ArticleHealthcare (Basel, Switzerland)2024
Mental Health Awareness: Stigma and Help-Seeking Among Portuguese College Students.
Article in Healthcare (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
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4 authors.
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Abstract
BACKGROUND/
objectivesHelp-seeking-that is, the attempt to attain external help for mental health, be it from formal or informal sources-can be described as an adaptive coping process. Mental illness stigma is the most frequently identified barrier that prevents students from seeking psychological help. This study analyzed college students' beliefs about mental illness and attitudes toward formal psychological help-seeking.
methodsTwo hundred and eighty-two students from the first and third undergraduate years of Psychology, Sociology, Fashion Design, and Sports Science courses participated. The majority of the sample (75.4%) was female, while only 24.6% was male, with a mean age of 20.04 years. The scales used were the Inventory of Beliefs about Mental Illness (IBMI), the Inventory of Attitudes Toward Seeking Mental Health Services (IATSMHS), and a sociodemographic questionnaire.
resultsThe results revealed that females, third-year students, and Psychology students had fewer stigmatizing beliefs about mental illness and more positive attitudes towards help-seeking. Moreover, there were statistically significant differences in beliefs and attitudes in relation to psychological support and familiarity with mental illness. We also glimpsed the impact of the COVID-19 pandemic on students' mental health, and observed a change in opinions and attitudes toward mental illness during this period. Correlation analysis showed negative correlations between stigmatizing beliefs and attitudes toward seeking help. Finally, a cluster analysis identified two profiles of individuals that reflected different levels of stigma and help-seeking attitudes.
conclusionsThis study delineated two distinct groups of students, which is relevant as it allows us to trace profiles to outline more uniform intervention groups and, in turn, implement new and improved interventions that are better adapted to the specific needs of college students.
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