education institutions also offer work-integrated learning programs (WIL) to help ease students’ financial burden and increase their level of employability. However, participation in WIL may impact on students’ academic and social support networks. For instance, programs in which students participate in off-campus work placements (i.e., cooperative education) can cause disruption in students’ connectedness to school and their perceived level of social support. This chapter examines the intensification of mental health problems on campus and explores the importance of sense of belonging and social support as protective factors. Furthermore, the chapter explores how WIL can both protect and hinder students’ mental health and wellbeing and examines current evidence for interventions that can help students prepare for their school-to-work transition.
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Sarah A. Callaghan, Maureen T.B. Drysdale, Ronaldo K.S. Riley, Zana Berisha and Avery J. Beavers
This study aims to investigate university students’ perceptions and experiences of postpandemic campus environments. Posts from a subreddit dedicated to a large…
Abstract
Purpose
This study aims to investigate university students’ perceptions and experiences of postpandemic campus environments. Posts from a subreddit dedicated to a large, research-intensive Canadian university were analyzed to understand how students were affected by the evolving circumstances, their coping strategies and the resources that could support their flourishing in both academic and campus life.
Design/methodology/approach
A total of 42 Reddit posts from 427 unique users were selected for qualitative thematic analysis. Three researchers independently analyzed the posts and developed codes representing recurring themes, categories and subcategories. Discrepancies were resolved through discussion to establish the final themes.
Findings
Six major themes emerged from the analysis: modality of learning, perceived rights, attitudes and expectations, public health safety, political nature, mental health and well-being and communication patterns. Students expressed mixed preferences for learning modalities, concerns about accommodations and perceived freedoms, apprehension about contracting future viruses and the impact of changing university policies on their mental health and well-being.
Originality/value
This study contributes to the growing understanding of university students’ experiences post-COVID-19 pandemic, specifically focusing on their return to in-person learning and their evolving relationships with the campus community. The findings highlight the importance of addressing students’ concerns and providing appropriate resources to support their mental health and well-being during major transitional periods.
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Margaret McBeath, Maureen T.B. Drysdale and Nicholas Bohn
The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on…
Abstract
Purpose
The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program.
Design/methodology/approach
Semi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser.
Findings
The analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health.
Originality/value
The findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.
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Sarah Callaghan, Maureen T.B. Drysdale and Jessica Lee
This study aims to examine Reddit posts regarding the COVID-19 pandemic from a subreddit dedicated to the campus community of a large, research-intensive Canadian University. The…
Abstract
Purpose
This study aims to examine Reddit posts regarding the COVID-19 pandemic from a subreddit dedicated to the campus community of a large, research-intensive Canadian University. The goal was to determine what users were sharing regarding their mental health, well-being, problems, coping strategies and perceptions about the health measures taken to prevent further spread.
Design/methodology/approach
A total of 1,096 paragraphs were analyzed using the qualitative methodology of thematic analysis.
Findings
Many users expressed struggling with their mental health and well-being during the pandemic. Difficulties with online learning, finding paid study and affording the costs of living were also reported. Coping was largely conducted through online means and included sharing advice, emphasizing connectedness and communicating information. The mixed perceptions regarding health measures focused on responsibility and fairness, with many users blaming the university and public health units.
Originality/value
This study contributes to the evolving understanding of how different populations are affected by the COVID-19 pandemic in Canada, specifically, university students. Implications for providing assistance to university students during the current pandemic and future waves are also discussed.
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Aasim Yacub, Maureen T.B. Drysdale and Sarah A. Callaghan
This study explored the relationship between perceived peer support, mental health and the well-being of students enrolled in work-integrated learning (WIL) at a Canadian…
Abstract
Purpose
This study explored the relationship between perceived peer support, mental health and the well-being of students enrolled in work-integrated learning (WIL) at a Canadian institute of higher education, who were completing remote work experiences.
Design/methodology/approach
An online survey and virtual semi-structured interviews were used to collect data. The online survey captured demographic information as well as measures of perceived peer support, loneliness, positive mental health (PMH) and stressors associated with the on-going pandemic. The interviews captured narratives regarding peer support, attitudes surrounding remote work, mental health and well-being.
Findings
WIL students completing remote work terms experienced only moderate levels of peer support, moderate loneliness, below-average PMH and all the stressors associated with the on-going pandemic. Data also revealed that completing a remote work term negatively impacted work communications, opportunities to build connections with colleagues and overall motivation. On the other hand, WIL students appreciated the flexibility and comfort of working from home, as well as reduced work-related expenses.
Originality/value
With remote work experiences increasing globally and now a reality for many WIL students, the potential negative effects emphasize the importance of providing social and mental health support and resources, especially during stressful times.
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Tracey Bowen, Maureen T.B. Drysdale, Sarah Callaghan, Sally Smith, Kristina Johansson, Colin Smith, Barbara Walsh and Tessa Berg
This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on…
Abstract
Purpose
This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.
Design/methodology/approach
A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.
Findings
Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.
Originality/value
This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.
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Maureen T.B. Drysdale, Sarah A. Callaghan and Arpan Dhanota
This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of…
Abstract
Purpose
This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of participating in work-integrated learning (WIL).
Design/methodology/approach
A cross-sectional, quantitative design was used with participants grouped by sexual minority status and participation in WIL.
Findings
Sexual minority students (WIL and non-WIL) reported lower sense of belonging than exclusively heterosexual students (in WIL and non-WIL). Sexual minority students in WIL also reported significantly weaker sense of belonging compared to non-WIL sexual minority students suggesting that WIL presents some barriers to establishing a strong sense of belonging for sexual minority students.
Originality/value
The findings provide evidence for developing programs to ensure all students are in a safe environment where they can develop and strengthen their sense of belonging regardless of minority status. This is important given that a sense of belonging impacts mental health and overall well-being.
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Maureen T B Drysdale, Margaret L McBeath, Kristina Johansson, Sheri Dressler and Elena Zaitseva
The purpose of this paper is to explore – on an international level – the relationship between work-integrated learning (WIL) and several psychological attributes (i.e. hope…
Abstract
Purpose
The purpose of this paper is to explore – on an international level – the relationship between work-integrated learning (WIL) and several psychological attributes (i.e. hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labor market.
Design/methodology/approach
A between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs.
Findings
WIL and non-WIL students in the four countries shared several attributes – however – significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students.
Research limitations/implications
Self-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations.
Originality/value
The positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data are provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.
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