Suicide in Oxford University Students, 1976–1990

1995 ◽  
Vol 166 (1) ◽  
pp. 44-50 ◽  
Author(s):  
Keith Hawton ◽  
Sue Simkin ◽  
Joan Fagg ◽  
Michael Hawkins
Keyword(s):  
University Students ◽  
Psychiatric Disorder ◽  
Academic Stress ◽  
University Student ◽  
Psychiatric Services ◽  
Mortality Statistics ◽  
Oxford University ◽  
Student Counselling ◽  
College Staff ◽  
The Difference

BackgroundThe aim was to determine the extent, characteristics and timing of suicide in Oxford University students.MethodStudents who died from suicide or undetermined cause between October 1976 and September 1990 were identified through University records and individual colleges. Information about each student was sought from coroners, college staff, general practitioners and hospital case notes.ResultsThere were 21 suicides (16 men and 5 women) and one open verdict (female). The observed number of suicides (0) was greater than the number expected (E = 11.09) on the basis of mortality statistics for England and Wales (O/E = 1.89; 95% CI 1.17 to 2.90). When deaths due to undetermined cause were included, however, the difference between O and E (17.03) was much reduced (O/E = 1.29; 95% CI 0.81 to 1.95). There was no evidence of an association with the Finals examination but two-thirds of the students had been worried about academic achievement or their courses. Nearly half appeared to have had a psychiatric disorder (mostly depression).ConclusionsThe much publicised apparent excess of Oxford University student suicides may be partly artefactual. Measures for preventing student suicides include careful induction upon arrival at university, means of alleviating academic stress and worries, and readily available and closely associated student counselling and psychiatric services.

Attempted suicide in Oxford University students, 1976–1990

1995 ◽  
Vol 25 (1) ◽  
pp. 179-188 ◽  
Author(s):  
Keith Hawton ◽  
Rex Haigh ◽  
Sue Simkin ◽  
Joan Fagg
Keyword(s):  
University Students ◽  
Attempted Suicide ◽  
Suicide Attempts ◽  
Economic Status ◽  
Academic Problems ◽  
Oxford University ◽  
Course Work ◽  
History Of ◽  
The Difference ◽  
Academic Year

SynopsisDuring the 14 years between the beginning of academic year 1976–7 and the end of academic year 1989–90, 216 Oxford University students (119 females and 97 males) were referred to the general hospital in Oxford because of suicide attempts (254 in all). The rate of attempted suicide during university term-time (106/100000) was lower than in other young people of similar age in Oxford City (164/100000). The difference was particularly marked in females (178/100000 v. 269/100000). The lower rate in the students may in part reflect their generally higher socio-economic status. Very few of the attempts by the students appeared to be failed suicides. The most frequent problems faced by the students at the time of their attempts were interpersonal, especially difficulties regarding partners, followed by academic problems. The latter were usually problems with ongoing course work rather than with the Finals examinations. Approximately a quarter of the students had psychiatric problems, with personality disorders and depression being most common. At least 30% had a history of previous attempts. Suggestions are made concerning measures for improving the management and prevention of attempted suicide by students.

scholarly journals Mitigating Academic Distress: The Role of Psychological Capital in a Collectivistic Malaysian University Student Sample

2018 ◽  
Vol 11 (1) ◽  
pp. 171-183 ◽  
Author(s):  
Ryan Yumin Chua ◽  
Yin Lu Ng ◽  
Miriam Sang-Ah Park
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Psychological Capital ◽  
Cross Sectional Study ◽  
Academic Stress ◽  
University Student ◽  
Cross Sectional ◽  
Student Sample ◽  
Experience Of Stress ◽  
Adaptive Ability

Background: The emphasis of education within the collectivistic Malaysian culture has exposed Malaysian university students to high levels of academic stressors. The experience of stress that stems from the experience of such stressors can be positive (eustress) or negative (distress). However, the presence of adaptive abilities to academic stress may influence the experience of stress. The present study examines psychological capital as the adaptive ability to academic stress among a collectivistic Malaysian university student sample. Methods: This cross-sectional study was conducted with a total of 183 students from a university in Malaysia. Findings: Analyses showed that university students with high academic distress did not predict low academic performance; while, university students with high academic eustress predicted high academic performance. Psychological capital was found to mitigate the influence of academic distress on academic performance but not on the influence of academic eustress on academic performance. Conclusion: The study debunked the common misconceptions about academic stress. It highlighted that the experience of eustress and the presence of psychological capital may be an important resource for students’ stress coping.

Exploring the concurrent use of standardised and idiographic measures to assess cognitive behavioural therapy in a university student with autistic spectrum condition – a single case experimental design

2021 ◽  
Vol 14 ◽  
Author(s):  
Nicola Birdsey ◽  
Linda Walz
Keyword(s):  
Mental Health ◽  
Experimental Design ◽  
Social Anxiety ◽  
University Students ◽  
Single Case ◽  
Cognitive Model ◽  
Behavioural Therapy ◽  
University Student ◽  
Cognitive Behavioural ◽  
Spectrum Condition

Abstract Limited research has directly addressed the challenges of higher education for students with autism, who face additional difficulties in navigating social, personal and academic obstacles. With more students experiencing mental health difficulties whilst at university, therapeutic interventions on offer need to be suitable for those accessing support. Cognitive behavioural therapy (CBT) is widely used to support university students, as it is firmly established as an effective treatment for a range of issues, including social and generalised anxiety in typically developing populations (NICE, 2013; NICE, 2019). However, the efficacy of CBT for individuals with autistic spectrum condition (ASC) is less well known, despite the high prevalence rates of anxiety in this population. This paper seeks to address a gap in the literature and uses a single-case (A-B) experimental design over 16 sessions to reduce co-morbid social and generalised anxiety in a university student with high-functioning ASC. Clark’s (2001) cognitive model of social anxiety and Wells’ (1997) cognitive model of generalised anxiety were employed to formulate anxiety experienced in this case. Standardised outcome measures were used for social anxiety, i.e. the Social Phobia Inventory (SPIN), and generalised anxiety, i.e. the Generalised Anxiety Disorder-7 (GAD-7), in conjunction with idiographic ratings to assess the impact of therapy. Findings indicate that CBT was an acceptable and useful intervention with mixed results; discrepancies were found between clinical change recorded on standardised measures compared with idiographic ratings. This paper discusses the use of standardised measures of anxiety for individuals with ASC and identifies directions for further research. Key learning aims (1) To appreciate the unique mental health challenges of university students with ASC. (2) To identify psychological interventions that are suitable for individuals with ASC. (3) To consider the value in employing more than one evidence-based cognitive model of anxiety when clients present with co-morbid mental health issues. (4) To question the utility of using standardised outcome measures compared with idiographic measures in therapy.

scholarly journals Academic Stress and Study Habits of Health Science University Students

2021 ◽  
Author(s):  
Sukesh Shetty ◽  
Neetha Kamath ◽  
M. Nalini
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
University Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Study Habits ◽  
Health Science ◽  
Pharmacy Students ◽  
Cross Sectional

Abstract Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = −0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need.

Time-Limited Psychotherapy with University Students

1978 ◽  
Vol 12 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Ken Bragan
Keyword(s):  
University Students ◽  
University Student ◽  
Developmental Model ◽  
Central Issue ◽  
Case Illustration ◽  
The Relationship

A report of the developments that stemmed from initial observations in time-limited psychotherapy with University student patients. These led to the conceptualization of the process not in terms of focal conflict but in the development of the relationship itself. Autonomy came to be seen as the central issue and a similarity was noted between the pattern of the relationship in therapy and a proposed developmental model of the growth of autonomy. Within this framework reciprocity became the focus of the relationship dimension. A case illustration is given the significance of time and separation discussed and some therapeutic and theoretical implications considered.

scholarly journals Management of medical students' health problems

1997 ◽  
Vol 3 (5) ◽  
pp. 259-266 ◽  
Author(s):  
Michael F. Myers
Keyword(s):  
Mental Illness ◽  
Medical Students ◽  
Psychiatric Disorder ◽  
Sleep Disturbance ◽  
Health Problems ◽  
Psychiatric Services ◽  
Professional Help ◽  
Unknown Number

Studies of utilisation of psychiatric services have shown that between 4 and 18% of medical students annually identify themselves as ‘impaired’ (Dickstein et al, 1990). An unknown number of students may be ill but do not seek help – they soldier on through classes and clinics not realising that their sleep disturbance, worry, vague pains, flagging spirits, failing grades or increasing use of alcohol represent symptoms of strain and possible psychiatric disorder. Some suspect or know that they are ill but the stigma of accepting mental illness or seeking professional help is so profound that they suffer silently.

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