HMS_nationalwinter2021_-update1
.pdf
keyboard_arrow_up
School
Virginia Western Community College *
*We aren’t endorsed by this school
Course
101
Subject
Medicine
Date
Dec 6, 2023
Type
Pages
25
Uploaded by CountTreeShark15
2021 Winter/Spring Data Report
ABOUT THE HEALTHY MINDS STUDY (HMS)
STUDY TEAM
Principal Investigators: Daniel Eisenberg, PhD & Sarah Ketchen Lipson, EdM, PhD & Justin Heinze, PhD
Co-investigator: Sasha Zhou, PhD, MPH, MHSA
Project Managers: Amber Talaski, MPH & Akilah Patterson, MPH
REPORT TEAM
Graphic Designer: Sarah Fogel, University of Michigan School of Art and Design, Class of 2014
Report Automation: Paul Schulz & Liz Hanley
TABLE OF CONTENTS
STUDY PURPOSE
1
STUDY DESIGN
1
ABOUT THIS REPORT
2
KEY FINDINGS
3
SAMPLE CHARACTERISTICS
4
PREVALENCE OF MENTAL HEALTH PROBLEMS
5
HEALTH BEHAVIORS AND LIFESTYLE
7
ATTITUDES AND BELIEFS ABOUT MENTAL HEALTH SERVICES
8
USE OF SERVICES
9
REFERENCES
11
APPENDIX: DESCRIPTIVE STATISTICS FOR SURVEY ITEMS
12
STUDY PURPOSE
The Healthy Minds Study provides a detailed picture of mental health and related issues in college student populations.
Schools typically use their data for some combination of the following purposes: to identify needs and priorities;
benchmark against peer institutions; evaluate programs and policies; plan for services and programs; and advocate for
resources.
STUDY DESIGN
The Healthy Minds Study is designed to protect the privacy and confidentiality of participants. HMS is approved by
Advarra. To further protect respondent privacy, the study is covered by a Certificate of Confidentiality from the National
Institutes of Health.
SAMPLING
Each participating school provides the HMS team with a sample of currently enrolled students over the age of 18, either
randomly selected or their entire student population. Schools with graduate students typically include both undergraduates
and graduate students in the sample.
DATA COLLECTION
HMS is a web-based survey. Students are invited and reminded to participate in the survey via emails, which are timed to
avoid, if at all possible, the first two weeks of the term, the last week of the term, and any major holidays. The data
collection protocol begins with an email invitation, and non-responders are contacted up to three times by email reminders.
Reminders are only sent to those who have not yet completed the survey. Each communication contains a URL that
students use to gain access to the survey.
NON-RESPONSE ANALYSIS
A potential concern in any survey study is that those who respond to the survey will not be fully representative of the
population from which they are drawn. In the HMS, we can be confident that those who are invited to fill out the survey
are representative of the full student population because these students are randomly selected from the full list of
currently enrolled students. However it is still possible that those who actually complete the survey are different in
important ways from those who do not complete the survey. The overall participation rate for the Winter 2021 study was
15%. It is important to raise the question of whether the 15% who participated are different in important ways from the
85% who did not participate. We address this issue by constructing non-response weights using administrative data on full
student populations. Most of the 102 schools in the Winter 2021 HMS were able to provide administrative data about all
randomly selected students. The analysis of these administrative data, separated from any identifying information, was
approved in the IRB application at Advarra and at each participating school. We used the following variables, when
available, to estimate which types of students were more or less likely to respond: gender, race/ethnicity, academic level,
and grade point average. We used these variables to estimate the response propensity of each type of student (based on
multivariate logistic regressions), and then assigned response propensity weights to each student who completed the
survey. The less likely a type of student was to complete the survey, the larger the weight they received in the analysis,
such that the weighted estimates are representative of the full student population in terms of the administrative variables
available for each institution. Finally, note that these sample weights give equal aggregate weight to each school in the
national estimates. An alternative would have been to assign weights in proportion to school size, but we decided that we
did not want our overall national estimates to be dominated by schools in our sample with very large enrollments.
1
ABOUT THIS REPORT
This data report provides descriptive statistics (percentages, mean values, etc.) from the sample of respondents at your
institution for a set of key measures. In addition to the key measures highlighted in this report, an appendix is also included
with descriptive statistics for each survey item (see below).
APPENDIX
The appendix includes values for most measures in the three standard survey modules that are administered on all
participating campuses: Demographics, Mental Health Status, and Mental Health Services Utilization/Help-Seeking. For
each measure, the data tables display the following information: the value table for your institution, the 95% confidence
interval for your institution's value, the value for the national sample, and an indicator if your institution's value is
significantly higher or lower than the national value. All values in the appendix have been weighted to be representative of
the full student populations to which they refer (see Non-response Analysis). Also note that for some measures,
respondents were allowed to check more than one response category (e.g., they might have gone to more than one type
of provider for mental health services), so the percentages sometimes add up to more than 100% across response
categories. The 95% confidence intervals give a sense of how much uncertainty there is about each estimated value. This
uncertainty exists because our estimates are based only on a random sample of students, rather than a complete census
of the student population. However, some schools that had less than 4,000 students (the typical requested sample size),
provided their entire population. For consistency sake, these schools were not treated any differently than those schools
that provided a 4,000 student sample of their full population. Essentially, the confidence interval tells us that there is a
95% probability that the true population value is within this particular range. Because both the school-level and national
values are only estimates based on random sampling, we cannot say for certain that your institution's true value is above
or below the national value. But in cases where we can say that there is a 95% or higher statistical probability that your
institution's value is higher or lower than the national value, we indicate this.
EXPLORING YOUR DATA FURTHER
There are two options for exploring your data beyond what is in this report. First, you can use statistical software (e.g.,
SPSS, Stata, etc.) to analyze the full data set for your students, which has been provided to your school. Second, you will
be able to log on to a user-friendly website with drop-down menus, at data.healthymindsnetwork.org.
2
3
KEY FINDINGS
This section offers a quick look at results from key survey measures.
Perceived public stigma: agrees with "Most people would think less of someone who has received
mental health treatment."
45%
Personal stigma: agrees with "I would think less of someone who has received mental health
treatment."
6%
Any mental health therapy/counseling and/or psychiatric medication among students with positive
depression or anxiety screens (past year)
52%
Mental health therapy/counseling (past year)
30%
Psychiatric medication (past year)
25%
Lifetime diagnoses of mental disorders
40%
Suicidal ideation (past year)
13%
Non-suicidal self-injury (past year)
23%
Eating disorder (positive SCOFF screen)
12%
Anxiety disorder (positive GAD-7 screen)
34%
Depression overall, including major and moderate (positive PHQ-9 screen)
41%
Major depression (positive PHQ-9 screen)
22%
Estimated values of selected measures
Percentage of students
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help