Causes and Effects of Depression on College Students - Essay Example

"CAUSES AND EFFECTS OF DEPRESSION ON COLLEGE AND ASSISTANCE OF S IN COPING IT" Introduction: Human nature varies throughout the world. How an individual perceive and understand situation rely on diverse issues encompassing personal, social, economical or environmental. Childhood grooming demands positive, encouraging and congenial family and social atmosphere. This not only motivates and inculcates confidence but also provides ability to grasp and tackle stress and related issues intelligently. In this competitive epoch and demanding life, stress cannot be evaded. We do not come across tough situations every day, it happens occasionally when situation turn out to be beyond our control. The situation becomes tough when major transitions are taking place in particular, when a student joins college, a shift from a nurturing family and home security to outer world. Chemical imbalance, genetics, a history of abuse, family problems, death of loved one, any trauma in the past, pressures related with the academic performance, cut-throat competition, several adjustments in a new environment, a fear of failure in the chosen field, psycho-social, financial pressures generated due to escalating cost of education and books and to meet the domestic needs on a limited budget, lack of financial literacy, sexual assault, alcohol or drug abuse, poor diet and exercise habits, relationships, both friendship and physical, with opposite sex and peer pressure to frame a good impression upon everyone, loss of harmony, preparing for life after graduation. In order to meet the expectations at all levels, trying to balance classes with work and social life, and to prove one's worth, the students experience total deficiency of orientation, expression, motivation, hopelessness, despair and anguish, all these factors keep the students under stress, frustration, anxiety and gradually this sow the seeds of depression, the condition about which the student(s) may not be aware. The situation if ignored becomes devastating. Depression is a severe medical condition that engrosses the body, mood and thoughts. It can affect person's outlook, routine activities, behaviour and conduct. It can change the overall personality. Individual(s) with such illness cannot simply "put themselves together" and get better. The objective of this study is to develop an understanding and to assess the health needs that are prerequisite of college students. A healthy campus population can certainly paramount to a healthy society. Keeping this in view, American College Health Association (ACHA) was established in 1998 to assist institutions of higher education to achieve this goal. ACHA in conjunction with NCHA (National College Health Assessment) (ACHA-NCHA) survey and assist institutions of higher education in achieving the objective. The ACHA-NCHA contains approximately 300 questions assessing student health status and health problems, risk and protective behaviors and impediments to academic performance. Participants: 199 male and 256 female collegiate between the age group of 18 and 23. Methods: Officials at participating institutions administered the ACHA-NCHA to all students, to randomly selected students, or to students in randomly selected classrooms. ACHA collected data between January and May 2007. Research has shown that the vast majority of college students experience moderate (77.6%) or serious (10.4%) stress and are most affected by stressors related to their studies (i.e., examination results, adjusting to college life, managing interpersonal relationship strains related to academic performance pressures, and making changes in lifestyle and housing arrangements. The academic requirements associated with college (e.g., papers, tests) can become chronic stressors that negatively impact psychological and physical health (Tennant, 2002) and work load. Results: Prior to examining the data in light of the research questions, descriptive statistics for men and women as well as the total and the internal consistencies for the study measures were calculated. Zero-order correlations revealed that self-esteem and mattering were significantly related, r = .35, p = .001, Depression and college stress were also significantly related, r= .51, p = .001. When men only and women only were examined, the same significant patterns emerged. To test the first hypothesis, men and women were compared on the four study variables. Significant sex differences were found, hotelling's Trace F(4, 420) = 13.62, p = .001. A discriminant analysis was conducted to determine which of the four variables differentiated between the men and women; one function with a significant canonical correlation of .34 (p = .001) was found. Examination of the standardized discriminant function (SDF) coefficients revealed that stress (SDF = .68) and depression (SDF = .67) were the most powerful discriminators. These findings were supported by the univariate analysis of variance findings. The ANOVA for stress was F (1,423) = 34.93, p = .001. Females (M = 2.87, SD = .59) reported significantly more college stress than did men (M = 2.52, SD = .61). The ANOVA for depression was F(1,423) = 18.27, p = .001. Females (M = .50, SD =.10) reported significantly more college stress than did men (M = .46, SD = . 10). Males and females did not differ on mattering or self-esteem. Before analyzing the next two hypotheses, the interaction of sex with mattering and sex with self-esteem were examined to determine whether they were significant predictors of stress and of depression. The interactions between sex and mattering and between sex and self-esteem were not significant predictors of either stress or depression so they were not included in the final regression equations. Sex of participant, mattering, and self-esteem as a cluster predicted 13.8% of the variance in college stress, F(3, 451) = 25.22, p = .001. The beta weight for self-esteem was significant, = -.24, t = -5.17, p = .001. Self-esteem was negatively related to stress, r = -.27, p = .001. The beta weight for sex of participant was also significant, = .26, t = 5.88, p = .001. As noted above, women reported higher levels of stress. When the beta weight for mattering was examined, it approached significance, = -.09, t = -1.85, p = .065. Mattering was negatively related to stress r = - .15, p = .001. Sex of participant, mattering, and self-esteem were entered as a cluster to predict depression. Again, the interactions of sex with mattering and sex with self-esteem were not significant predictors so they were not included in the regression used to test the hypothesis. Together sex, mattering, and self-esteem accounted for 39.4% of the variance in depression, F(3, 451) = 99.54, p = .001. The beta weight for mattering was -.20, t = -5.01, p = .001, with mattering negatively related to depression, r = -.36, p = .001. The beta weight for self-esteem was also significant, = -.51, t = -13.1, p = .001. Self-esteem was also negatively related to depression, r = - .58, p = .001. The beta weight for sex was also significant, = .19, t = 5.21, p = .001. As noted above, these undergraduate women reported higher levels of depression than did their male counterparts. The final analysis tested whether sex, mattering, and self-esteem would enhance the ability of stress to predict depression. Stress alone was positively related to depression and accounted for 25.2% of the variance, F(1,423) = 143.60, p = .001. When sex, mattering, and self-esteem were added to the equation, the full model was significant and accounted for 49.1% of the variance in depression, F(1,420) = 73.10, p = .001. The R^sup 2^ was .243, F(3, 420) = 67.42, p = .001. Mattering, self-esteem, and sex significantly enhanced the ability of stress to account for levels of depression (see Table 2). Measures taken by college authorities to combat depression in students- The college authorities are becoming aware of the level and amount of stress the students are going through. Some of the Institution takes utmost care of the students so that they do not become the victim of depression and related disorders. They do counseling of the students so as to make them aware about various kinds of drug abuse and alcohol abuse (NY Times, 1997). Various organizations are coming up so as to help students get study loan to complete their education. Many student welfare organizations are established to support the students in their academics, in finances and also give concern to their personal problems that induce stress and depression in the students (Section 4: Supporting Students' Welfare). They take care of any disability if the student has and also aid financial security to the students. They pay chief and supreme level of attention to the "worrying students". Student forum are established, where students can discuss explicitly about their problem(s) and get the best solution (http://www.americancollege.edu/Student_Forum.aspx). Some of the Universities depute their staff members to discuss with the students in a friendly and congenial manner so that they can outburst their stress or any kind of anxiety creeping in their minds (Section 4: Supporting Student's Welfare). Authorities have started various online help services for those students who feel uncomfortable to discuss out their issues or they are scared of the anticipatory consequences, or they are shy enough to speak (www.counsel.soton.ac.uk/publications/referrals.php). Various Universities have Chaplains. They are available at Chaplaincy Centre(s) and students can talk confidentially and discuss their worries and grievances. Numerous Careers Advisory Service(s) (Section 4: Supporting Student's Welfare), run events throughout the year that encompass Career Focus weeks for Second Years and Finalists. They also organize Work Experience Fair, Finance and I.T Fair, Skill Workshops. These not only support the students but also provide means and guidelines to achieve success. The college and Universities also have diverse High field health facilities, Day Nurseries, gymnasiums, for better health of the student. Some of the Colleges also run various personality development programs, they help the students in self- improvement and also build confidence of "CAN DO" attitude. Nightline services are also provided by some Universities, which comprise confidential telephone listening service run by students for students (Section 4: Supporting Student's Welfare). Many higher authorities of educational institutions, universities and colleges are aware of the consequences of stress that their students are going through so they have started appointing psychologists. They talk with college students about the relationships they have with both their parents and peers. Mattering to others is important to college students, and negative affect may be exacerbated if peer relationships are lacking. To reduce perceived stress and depression, college students may benefit from understanding the developmental process that occurs in college. Psychologists can assist college student clients in developing close and healthy interpersonal relationships with peers by teaching important skills, such as open communication and assertiveness. It is also important to take the sex of the client into consideration given that sex differences were found consistently in this study. Though women may feel that they matter to others more than men do, they also experience more college stress and depression. As women and men report comparable levels of self-esteem, psychologists may want to implement interventions focusing on other factors such as the interpersonal relationships of women, particularly the family and friends to whom they believe they matter. What measures Colleges and Universities must take to reduce depression and help students coping with it proactively: "Depression is a huge problem in the college student population" says John Greden M.D executive director of U-M Depression Centre. College students are framing negative headlines in the news, initially it was related to alcohol, drug, physical abuse but in the present scenario the concern is for mental illness in the college campuses. In American Psychology Today Hara Marrano says "Mental illness is absolutely going off the charts on college campuses". Psychiatrist Shamsah Sonawalla of Massachusetts General Hospital says "there is no just increase in the prevalence " of psychological problems in college students but "an identification of problems earlier . that we recognize it more is a good thing. But we have opened up Pandora's box" that Many students do not know notice the changes in them, they may feel anxiety, stress blues, but cannot root out the biological cause, they may feel that they are falling behind then their peers (Ann Arbor, MI) The Symptoms of depression are based on- genetics, environment, life events, family and social environment and medical conditions together stimulate the brain to release mood altering neurotransmitters that may lead to anxiety, stress and depression. The authorities must take the charge of not only counselling the students and parents (if required) but also amend the curriculum if required so as to put let pressure on students. Things like easy ways to study must be implemented. Co=operation is desired in case if the faculty members come across any situation if they notice grouchy and irritable behaviour of the collegiate, if the student becomes slow in thinking and speaking than normal, trouble in concentrating, remembering and making decisions, changes in habits especially eating and sleeping, lose interest in things , they use to enjoy, and if the student(s) have feeling of guilt, hopelessness, and wonder if the life is worth living. Above all if the student is thinking a lot about death or suicide, frequent complains about headache and stomach-ache. Although the findings of this study are compelling, certain limitations need to be recognized. All of the measures were self report, and there were no behavioral indicators of the constructs being examined. There may have been a ceiling effect on mattering with the average score 3.27 out of a possible 4. In addition, the self-reported yearly family income was relatively high. In addition, the study was conducted at only one university in one area of the United States. Again, generalizing the findings to students across the United States should be made cautiously. This study found that perceived mattering, a relatively new construct, self-esteem, and sex of participant are highly related to both depression and perceived stress, and that when combined with stress, they accounted for a considerable portion of the variance in depression. These findings have practical implications regarding issues to be addressed in therapy for those psychologists who work on college campuses. In addition, this study adds to the empirical knowledge about depression, as well as perceived stress, and calls for more research on these variables and their interconnectedness. References: Brenner, E, New Efforts to combat Student use of Alcohol NY Times Published; December 7,1997. http://query.nytimes.com/gst/fullpage.htmlres=9B04E4DE123DF934A35751C1A961958260&sec=&spon=&pagewanted=all Section 4: Supporting Students Welfare http://www.calendar.soton.ac.uk/arch2005_6/sectionX/part12.html The American College Student Forum http://www.americancollege.edu/Student_Forum.aspx ANN ARBOR, MI, August 4, 2003 A University of Michigan Health Minute update on important health issues Heading back to campus Watch for depression triggered by college stresses, U-M expert advises Combination of age and college lifestyle makes students vulnerable, but early recognition and treatment may prevent campus suicides http://www.med.umich.edu/opm/newspage/2003/collegedepression.htm Dr. Gregory Hall, College Students Depression http://www.campusblues.com/stud_depress.asp Read More