Thesis Format
Integrated Article
Degree
Doctor of Philosophy
Program
Nursing
Supervisor
Forchuk, Cheryl
2nd Supervisor
Babenko-Mould, Yolanda
3rd Supervisor
Booth, Richard
Abstract
Abstract
The purpose of this integrated-article dissertation was to explore self-identified female students’ understanding of mental health, mental health factors, and help-seeking behaviours. Young adults often face multiple stressors in their daily lives and must find ways to prevent, address, or overcome stressors that can lead to emotional and physical distress. University life can be more stressful because of greater responsibilities and independence during this age period. Increasingly, post-secondary school students are recognized as an at-risk population for poor mental health. It is worth noting that female students experienced greater levels of stress compared to other genders. Poor mental health can contribute to poor academic performance and excessive alcohol consumption. Transition-aged youth (17-29 years) of all genders are particularly at risk of developing mental health problems, yet they are one of the least likely demographic groups to seek help. In a state of mental health, individuals are more prepared to take healthy risks, actively contribute to society, and gain life satisfaction. The undertaking for mental well-being is a common desire for oneself, students, and loved ones. However, limited research has been conducted about perceptions and attitudes of young adults, especially among female students, regarding mental health and help-seeking behaviours. A constructivist grounded theory study was conducted, and semi-structured interviews were undertaken between January and March 2023 with 22 self-identified female students who were enrolled in post-secondary programs at a university in Ontario, Canada. Participants shared their insights during in-depth individual interviews. The following eighteen themes emerged from students data during data analysis: psychological wellbeing, socioeconomic factors, social and societal influences on students’ wellbeing, holistic wellbeing perspectives, academic perspectives, career and financial perspectives, life and future perspectives, coping mechanisms, healthcare engagement challenges, psychological barriers, relational barriers, personal challenges, seeking professional and non-professional support, integrated support, self-reliance and self-help. The findings demonstrated that students’ advocacy for the promotion of mental health practices has a strong impact on their overall well-being.
Summary for Lay Audience
Summary for Lay Audience
Regardless of gender, young adults face multiple stressors in their daily academic and personal lives. Attending university can involve additional stressors because of the greater responsibilities and independence young adults experience during this age. Moving from adolescence to young adulthood can increase stress levels and reduce students’ mental health. It has been found that female students often experience higher levels of stress compared to students of other genders. Poor mental health can lead to poor academic performance and excessive alcohol consumption. The age range of 17-29 years is the period during which most mental health problems develop; yet people in this age group are not likely to ask for help to support their mental health. When people are mentally healthy, they contribute to the world and enjoy their life. In this work, the researcher interviewed 22 female students enrolled in post-secondary programs at a university in Ontario, Canada. This study aimed to understand the meaning of mental health as perceived by female students, explore the perceived factors that impact female students’ mental health, and investigate the challenges that prevent female students from asking for help when they experience mental health issues. Currently, there is no significant body of evidence exploring the mental health of female students. Therefore, within this integrated manuscript dissertation, the study was conducted with post-secondary female students with an aim of understanding their mental health as shared from their own perspectives. Eighteen main areas were emphasized by students, as follows: students’ psychological wellbeing, socioeconomic factors, social and societal influences on students’ wellbeing, holistic wellbeing perspectives, academic perspectives, career and financial perspectives, life and future perspectives, coping mechanisms, healthcare engagement challenges, psychological barriers, relational barriers, personal challenges, seeking professional and non-professional support, integrated support, self-reliance and self-help. The results of these studies can help medical professionals, parents, students, and educators to work together to support students’ mental health, which could ultimately improve students’ personal, psychological, physical, social, and academic lives.
Recommended Citation
Alzaidi, Laila Awwadh, "A grounded Theory Investigation of Self-Identified Female Students' Mental Health Perception, Mental Health Factors, and Help-Seeking Behaviour" (2024). Electronic Thesis and Dissertation Repository. 10088.
https://ir.lib.uwo.ca/etd/10088