Question

Research reports about full time college student's problem that lead to axiety, depression, suicide and so on!

what makes student to face these problems

Answer 1

It’s common. Anxiety in college is very common. According to the American College Health Association Fall 2018 National College Health Assessment, 63% of college students in the US felt overwhelming anxiety in the past year. In the same survey, 23% reported being diagnosed or treated by a mental health professional for anxiety in the past year.

The sharpest increase in anxiety occurs during the initial transition to college. A recent studydemonstrated that psychological distress among college students — that is, their levels of anxiety, depression, and stress — rises steadily during the first semester of college and remains elevated throughout the second semester. This suggests that the first year of college is an especially high-risk time for the onset or worsening of anxiety.

It’s caused by many factors. Many factors contribute to the heightened risk for anxiety among college students. For example, sleep disruption caused by drinking excess caffeine and pulling all-nighters is associated with increased anxiety among college students. Loneliness also predicts mental health problems, including anxiety. Academic factors like school stress and disengagement from studies are also associated with psychological distress among college students.

It may be on the rise. College students today appear to be more stressed and anxious than ever before. A recent study in Sweden showed that anxiety levels have increased in recent years, especially among young adults. In the US, some research shows a decrease in psychological well-being among adolescents over the past several years. It’s not entirely clear what is causing this trend, though research shows a strong association between time spent on electronic communication (social media, smartphones) and reduced well-being among adolescents. Electronic communication might interfere with adjustment to college if it replaces healthy coping behaviors like exercise, face-to-face social interactions, and studying.

Whether you’re a student, a parent, or an administrator, our tips on coping with anxiety in college may help. Even if you haven’t yet started college, it can be useful to think ahead.

For students:

Approach, don’t avoid. College is challenging and many students cope by avoiding stressors (skipping class, staying in bed all day). However, we know that avoidance tends to make anxiety worse over time. Instead, practice taking small steps to approach anxiety-provoking situations. If you’re struggling in a class, try emailing the professor for help. If you’re feeling lonely, try introducing yourself to someone in the dining hall. Not at college yet? Practice this skill by participating in pre-college programs on campus.
Practice self-care. Many students struggle to maintain healthy eating habits, consistent exercise, and regular sleep without the structure of home. But self-care behaviors like these are extremely important for regulating mood and helping people cope with stress. Try to establish your own self-care routine — preferably before you even start college. Good sleep hygiene is key. Set a consistent bedtime and wake-up time each day. Avoid using your bed for activities other than sleep, like studying. Limit caffeine in the evening and limit alcohol altogether, as it interferes with restful sleep.
Find resources on campus. Many colleges offer resources to help students navigate the initial transition to campus and cope with stress. Investigate campus resources for academic advising, study support, peer counseling, and student mental health. If you’ve been diagnosed with a mental health issue, such as an anxiety disorder, you may also want to find a mental health provider near campus. If you struggle with anxiety and you’ll be starting college next year, you may find it helps to establish a relationship with a therapist beforehand.
For parents: You can help your child navigate the transition to college by supporting them in trying the tips described above. For example, you might ask your child about their worries for college and help them brainstorm an approach plan. You can also assist in researching campus resources and finding local mental health providers.

For administrators: College administrators can support students by raising awareness on campus about stress and anxiety. The message that anxiety is common and treatable can reduce stigma for those who are struggling, and increase the likelihood that they will reach out for help. Administrators can also work on reducing barriers for students who need mental health resources. For example, colleges can offer mental health support to students via phone, online chat, and drop-in sessions, to make it as easy as possible to receive treatment.

Depression and suicide are of increasing concern on college campuses. This article presents data from the College Health Intervention Projects on the frequency of depression and suicide ideation among 1,622 college students who accessed primary care services in 4 university clinics in the Midwest, Northwest, and Canada. Students completed the Beck Depression Inventory and other measures related to exercise patterns, alcohol use, sensation seeking, and violence. The frequency of depression was similar for men (25%) and women (26%). Thought of suicide was higher for men (13%) than women (10%). Tobacco use, emotional abuse, and unwanted sexual encounters were all associated with screening positive for depression. “Days of exercise per week” was inversely associated with screening positive for depression. Because the majority of students access campus-based student health centers, medical providers can serve a key role in early identification and intervention. With every 4th student reporting symptoms of depression and every 10th student having suicidal thoughts, such interventions are needed. Depression and other mental health disorders are a significant public health problem on college campuses. Many students experience their first psychiatric episode while at college, and 12 to 18% of students have a diagnosable mental illness (Mowbray, Megivern & Mandiberg, 2006). Epidemiological studies suggest that the 15 to 21 age category (typical college years) has the highest past-year prevalence rate of mental illness at 39%. Eisenberg (2007)reported that the general prevalence of depression and anxiety is 16% among undergraduate students and 13% among graduate students. Based on findings from the American College Health Association (ACHA) National College Health Assessment (NCHA), the rates of students reporting having been diagnosed with depression has increased from 10% in 2000 to 18% in 2008 (2000, 2008). A number of factors contribute to the initial presentation of depression during college. The transition itself from home to college places additional life stressors on young adults as they explore their identity, strive to master new skills, are away from established social support systems, and have increased time demands (Dyson & Renk, 2006). The consequences of depression are significant. Depression has long been associated with academic impairment (Heiligenstein, Guenther, Hsu, & Herman, 1996). Depression and anxiety are consistently listed among the top 10 factors impairing academic performance in the past 12 months on the NCHA (ACHA, 2008). Diagnosed depression was associated with a 0.49 decrease in student GPA, and treatment was associated with a 0.44 protective effect (Hysenbegasi, Hass, & Rowland, 2005). Depression may also lead to increased risk of self-injury, dropping out or failing college, attempting or committing suicide, and other risky behaviors (Gollust, Eisenberg, & Golberstein, 2008; Kisch, Leino, & Silverman, 2005). In addition, there is an association between feeling functionally impaired by depression in the past 12 months and accumulation of credit card debt among students (Adams & Moore, 2007). Psychiatric disorders and depressive symptoms have been associated with tobacco use, alcohol consumption, physical inactivity, and partner violence (physical, psychological, or sexual victimization) (Sabina & Straus, 2008; Strine et al, 2006; Strine et al, 2008).
Suicide is the third leading cause of death among teenagers and young adults (Centers for Disease Control and Prevention, 2004). Depression has consistently been considered a risk factor in suicide, along with substance abuse, adverse life events, family history, a history of sexual abuse, troubled relationships, and difficulties with sexual identity (Agerbo, Nordentoft, & Mortensen, 2002; Cooper, Appleby, & Amos, 2002; Garlow, 2002; Nemeroff, Comptom, & Berger, 2001). The NCHA reveals that 6.1% of female and 6.4% of male respondents have seriously considered suicide in the past year, and 1.2% of female and 1.5% of male respondents have seriously considered suicide in the past 2 weeks (ACHA, 2008). A study by Garlow, Roesenberg, and Moore (2008) of suicidal ideation and depression among college students found that 11% of students endorsed current (past 4 weeks) suicidal ideation. The same study found suicidal ideation to be associated with screening positive for depression on the Patient Health.Identification and referral to treatment earlier in the course of a depression may reduce the serious consequences of depression and prevent suicide (Wang et al., 2007). Yet, in general U.S. populations, the median delay between onset of mental health symptoms and accessing services is 11 years (Wang, Berglund, Olfson, & Kessler, 2004). Despite access to health services on campuses, Eisenberg, Gollust, Golberstein, and Hefner (2007) showed that 37 % to 84% of students who screened positive for depression or anxiety did not receive services. An analysis of the Spring 2000 NCHA data revealed that less than 20% of students reporting suicidal ideation or attempts were receiving treatment (Kisch, Leino, & Silverman, 2000). Similarly, the study by Garlow, Rosenberg, and Moore (2008) found that 16% of students endorsing current suicidal ideation and 14 % of students screening positive for depression were in treatment. In community based primary care settings, the point prevalence of major depression ranges from 4.8% – 8.6%. This is higher than the prevalence rates from community surveys, where the range tends to be 1.8% – 3.3%. Good evidence exists that screening for depression in clinical settings improves identification of patients with depression and decreases clinical mortality (U.S. Department of Health and Human Services, 2002). However, a search of the literature failed to find any studies that looked at the prevalence of depression among the sub-population of students who access student health facilities. This information would be particularly useful to practitioners who provide medical care to students in these clinical settings. The purpose of our study is to determine the prevalence of depressive symptoms and suicide ideation among students seeking routine care at four college health primary care clinics. We expected the rate for depression among students accessing campus health facilities would be higher than in the general student population (Henk, Katzelnick, Koback, Greist, & Jefferson, 1996). In addition, we investigated the statistical relationships among depression, self-reported health behaviors, and other potential risk factors. Loneliness, substance abuse, dating violence, and hopelessness, are just some of the risk factors for suicide, which remains the second leading cause of death for college students. Many factors contribute to the heightened risk for anxiety among college students. For example, sleep disruption caused by drinking excess caffeine and pulling all nighters is associated with increased anxiety among college students. Loneliness also predicts mental health problems, including anxiety.