An evaluation of a peer support intervention for student mental health
An evaluation of a peer support intervention for student mental health
复制标题
DOI：
10.1080/09638237.2018.1437605
复制
发表时间：
2018-01-01
影响因子：
3.3
通讯作者：
Byrom, Nicola
中科院分区：
文献类型：
--
作者：
Byrom, Nicola
背景：同伴支持是由具有相似经历的人提供的支持。当学生向同伴寻求心理健康支持时，同伴支持可以提供一个机会，让学生在非正式的层面上参与进来，避免寻求帮助的一些障碍。目的：本研究旨在确定可能参加同伴支持的学生，并评估干预的可接受性和影响。一个由六部分组成的轻度抑郁症同伴主导课程，基于行为激活和实施意图，在英国8所大学进行了评估，有65名学生参加了评估。评估集中在心理wellbeing.Results：参与者主要是女性，并已经历焦虑或抑郁超过一年。大多数参与者已经向专业服务部门寻求支持。至少57%的参与者参加了一次以上的课程，34%的人完成了课程。心理健康水平较低的学生更有可能完成课程。对于学生返回，有一个显着的增加心理wellbeing.Conclusions：结构化的同伴支持抑郁症可能有好处，在提高学生的心理健康。然而，这不太可能对改善早期和预防性干预产生实质性影响。
Background: Peer support is support provided by and for people with similar experiences. As students turn to peers for support with their mental health, peer support may provide an opportunity to engage students at an informal level and avoid some barriers to help-seeking.Aims: The study aimed to identify students likely to attend peer support and evaluate the acceptability and impact of the intervention.Methods: A six-part peer-led course for mild depression, based on behavioural activation and implementation intentions, was evaluated across eight UK universities with 65 students participating in the evaluation. The evaluation focused on mental wellbeing.Results: Participants were predominately female and had been experiencing anxiety or depression for more than one year. Most participants had already approached professional services for support. At least 57% of participants attended more than one session and 34% completed the course. Students with lower levels of mental wellbeing were more likely to complete the course. For students returning, there was a significant increase in mental wellbeing.Conclusions: Structured peer support for depression may have benefits in improving student mental wellbeing. However, this is unlikely to have a substantive effect in improving early and preventative intervention.