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The Effect of Energy Drinks on Mental Well-Being

Fri, 09 Oct 2026 13:39:57 GMT

There has been wide discourse on the effect of caffeine on mental well-being for decades. In recent years, several kinds of energy drinks have grown in popularity. Marketed with bright colors and health benefits, such as added probiotics or protein, these products have attracted a larger audience of consumers. Energy drinks are targeted particularly toward young consumers. Despite being marketed as mental and physical energy boosters, their caffeine content can be incredibly high, with the potential to cause caffeine intoxication (Richards & Smith, 2016).

Despite concerns about the effects of energy drinks, research on their association with mental well-being was limited at the time of the study. Trapp and colleagues explored this association by measuring depression, anxiety, and stress using the Depression Anxiety Stress Scale-21 (DASS-21; Trapp et al., 2014). The study used data from a follow-up of the Raine Study, which originally recruited participants between 1989 and 1991. Conducted between 2009 and 2011, the follow-up included 1,062 young Australian adults with a mean age of 20 years.

The original Raine cohort came from the Western Australian Pregnancy Cohort Study, which included 2,900 pregnant women. Researchers followed the women and their children, tracking the children into early adulthood. The findings of the energy drink study were based on consumption and mental health data from 1,062 participants at the 20-year follow-up.

Energy drink consumption was measured through self-report questionnaires. Participants answered questions about how often they consumed energy drinks and the number of cans they drank. These responses were then converted into a milliliters-per-day variable. Participants’ mental health was measured using the DASS-21, a self-report questionnaire assessing depression, anxiety, and stress over the previous week. The researchers also accounted for other factors that could affect the results, including socioeconomic status, sex, alcohol consumption, diet, physical activity, body mass index, and drug use.

Results showed that 62% of participants consumed energy drinks monthly or less frequently. Males reported consuming more energy drinks than females in both quantity and frequency. Energy drink consumption was associated with anxiety in males only. Males who consumed 250 mL or more per day had significantly higher anxiety and stress scores than those who did not consume energy drinks. The same pattern was not found among females, and there were no significant associations between energy drink consumption and the mental health outcomes measured in females.

The researchers suggested that caffeine and other stimulating ingredients in energy drinks may contribute to anxiety symptoms. They also considered the possibility that people already experiencing anxiety might use energy drinks as a form of self-medication. Because the study measured an association, it could not establish whether energy drink consumption caused these symptoms or whether existing symptoms influenced consumption.

These results are important because they helped address a gap in research on energy drink consumption and mental well-being. The study included a large group of young adults, who make up a substantial portion of the audience for energy drinks. This made the findings particularly relevant to young consumers, although the results may not apply equally to all populations.

The association between energy drink intake and anxiety can serve as a reminder for young adults to pay attention to how much they consume and how it may relate to their well-being. In particular, the higher anxiety and stress scores among males who consumed 250 mL or more per day raise concerns about frequent consumption. However, this amount should not be interpreted as a cutoff at which energy drinks necessarily become harmful.

The findings also raise questions about the marketing of energy drinks to younger audiences, including minors, although the study focused on young adults rather than children. While energy drinks may provide temporary boosts of energy during intense periods, such as exam season, consumers should consider other ways to maintain their energy and support their mental well-being over time.

Author:

Kaylan Son, Psychology Major, Emory University

Editor:

Mary Yeboah, Emory University

Articles Reviewed:

Richards, G., & Smith, A. P. (2016). A review of energy drinks and mental health, with a focus on stress, anxiety, and depression. Journal of Caffeine Research, 6 (2), 49–63. https://doi.org/10.1089/jcr.2015.0033

Trapp, G. S. A., Allen, K., O'Sullivan, T. A., Robinson, M., Jacoby, P., & Oddy, W. H. (2014). Energy drink consumption is associated with anxiety in Australian young adult males. Depression and Anxiety, 31 (5), 420–428. https://doi.org/10.1002/da.22175

How Does Yoga Benefit Females During the Menstrual Cycle?

Thu, 08 Oct 2026 03:38:19 GMT

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Introduction

The various stages of the menstrual cycle affect women in many ways: physically, hormonally, and mentally. Rarely throughout the cycle are females in a state of homeostasis (Mitra et al., 2025). This constant fluctuation in hormone levels and physical symptoms severely affects the lives of these females, as it can result in distraction, lower academic or workplace performance, and negative physical health (Mitra et al., 2025; Bhuvaneswari et al., 2019). The effects aren’t exactly minor.

Mitra et al. used this study to examine the physical and mental benefits of participating in a yoga program during the menstrual cycle for college-aged women. The authors suggest that engagement in regular yoga programs will have overall positive benefits on women’s psychophysiological health throughout the typical menstrual cycle. The study was conducted using 82 college-aged females from India who have a normal menstrual cycle and don’t regularly practice yoga.

Methods

Prospective participants went through an extensive screening process to ensure they met the necessary criteria. Self-report questionnaires were then used to record the various stages of the menstrual cycle, basal body temperature, and menstrual distress symptoms. The Mindful Attention Awareness Scale (MAAS) was also administered. Participants in the experimental group engaged in regular, guided yoga and mindfulness practice, following the same sequence of movements, for a period of three months, and their reported results were then compared to the responses of the control group. Notably, there was no biological measure of hormone or stress levels; the data relied entirely on self-report.

Results

The findings concluded that practicing yoga helped eumenorrheic females improve their concentration, mindfulness, emotions, physical fitness, and other mental processes. The researchers explained their findings in relation to numerous additional physical and mental benefits of yoga and mindfulness, including alleviating depressive symptoms (Brinkmann et al., 2020) and improved blood flow to the pelvic organs. Self-reports from participants revealed that those in the experimental group reported better overall health during the three-month study, not just when it came to symptoms associated with the menstrual cycle.

Why This Matters

These results matter because they present women with an alternative method for treating menstrual symptoms. Often, any remedies require medication or additional equipment, like heating pads. Yoga doesn’t require any extra materials, and with easy access to the internet and countless guided yoga programs available online, it’s widely accessible to women around the world at little to no cost.

Studies like this could be used as evidence for making yoga more widely available, perhaps in schools, to help girls and young women learn how to cope with the symptoms they experience throughout their cycles. Yoga is also an all-natural approach that could benefit females who can’t take medication. And its advantages extend well beyond menstrual symptoms: independent of its cycle-related benefits, yoga can improve health and quality of life for women more broadly. This study also serves as a springboard for future research on wellness during the menstrual cycle, including a long-term study on yoga’s health benefits, a similarly structured study looking at hormonal measures, and research into yoga’s benefits for females with irregular menstrual cycles or menstrual disorders.

Author :
Caroline Gray, Psychology Major, Emory University

Editor:
Rebekah Afework, Emory University

Article Reviewed

Mitra, S., Mitra, M., Saha, M., & Nandi, D. K. (2025). Yoga for psychophysiological wellbeing during menstrual phases in eumenorrheic females. Applied Psychophysiology and Biofeedback, 50(2), 135–148. https://doi.org/10.1007/s10484-024-09678-7

The Effect of Appearance-Focused SNS Use on Young Women

Fri, 02 Oct 2026 14:22:03 GMT

With the highest rates of social networking service use occurring among women aged 18-29, it is important to study the impact of photo-based platforms like Instagram on body image in this demographic (Cohen et al., 2017). Cohen et al.’s study, The relationship between Facebook and Instagram appearance-focused activities and body image concerns in young women, examined 259 Australian women between the ages of 18 and 29 to assess the correlation between appearance-focused social media use and body image concerns such as self-monitoring and thin-ideal internalization. Societal standards often push women toward “self-objectification” to obtain what is prized by society (Cohen et al., 2017). Women may observe current trends and begin comparing themselves to celebrities without consciously considering the negative implications. While these possibilities are troubling, some may be quick to demonize social media for its role in the alarming prevalence of body image issues among young women. This study offers a more specific perspective by comparing appearance-neutral social media use, such as following travel accounts, with appearance-focused social media use, such as monitoring friends’ photos, within this vulnerable demographic.

The study was approved by the ethics board of the University of Technology Sydney, and all participants provided informed consent. Participants were surveyed on their Instagram and Facebook use, including the time spent on each platform and frequency of use. They also completed scales assessing body image, including the internalization of sociocultural attitudes toward appearance, appearance evaluation, and an eating disorder inventory. Participants reported their age, gender, ethnicity, level of education, and body mass index (BMI), allowing the researchers to control for BMI. Over 90% of participants checked Facebook at least three times a day, and over 50% checked Instagram with the same frequency (Cohen et al., 2017).

Thin-ideal internalization and drive for thinness were positively associated with social media use related to health and fitness accounts, while thin-ideal internalization and body surveillance were positively associated with use related to celebrity accounts (Cohen et al., 2017). However, no such association was found between body image concerns and following travel accounts, an appearance-neutral option (Cohen et al., 2017). These results suggest that the content participants engaged with mattered: despite their frequent social media use, body image concerns were associated specifically with appearance-focused activities.

Studies examining the relationship between social media use and body image are an important means of cautioning the public about the dangers of some online activities. It is difficult to encourage a generation raised on social media to abandon its way of life. However, studies like this identify a specific concern - body image - within a particular demographic: young women. Rather than being encouraged to abandon social media altogether, young women can be advised to limit appearance-focused use while continuing to pursue hobbies and communicate with friends. With Hollywood’s emphasis on thinness as a beauty standard, it is vital to direct young women toward their interests and strengths rather than something so superficial. Instead of adopting anti-social media stances, parents and schools could direct their energies toward preventing harmful use and championing possible creative benefits. Early intervention could help young girls become aware of the dangers of self-objectification before they reach young adulthood, when they may be particularly vulnerable to eating disorders.

Author:

Kayleigh Toliver, Psychology Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Cohen, R., Newton-John, T., & Slater, A. (2017). The relationship between Facebook and Instagram appearance-focused activities and body image concerns in young women. Body Image , 23 , 183–187. https://doi.org/10.1016/j.bodyim.2017.10.002

The Impact of Walking on Creativity in University Students

Fri, 02 Oct 2026 14:21:59 GMT

It’s not a new idea that walking can provide a creative boost. While prior literature focused mainly on more intense aerobic exercise, the authors aimed to test whether a simple and accessible activity like walking could improve creativity both in the moment and shortly afterward. Specifically, the study examined how walking affects divergent thinking (brainstorming) versus convergent thinking (finding a single correct solution), with the goal of identifying an easy method for boosting creativity (Oppezzo & Schwartz, 2014).

The study includes four experiments assessing how walking affects creativity. Experiment 1 shows that walking on a treadmill improves divergent thinking. Experiment 2 addresses practice effects and finds that the benefits of walking persist even after participants sit down. Experiment 3 shows that these benefits also occur in outdoor settings. Finally, Experiment 4 provides evidence that walking, rather than simply being outdoors, contributes to the increase in creativity.

Creativity was measured primarily through divergent thinking tasks, such as generating alternative uses for objects and creating analogies. One experiment also included a convergent thinking task. The researchers varied the sequence of sitting and walking conditions - such as sit-sit, sit-walk, and walk-sit - to account for practice effects and isolate the impact of walking.

Across all four experiments, walking consistently increased creative output. In Experiment 1, 81% of participants showed higher creativity while walking, generating about 50% more ideas on average compared to sitting. In Experiment 2, 88% of participants generated more novel ideas while walking. Those who walked first also maintained higher creativity after sitting down, suggesting that the benefits continued beyond the activity itself. In Experiment 3, outdoor walking roughly doubled the number of novel ideas compared to sitting. In Experiment 4, 95% of participants who walked produced at least one high-quality novel analogy, compared to only 50% of those who remained seated. Overall, walking enhanced divergent thinking, though it did not improve performance on the convergent thinking task.

The findings are especially important because they point to a simple, accessible, and cost-effective way to enhance creativity. Psychological research and the interventions it recommends can sometimes be more accessible to privileged populations. By contrast, walking is free, requires no special equipment, and can fit into the routines of people of many ages and backgrounds. Although walking is not accessible to everyone, it offers a practical way for many people to apply these findings.

In real-world settings, incorporating walking into daily routines - before brainstorming sessions, during study breaks, or throughout the workday - could help improve creative thinking. The finding that these benefits can continue after walking also makes the activity useful before tasks that require sitting at a desk. Overall, the study highlights how small changes in behavior can have measurable cognitive benefits, giving its findings practical relevance to everyday life.

Author:

Natasha Strauss, Data Science and Psychology Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Oppezzo, M., & Schwartz, D. L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4), 1142–1152. https://doi.org/10.1037/a0036577

How Does Screen Time Impact Mental Health in Adolescents?

Thu, 01 Oct 2026 02:11:49 GMT

Introduction

Screen use among adolescents has grown rapidly, and so have concerns about what it's doing to their mental health. According to Santos et al. (2023), using devices on weekdays has been associated with diminished overall mental well-being. Adolescence already carries an increased risk for mental health problems, so it is important to monitor both how much time teens spend on screens and what they're consuming. Excluding schoolwork, media-related activities take up around six to nine hours of an American adolescent's day (Santos et al., 2023). That's a lot of time.

This systematic review aimed to highlight the effects of screen exposure on a wide range of mental health aspects in adolescents. These include conduct issues, disorders such as depression, psychosocial difficulties, life satisfaction, and more. The study contributes to our knowledge of how adolescents interact with screens and how increased exposure may affect their well-being.

Methods

Santos et al. (2023) followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), meaning the researchers gathered and analyzed existing articles published in the last ten years rather than collecting new data. The methodological quality of each study was determined using the Newcastle-Ottawa Scale. Four reviewers evaluated the studies in pairs, and a fifth reviewer resolved any discrepancies.

In total, fifty articles were reviewed, 38 cross-sectional and 12 longitudinal, covering 1,900,447 adolescents. Participants ranged from 10 to 21 years old, and screen time was mostly self-reported.

Results

The review found that different types of screen use were linked to mental health in different ways. Some studies reported participants watching television and associated this with higher scores for mood and anxiety disorders and greater impairment in mental well-being, while others found no association between watching TV and depressive symptoms. Still, the review found evidence that watching TV for two to four hours on school days was negatively associated with anxiety and self-esteem. Adolescents predominantly use smartphones during the week, and this was associated with diminished well-being. Social media also had a negative association with mental well-being and an increased risk for depression in girls. The review concludes that more detailed studies are needed to understand the motivations behind why adolescents engage with screen devices.

Why This Matters

These results are an important addition to the literature on well-being because adolescents are among the most impacted users of digital technology. The study provides significant evidence of how mental health is affected by the number of hours and the specific days spent on screens. If adolescents learn how excessive screen time may be affecting their own well-being, more of their time can go toward personal care activities, like spending time outside or doing something that doesn't involve a smartphone. Parents can use these findings to guide their children toward healthier habits, such as setting screen time limits and balancing school-related screen time with mental well-being. Overall, the study provides strong data on the link between screen time and adolescent mental health, and it encourages a societal shift toward healthier habits for long-term well-being.

Author:
Alicia Kim, Psychology Major, Emory University

Editor:
Rebekah Afework, Emory University

Article Reviewed

Santos, R. M., Mendes, C. G., Sen Bressani, G. Y., de Alcantara Ventura, S., de Almeida Nogueira, Y. J., de Miranda, D. M., & Romano-Silva, M. A. (2023). The associations between screen time and mental health in adolescents: A systematic review. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01166-7

What Resources Do Black Boys Use to Support Their Mental Health?

Thu, 24 Sep 2026 01:00:30 GMT

Introduction

Black adolescent boys face unique and serious mental health challenges that are often underaddressed. According to Ribeiro Brown et al. (2022), Black boys are disproportionately exposed to psychosocial stressors such as racial discrimination, community violence, poverty, and attending under-resourced schools. Despite this heightened risk, research on how Black boys seek help and what mental health resources they use remains scarce. Previous research estimates that between 50% and 76.5% of Black youth have unmet mental health service needs. That gap matters.

The purpose of this exploratory case study was to examine the types of mental health resources Black high school boys currently use, with the broader goal of informing the development of a tailored mental health education and support program for this population. In this study, mental health resources are broadly defined as any person, platform, tool, or practice that a young person turns to cope with stress and support their emotional wellbeing. The researchers set out to answer one question: What kinds of mental health support resources are Black boys using?

Methods

Ribeiro Brown et al. (2022) used an exploratory case study design with a qualitative approach, meaning the study focused on in-depth individual and group experiences rather than numerical measurements. The researchers recruited six self-identified Black male high school students from a predominantly Black high school in southeastern Michigan. The participants ranged in age from 15 to 17 years old (mean age = 16.5), with five being high school seniors and one being a sophomore. One participant also identified as Afro-Latino and one as Afro-Caribbean.

A Black male PhD-trained researcher led an hour-long focus group over lunch in the fall semester of 2021 to gather data. The focus group questionnaire covered topics like where participants look for information, who they trust for health information, how they handle stress, which social media platforms they use, how they feel about school-based programs, and what qualities would make a person or program trustworthy. The audio recording of the session was transcribed. To find the most common codes and themes, data were evaluated using a Rapid and Accelerated Data Reduction (RADaR) technique in conjunction with traditional text analysis.

Results

Four major themes emerged from the analysis. The first theme was online resources, including social media (Instagram and Snapchat), websites, and entertainment media. The second theme was community and trusted individuals, with boys reporting that they relied on neighbors, older family members, and community figures who had shared similar life experiences. Participants emphasized that trusted individuals needed to be both relatable and educated. The third theme was self-reliance, where some boys expressed a preference for handling stress independently, reflecting a cultural norm of emotional self-management common among Black adolescents. The fourth theme was additional needs, where participants identified gaps in culturally tailored programs, positive role models, and school support.

Why This Matters

These findings are an important addition to the literature on wellbeing because they center the voices and lived experiences of a group that is historically underrepresented in mental health research. By identifying the specific resources Black boys use rather than assuming what they need, this study provides a foundation for designing more effective, culturally responsive mental health programs. The fact that these boys turned most frequently to informal supports like trusted community members and self-reliance highlights that traditional clinical models alone are insufficient for this population.

This lesson lands close to home at a place like Emory, too. Black male college students in particular frequently deal with racial stresses, academic pressure, and an emotional self-reliance culture that may keep them from getting professional assistance. According to this study, visible, relatable role models on campus, community-based wellness programs, and peer mentorship programs can all be effective mental health resources. Universities should invest in culturally affirming support systems, such as student clubs, mentorship pipelines, and social media–based outreach that meet students where they are, rather than depending exclusively on counseling centers. Encouraging Black male students to find and build connections with reliable people in their community isn't a small thing. It's a useful, successful way to enhance general welfare.

Author:

Christopher Harris, Psychology Major, Emory University

Editor:
Rebekah Afework, Emory University

Article Reviewed

Ribeiro Brown, B., Williams, E.-D.G., Abelson, J.M., Chandrakapure, A., & Watkins, D.C. (2022). An exploratory case study of the types of resources Black boys use to support their mental health. Healthcare, 10(6), 1082. https://doi.org/10.3390/healthcare10061082

Meal Preparation and Cooking Group Participation in Mental Health: A Community Transition

Sat, 19 Sep 2026 02:34:38 GMT

The purpose of this study is to understand how daily activities such as meal preparation and cooking can support individuals recovering from severe mental illness (SMI). Individuals with SMI can experience difficulties in daily life, and Garcia and Privott (2023) sought to understand how meal preparation and cooking groups could support the transition to independent community living through occupational therapy. Occupational therapy uses everyday activities to support clients’ physical and mental health. Another goal of the study was to better understand the challenges individuals with SMI face so that more effective interventions can be developed. The study focused on one participant who had experienced long-term institutionalization and later transitioned to independent living.

The study used a qualitative, retrospective case study approach. The participant was a middle-aged woman who had attended the Meal Prep Group over a long period of time, experienced several mental health conditions, and successfully transitioned to independent living (Garcia & Privott, 2023). She had been diagnosed with major depressive disorder and borderline personality disorder with antisocial traits. In the Meal Prep Group, clients participated in activities such as meal planning, grocery shopping, and cooking with guidance from supervisors.

The researchers analyzed 220 documents, including provider notes, occupational therapy records, and the participant’s Daily Goal Sheets. They coded these sources for patterns in her experiences and progress. Major themes included the connections between cooking and mood, cooking and hygiene, cooking as both a goal and an outcome, a sense of family and belonging through cooking, and the transition to independent living (Garcia & Privott, 2023).

The participant had experienced trauma beginning in childhood, and the records described improvements in her mood during her involvement in the cooking group. Of the documents analyzed, 151 mentioned the cooking group or similar phrases (Garcia & Privott, 2023). The participant described a more positive mood when she attended the group than when she did not. She also frequently listed the cooking group as a goal on her Daily Goal Sheets, while occupational therapy notes described the activities she completed there.

The study highlights the potential value of everyday activities in supporting recovery from severe mental illness. Specifically, it presents occupational therapy and cooking groups as ways to help someone build practical skills and work toward independent living. Through meal planning, grocery shopping, and cooking, participants can practice routines, learn about nutrition, and find a sense of belonging.

This case also offers a way to think about the therapeutic role that food and cooking can have in someone’s life. While the experiences of one participant cannot show that cooking groups will improve mental health for everyone, they suggest that these activities may provide meaningful support during recovery and the transition to community living.

Author:

Vicky Wang, Psychology Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Garcia, A., & Privott, C. (2023). Meal preparation and cooking group participation in mental health: A community transition. Food Studies: An Interdisciplinary Journal, 13(2), 85–101. https://doi.org/10.18848/2160-1933/CGP/v13i02/85-101

Is Alcohol Consumption Associated with Poor Academic Achievement in University Students?

Fri, 11 Sep 2026 18:07:15 GMT

The highest proportion of people with alcohol disorders are aged between 18 and 29 (Hingson R, Annu Rev), which includes a majority of enrolled university students. Heavy alcohol use and “binge drinking” are also very well documented among college students. Given that universities maintain a reputation for being academically rigorous, there is concern that alcohol misuse could harm academic achievement. Ansari, Stock, and Mills designed the study to assess the associations between five alcohol consumption variables (length of time of last drinking occasion; number of drinks consumed during the last drinking occasion; frequency of alcohol consumption; heavy episode drinking; and problem drinking) and three academic achievement indicators (importance of good grades, performance relative to peers, and module mark). The researchers aimed to determine what type of drinking was most associated with academic outcomes and explore which academic achievement measures were most associated with alcohol consumption.

The population of the study consisted of undergraduates enrolled at the University of Gloucestershire, UK, during 2008-2009. The participants were given a general health survey titled “The Health and Wellbeing Questionnaire,” which also contained two questions about their views on their academic performance. The questions were formatted in a more natural way to gather what the researchers were aiming to detect. For example, to detect the amount of alcohol consumed during the last occasion, the question was, “The last time you partied, how many alcoholic drinks did you have?” An educational question was framed as, “How do you rate your performance in comparison with your fellow students?” Once students completed the questionnaire, their actual grades were linked to their responses. Analyses were performed using SPSS, and frequencies were calculated separately for males and females. Five separate linear regression analyses were conducted and entered individually with age and sex.

Results showed that male students spent more hours during the last drinking occasion than females. Around 74% of students consumed alcohol at least once a week, and only 3% reported no alcohol consumption. Around 54% reported that they had engaged in heavy episodic drinking at least three times in the last month. About 31% of the sample reported two or three affirmative signs of problem drinking. The results assessing academic performance showed that about 64% of students felt that having good grades was important to them, and 62% rated their own performance as similar to that of their peers. Overall, a significant result was that the less important grades were to students, the higher their frequency of alcohol consumption and heavy episodic drinking. The researchers suggest that achievement orientation and alcohol use may be formed prior to university, potentially contributing to these results.

These results are important because they highlight a relationship between alcohol consumption and aspects of academic performance. Although the study has limitations, the high levels of self-reported drinking problems could contribute to a strong sense of normalcy around drinking, which may help explain why academic outcomes remained similar among peers. Wellbeing originates from a feeling of contentment with oneself. If alcohol is being consumed this heavily, people who drink regularly in college should be aware of the potential detrimental effects on their academic performance and overall contentment with themselves. Even if their academic success is measured relative to their peers, these peers may be people who are similar to them in habits and behaviors. If students are struggling with their academics, this may be a sign to manage their drinking and attempt to notice whether there is a difference not just in their exam scores, but also in their study habits and the importance they place on academics.

Author:

Tatum Janezich, Biology Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

El Ansari, W., Stock, C., & Mills, C. (2013). Is alcohol consumption associated with poor academic achievement in university students?. International journal of preventive medicine, 4(10), 1175–1188.

The Effect Food Insecurity Has on Mental and Physical Health, and Sleep Quality Among College Students

Wed, 09 Sep 2026 18:03:22 GMT

Undergraduate students often face significant lifestyle shifts during their transition to university, including newfound autonomy and increased social and academic demands, which can lead to poor mental and physical health (Hagedorn et al., 2021). This period is frequently marked by high rates of sleep disruption and the emergence of food insecurity, defined as limited or uncertain access to safe and nutritious food, both of which are linked to decreased academic success and retention. Hagedorn and colleagues (2021) explored the associations between food insecurity, sleep quality, and the frequency of poor mental and physical health days among college students. The study, which used a cross-sectional design, analyzed data from a large sample of 17,686 students across twenty-two higher education institutions in the United States, finding that food-insecure students were significantly more likely to experience poor sleep quality and higher levels of psychological and physical distress than students who ate more nutritious foods.

To assess student well-being, researchers administered an online survey to 17,686 college students across twenty-two higher education institutions in the United States. Food security status was measured using the USDA's ten-item Adult Food Security Survey, modified to capture the timeframe since the students began college. Sleep quality was evaluated using the nineteen-item Pittsburgh Sleep Quality Index (PSQI), while mental and physical health were assessed through the Healthy Days Core Module, which tracks the number of days in the past month that health issues interfered with daily activities. Multivariate logistic regression was then used to determine the relationship between food security and these health outcomes, expressed as an Adjusted Odds Ratio (AOR).

Results indicated that 43.4% of participants were food insecure, and these students had significantly higher odds of experiencing poor sleep quality (AOR: 1.13), as well as more frequent days of poor physical and mental health (AOR: 1.01 and 1.03, respectively). Food-insecure students were also more likely to report that their health prevented them from completing daily tasks. Based on these findings, Hagedorn et al. (2021) concluded that food insecurity is a critical public health issue on campuses that requires multi-level policy changes and integrated wellness programming to improve student health and academic success.

These results are significant because they highlight how basic physiological needs, like nutrition and sleep, serve as the foundation for a student's mental and physical health. In the modern campus environment, the prevalence of convenient "fast-food" style dining plays a real role here. As a current student at Emory, I've seen this firsthand — a dining hall like Cox Hall can lead students to prioritize speed over substance, because grabbing quick fuel wins out over quality of food. These locations make it easy to get a meal during a hectic schedule, but they often lack the diverse nutrients students need for high-level cognitive function and restorative sleep.

This is part of what drives the so-called "freshman 15": once students stop paying attention to what they're eating and start grabbing whatever is in front of them just to keep moving through a long day, weight gain often follows. And when students rely on processed, nutrient-poor options, they may unintentionally worsen the very symptoms of food insecurity and poor sleep quality that this study describes.

Implementing university-wide wellness initiatives that go beyond simple food access — and focus on nutritional quality and sleep hygiene — is essential for student well-being. At a campus like Emory, this could look like integrating more "farm-to-table" options into central dining hubs that are still quick and always available, or offering subsidies for fresh produce at campus markets so they can compete with the convenience of fast food.

Students can also find their own ways to bridge these gaps: booking a nutritionist consultation at the campus health center to learn how to navigate dining halls more healthily, organizing meal-prep socials to split the cost and labor of cooking nutrient-dense meals, or using budget-tracking and wellness apps to find affordable groceries nearby. Ultimately, if universities prioritize the quality of students' "fuel" and environment, academic performance and overall life satisfaction are likely to follow — students who feel physically and mentally nourished are simply better equipped to handle the stresses of university life.

Author:

Krisha Patel, Anthropology and Human Biology Major, Emory University

Editor:
Rebekah Afework, Emory University

Article reviewed:

Hagedorn, R. L., Olfert, M. D., MacNell, L., Houghtaling, B., Hood, L. B., Savoie Roskos, M. R., Goetz, J. R., Kern-Lyons, V., Knol, L. L., Mann, G. R., Esquivel, M. K., Hege, A., Walsh, J., Pearson, K., Berner, M., Soldavini, J., Anderson-Steeves, E. T., Spence, M., Paul, C., & Fontenot, M. C. (2021). College student sleep quality and mental and physical health are associated with food insecurity in a multi-campus study. Public Health Nutrition, 24(13), 4305–4312. https://doi.org/10.1017/S1368980021001191

Gender, Stigma, and Help-Seeking: College Students’ Attitudes Toward Therapy

Mon, 07 Sep 2026 19:00:00 GMT

Introduction

Being a college student in this day and age comes with a plethora of stressors, from academic pressure and financial instability to social expectations and uncertainty about the future. As a result, struggling with anxiety and depression is not uncommon in this environment. At the same time, as online mental health services continue to expand, therapy has become more accessible than ever, allowing students to seek support from the comfort and privacy of their own dorm rooms. Mental health conversations are more visible than ever among young adults, especially on college campuses and social media. However, visibility does not always translate into equal access or willingness to seek help. Gender expectations continue to influence how college students understand emotional struggles, whether they seek professional support, and how they experience mental health care once they receive it.

Mental health struggles among college students have become increasingly common in recent years (Bird et al., 2020). Academic pressure, financial stress, social expectations, and uncertainty about the future can all contribute to feelings of anxiety, depression, and emotional burnout. Although mental health conversations have become more normalized, many students still hesitate to seek professional help. Research suggests that stigma and gender expectations continue to play a major role in shaping attitudes toward therapy and mental health services (Bird et al., 2020). Studies consistently show that women are generally more likely than men to seek professional psychological help and to hold more positive attitudes toward therapy (Ang et al., 2004). Researchers have found these gender differences across multiple cultures and age groups, suggesting that the gap is not limited to one specific population. At the same time, these differences are often connected to broader social expectations surrounding masculinity and femininity rather than biology alone. Traditional masculine norms frequently emphasize independence, emotional control, and self-reliance, which can discourage men from openly discussing emotional struggles or asking for help (Courtenay, 2000).

According to Will Courtenay’s theory of masculinity and health, many health-related behaviors are tied to how individuals “perform” gender socially (Courtenay, 2000). In this framework, avoiding vulnerability or refusing help can become associated with appearing strong or masculine. Research on college-aged men similarly found that gender stereotypes and masculine beliefs can negatively influence help-seeking behaviors (Juvrud & Rennels, 2017). Men may fear appearing weak, dependent, or emotionally unstable if they pursue therapy or counseling services. Meanwhile, women are often socialized to be more emotionally expressive and open about personal struggles, which may make therapy feel more socially acceptable for them.

However, stigma affects both men and women, even if it appears differently. Researchers studying college students found that public stigma and self-stigma are major barriers preventing students from utilizing mental health services (Bird et al., 2020). Public stigma refers to negative societal perceptions about people who seek mental health treatment, while self-stigma occurs when individuals internalize those beliefs and judge themselves negatively for needing help (Bird et al., 2020). Another study found that attitudes toward therapy and stigma often influence help-seeking decisions more strongly than the actual severity of psychological symptoms themselves (Baptista & Zanon, 2017). In other words, even students experiencing serious anxiety, depression, or stress may avoid seeking treatment because of shame, fear of judgment, or discomfort with vulnerability.

The rise of online mental health services has also introduced new conversations surrounding accessibility and comfort. Online counseling offers convenience, privacy, and easier access for students who may feel intimidated by traditional face-to-face therapy (Bird et al., 2020). However, research shows that many college students still view face-to-face counseling more favorably and report stronger intentions to pursue in-person therapy (Bird et al., 2020). While online therapy may reduce certain barriers, stigma and personal attitudes toward mental health treatment continue to influence whether students actually utilize these services. Rather than suggesting that one gender struggles more than another, current research demonstrates that men and women may experience different social pressures surrounding emotional expression and help-seeking. These differences can influence how college students perceive therapy, whether they seek professional support, and how comfortable they feel utilizing mental health services.

Methods

I interviewed two college-aged men and two college-aged women about their attitudes toward therapy and mental health services. Purposive sampling was used during the recruitment process in order to select participants who fit the criteria of being college-aged men and women. Participants were recruited through personal connections and student networks. The interviews were semi-structured, allowing for flexible and open-ended conversations while still ensuring that major themes related to stigma, emotional expression, accessibility, and attitudes toward therapy were discussed. This format encouraged participants to speak candidly about their experiences and perspectives while allowing similarities and differences between responses to emerge naturally.

Findings

Across all four interviews, several themes emerged regarding mental health stigma, social influences on help-seeking behavior, and gendered expectations surrounding emotional expression. One of the strongest findings was the importance of family and social environments in shaping attitudes toward therapy. Participants who grew up in families where therapy was normalized described feeling more comfortable seeking professional support. Grace discussed how multiple members of her family had attended therapy, making it feel like a natural and accepted resource. Similarly, Henry explained that therapy had been normalized throughout his life, contributing to his openness toward mental health treatment. In contrast, Kennedy described growing up in a family with a negative view of therapy, which initially discouraged her from seeking help despite later recognizing its benefits.

Another major theme involved the persistence of stigma surrounding therapy. Although participants generally agreed that conversations about mental health are more common among young adults today, many noted that barriers still exist. Several participants identified pride, fear of judgment, and concerns about being perceived as weak as reasons why people avoid therapy. Financial barriers were also discussed, particularly by Kennedy and Henry, who emphasized that cost can prevent students from accessing mental health services even when they are interested in receiving support. These findings indicate that increased awareness of mental health does not necessarily eliminate structural or social barriers to seeking treatment.

The interviews also revealed clear perceptions of gender differences in emotional expression and help-seeking behavior. All four participants suggested that men face stronger social pressures to suppress emotions and avoid vulnerability. Participants consistently referenced traditional masculine norms that encourage self-reliance and emotional restraint. Kennedy provided a particularly powerful example when discussing the different ways she and her brother responded to the death of their father. While she felt permitted to openly grieve and seek counseling, her brother resisted therapy and felt less comfortable expressing emotions. Similarly, Henry argued that many men internalize beliefs that therapy conflicts with societal expectations of masculinity.

An additional theme that emerged was the role of broader social environments in shaping emotional expression. Participants described how different social settings, including peer groups, academic environments, and social media, influence comfort with discussing mental health. Kennedy noted that she felt significantly more comfortable expressing emotions in theater than in architecture due to differences in cultural expectations within those spaces. Likewise, Alvy emphasized the influence of social media on shaping norms around emotional expression and gendered behavior.

Conclusion

Overall, the themes brought out in this interview support existing research suggesting that gender socialization influences willingness to seek mental health support. While participants generally viewed therapy positively, they perceived men as facing greater barriers to emotional openness and help-seeking due to expectations surrounding masculinity. At the same time, the interviews highlight the importance of family support, social normalization of therapy, and accessible mental health resources in encouraging treatment utilization among young adults. Future research with a larger and more diverse sample would provide additional insight into how gender, culture, and social environments interact to shape attitudes toward mental health services.

How Does Dorm and Roommate Living Impact the Mental Health of Undergraduate Students

Tue, 30 Jun 2026 19:54:58 GMT

Starting college often means a lot of change at once. For many undergraduate students, it is my first time sharing a small space with a roommate. With new academic demands and social pressures, it is common for students to struggle with their mental health, which can affect not only their grades, but also their relationships and overall well-being. In this article, Benjamin R. Meagher and Brynn Anderson from the Department of Psychology at Hope College in Holland, MI, explore how the physical college environment relates to undergraduate students’ mental health. A student’s room on campus has many roles. It is a place to sleep, study, socialize, relax, and simply be alone. Even though dorm rooms come with standard furniture, they still offer a chance for students to personalize the space and express themselves, which can support autonomy and a sense of flourishing. However, imagining a certain ambience for a room does not always mean it becomes reality. Structural limitations, social conflicts, or one’s own ability to decorate and organize space can all interfere. This article focuses on the idea that a room that does not support self-regulation and coping may negatively affect students’ psychological needs.

The study examined how students perceive their room’s ambiance and how that perception relates to their well-being. It also looked at how differences between an ideal room and the actual room of ambience may be linked to mental health outcomes such as symptoms of depression and anxiety.

In Study 1, 163 undergraduate students completed a questionnaire about their ideal version of on-campus housing. The ideal space was described as “the space you would want to live in on campus if there was an unlimited amount of time and money to build and personalize it. It is the type of place you would design if you could have anything you want in a room. It fits you like a glove and fulfills your every need.” After this description, participants rated how important certain aspects of the space were, such as relaxation, community, and how inviting it felt, and then were asked whether those same qualities described the feelings their actual rooms created in themselves and in others. The researchers also used established measures to assess depressive and anxiety symptoms, as well as negative and positive effects. Overall, this part of the article focused on whether the idealized version of students’ rooms matched their actual living space, and how that match, or mismatch, influenced their mental health.

The results showed that when students’ ideal versions of their dorms were very different from their actual living spaces, they reported more depressive symptoms and higher negative effects. There was no strong relationship between room ambiance and positive affect. This suggests that dorm rooms may function more as spaces that protect students from negative emotions than as spaces that increase positive experiences.

Study 2 addressed one of the limits of Study 1 by including roommates. In this second study, 75 roommate pairs, or 150 participants in total, completed the same measures used in Study 1. In addition, participants answered questions about their relationship with their roommate and completed the 44-item Big Five Inventory, which assesses extraversion, agreeableness, conscientiousness, emotional stability, and openness. The results of Study 2 were similar to those of Study 1 in terms of the relationship between mental health and the difference between perceived and ideal room ambience. Again, larger gaps between the real room and the ideal one were linked to more negative mental health symptoms. However, there were no significant findings connecting roommate relationship quality to residents’ mental health. This suggests that, in this study, mental health symptoms were more closely related to students’ own perceptions of their environment than to their relationship with their roommate. The study also found that individuals who described their rooms as high in self-expression, uniqueness, creativity, and pride, but low in spirituality, quiet, organization, productivity, and cleanliness, were more likely to report higher rates of negative mental health symptoms.

Overall, these results highlight how important it is for students to have an environment that reflects and supports their needs. Many undergraduate students struggle with their mental health throughout college, and this study suggests that having a room that more closely matches their ideal vision may help protect their psychological well-being. These findings could be helpful for resident staff, who can encourage student residents to make their spaces feel more supportive and comfortable, not just decorated. Colleges might also design programs that invite students to think about their space, such as events focused on room setup, ambience, and personalization, as one more resource for caring for mental health. By recognizing dorm rooms as meaningful psychological spaces, rather than just places to sleep, universities and students can work together to create environments that better support the challenges of college life.

Author:
Mirela Mendes, Intended Psychology Major, Emory University

Editor:
Rebekah Afework, Emory University

Article reviewed:
Meagher, B. R., & Anderson, B. (2023). There’s No Place Like Dorm: Actual–ideal dorm ambiance as a unique predictor of undergraduate mental health. Anxiety, Stress, & Coping, 37(4), 446–459. https://doi.org/10.1080/10615806.2023.265307

Daily Touchscreen Use in Infants and Toddlers Is Associated with Reduced Sleep and Delayed Sleep Onset

Thu, 25 Jun 2026 13:57:36 GMT

After a child is born, one of the things they do most is sleep, which plays a major role in neurodevelopment and synaptic plasticity during this critical period of growth (Cheung et al., 2017). Because so many important developmental processes occur during sleep, it can be considered crucial to a child's development later in life. Despite its importance, however, research has shown that a high number of young children experience sleep problems (Davis et al., 2004). One widely recognized contributor to poor sleep among children is excessive screen media use in the home, whether through television viewing or touchscreen devices, which children often find highly stimulating (Cheung et al., 2017).

To better understand this relationship, Cheung and colleagues explored the effects of touchscreen use on sleep among children aged six to thirty-six months. The study was conducted through an online survey in the United Kingdom and included a total of 715 families.The participants in the study, specifically the parents, were asked to report information regarding their child's touchscreen device use and sleep patterns during both the day and night. The study was voluntary and anonymous, with participants recruited through various laboratories and organizations, including the National Childbirth Trust (NCT). Researchers also collected demographic information about each family, including the child's age and sex, as well as the mother's education level, which served as a predictor of socioeconomic status. To assess daily touchscreen exposure, parents reported the amount of time their child spent using touchscreen devices. For television exposure, parents reported how long the television was turned on in the home. To evaluate sleep patterns, researchers used the Brief Screening Questionnaire for Infant Sleep Problems (BISQ). This questionnaire allowed them to analyze four key sleep variables: (1) nighttime sleep duration, (2) daytime sleep duration, (3) number of night awakenings, and (4) sleep onset. Parents were also asked to report whether their child had any illnesses, such as diagnosed sleep disorders, although none were reported.

The results demonstrated that greater daily touchscreen use among infants and toddlers was significantly associated with reduced nighttime sleep duration (p < 0.001). Researchers also found that increased touchscreen use was associated with increased daytime sleep and longer sleep onset times. Additionally, the relationship between television exposure and daytime sleep duration was significant (p = 0.020). Although gender was included as a control variable, the only gender difference observed was that boys tended to nap more during the day than girls. However, this difference was not associated with touchscreen use or sleep disruption. Overall, Cheung et al. found that touchscreen use was associated with poorer sleep outcomes, which was consistent with previous research. The researchers suggested that parents should carefully monitor touchscreen use during this critical stage of development, as sleep quality is closely linked to physical, emotional, and social functioning. The findings of Cheung et al. are important because they highlight that touchscreen use in very young children is associated with reduced sleep duration and poorer sleep quality. It is important for both parents and physicians to be aware of these potential effects, as unmonitored touchscreen use may negatively impact a child's future development. This study can provide guidance for parents who are concerned about their child's development by encouraging them to limit screen time before bedtime and adjust when children have access to touchscreen devices. Doing so may help establish healthier sleep patterns. Furthermore, these findings can contribute to public health recommendations aimed at promoting healthy habits in early childhood and supporting better long-term health outcomes.

Canine-Assisted Therapy Improves Wellbeing in Nurses

Wed, 03 Jun 2026 15:48:21 GMT

Stress is defined as an individual’s reaction, whether psychological or physiological, to external or internal challenges or triggers (American Psychological Association, 2018). There are many sources of stress that can change and fluctuate throughout someone’s lifetime. For instance, college students may cite their studies or future as being stressful, while adults may experience stress related to finances, jobs, or personal lives. One group of individuals that experiences particularly heightened levels of stress are healthcare professionals (Pulido-Martos, 2011). As a result, I sought to find a possible stress management strategy for individuals working in the healthcare field.

One strategy that has been found to be especially helpful is Canine-Assisted Therapy. This is a form of therapy in which trained animals are brought in to interact with patients, allowing them to choose how they would like to engage—such as through petting, feeding, or playing—for a period of around 20 minutes (Machova et al., 2019). This study was conducted among 22 female nurses working at a hospital in the Czech Republic, specifically within either the department of rehabilitation and physical medicine (n=13) or the department of internal medicine and long-term care (n=9).The nurses were first asked to measure their stress levels using a retrospective assessment. In addition, to ensure stress was being measured accurately, cortisol levels were collected from saliva samples before exposure to the Animal-Assisted Therapy intervention. Cortisol is commonly used to assess stress levels because it serves as a biomarker for stress. Participants were randomly assigned to one of three conditions: A, where they did not receive a break throughout the day; B, where they took a normal break of their choice; or C, where they participated in a 20-minute Canine-Assisted Therapy session with a Border Collie. Afterwards, participants completed another saliva test to reevaluate their cortisol levels.

The results demonstrated that condition C resulted in the most significant decrease in cortisol levels from before the break to after the break. For healthcare providers working in internal medicine and long-term care, there was a statistically significant difference between the initial cortisol levels and the levels measured after the intervention (p=0.0499). Although the rehabilitation and physical medicine department did not show a statistically significant decline, condition C still produced the largest decrease in cortisol levels compared to the other conditions. Overall, this study is extremely important because it highlights how stressful working in a healthcare setting can be. This stress can be harmful and may lead to burnout, which impacts not only the individual healthcare provider but also the patients they treat while in a burnt-out state. Developing strategies to cope with and reduce stress is very important, especially when the strategy is something as positive and enjoyable as Canine-Assisted Therapy. Knowing that this intervention can be effective opens the door to using Canine-Assisted Therapy in other settings and for other purposes. This process could also benefit stressed individuals in fields outside of healthcare, such as law, business, or retail. In addition, it could be applied to different age groups, such as college students during particularly stressful periods of the academic year. Beyond this, Canine-Assisted Therapy could potentially be utilized for individuals with disorders such as depression or Generalized Anxiety Disorder. Future research could therefore focus on testing this intervention among different populations and across a wider range of psychological conditions.

Author:

Lexi Minor, Emory University

Editor:

Mary Yeboah, Emory University

Articles Reviewed:

American Psychological Association. (2018, April 19). APA dictionary of psychology. Dictionary.apa.org. https://dictionary.apa.org/stress?_gl=1

Machová, K., Součková, M., Procházková, R., Vaníčková, Z., & Mezian, K. (2019). Canine Assisted Therapy Improves Well-Being in Nurses. International Journal of Environmental Research and Public Health, 16(19), 3670. https://doi.org/10.3390/ijerph16193670

Pulido-Martos, M., Augusto-Landa, J. M., & Lopez-Zafra, E. (2011). Sources of stress in nursing students: a systematic review of quantitative studies. International Nursing Review, 59(1), 15–25. https://doi.org/10.1111/j.1466-7657.2011.00939.x

Talking to Strangers to Alter Pessimistic Views of Social Interaction

Mon, 01 Jun 2026 14:36:19 GMT

Feelings of belonging and connection within a community—most often fostered through social interaction—are crucial to well-being. However, people’s perceptions of social interaction are often clouded by pessimistic assumptions, such as believing others do not want to talk to them, underestimating their own conversational abilities, or holding negative beliefs about how others perceive them (Sandstrom et al., 2022). These fears can manifest through “civil inattention,” a term characterized by avoidance behaviors such as plugging in headphones or remaining glued to one’s phone (Sandstrom et al., 2022). Overreliance on these behaviors can cultivate what Ozawa de-Silva (2021) describes as a “lonely society,” emphasizing the need to encourage stronger social bonds within communities. The following review summarizes a week-long scavenger hunt conducted among university students by Sandstrom et al. (2022), in which participants completed challenges that involved either observing or talking with strangers. The researchers aimed, first, to support existing findings that people underestimate their ability to converse with others and, second, to demonstrate that talking to strangers can lead to positive experiences, revealing that many social fears are exaggerated. More broadly, the study sought to act as an intervention by showing that repeated exposure to positive interactions with strangers could encourage more positive attitudes toward social interaction. 1 Ozawa-de-Silva (2021) defines the term “lonely society” as a society that fosters feelings of irrelevance or lack of care due to pre-existing structures that hinder belonging and connectedness.

An initial total of 436 participants, randomly selected from two universities, were tasked with completing a week-long, multi-site scavenger hunt using a mobile app called GooseChase. Throughout the study, the sample size was reduced to 286 participants due to experimenter error, pre-registration exclusion criteria, participant dropout, or failure of honesty checks. Participants were divided into two experimental groups: a control group of 72 participants who were instructed to observe strangers throughout the intervention, and a treatment group of 156 participants who were instructed to talk to strangers. To measure changes in expectations and reactions toward social interaction, participants completed a “General” survey at the beginning and end of the one-week period, along with a follow-up survey one week later. In addition, participants completed “Daily” surveys before and after interactions with strangers to examine the psychological effects of the treatment on their attitudes. These daily surveys analyzed factors such as expectations of rejection, perceived conversational ability, expectations of awkwardness and enjoyment, and the positivity of social interactions.

Upon completion of the scavenger hunt, Sandstrom et al.’s (2022) findings demonstrated an overall improvement in attitudes toward social interaction among participants in the treatment group compared to those in the control group. Results from the “General” surveys showed that participants in the treatment group experienced greater decreases in expectations of rejection when initiating conversations with strangers, and these improvements remained consistent during the one-week follow-up. In contrast, the control group showed little change in feelings of rejection after simply observing strangers over the same time period. This decrease in expectations of rejection suggests that people became more willing to engage in social communication, supporting Sandstrom et al.’s goal of fostering more positive attitudes toward interactions with strangers.

Additionally, the intervention appeared to influence participants’ behaviors. After the one-week follow-up survey, participants in the treatment group reported engaging in conversations with strangers more frequently. Although behavioral analysis was secondary to examining attitudes, these findings demonstrated that the intervention not only made participants feel more comfortable interacting with strangers, but also increased feelings of self-confidence, further encouraging social engagement. Overall, Sandstrom et al.’s scavenger hunt intervention demonstrates significant therapeutic potential for fostering social connection within communities and reducing feelings of loneliness.

While the primary focus of this review is to summarize Sandstrom et al.’s (2022) intervention, the following discussion draws on Ozawa-de-Silva’s (2021) literature to further contextualize the study’s real-world implications. In 2017, public officials began declaring loneliness a growing public health issue, while researchers identified social isolation as a contributor to reduced lifespan (Ozawa-de-Silva, 2021). The intervention examined in this study—centered around repeated exposure to positive interactions with strangers—offers a novel approach to shifting socially avoidant attitudes and behaviors into ones that encourage connection. Sandstrom et al.’s findings open an important conversation about challenging the threat loneliness poses by inspiring the implementation of similar interventions that promote pro-social behaviors and strengthen belonging within communities.

Despite these promising findings, one major limitation of the study is its lack of external validity, as the gamified nature of the scavenger hunt may not translate easily to real-world experiences, and the sample of university students may not be representative of the broader population (Sandstrom et al., 2022). It is also important to consider Ozawa-de-Silva’s (2021) concept of a lonely society, in which loneliness may be disproportionately experienced among neglected or marginalized populations. To address this limitation, Sandstrom et al.’s study could be expanded to populations outside of university students, particularly communities more vulnerable to loneliness, such as minority and immigrant groups. Doing so could help determine how variations of this intervention might interact with existing social structures to cultivate belonging and connection. While there is significant potential for this treatment to support vulnerable populations on a larger scale, the study also demonstrates, especially for students, the value of overcoming pessimism and taking the opportunity to connect with peers and classmates as one step toward combating loneliness.

Author:

Grace Peng, Undecided, Emory University

Editor:

Mary Yeboah, Emory University

Articles Reviewed:

Ozawa-de Silva, C. (2021). Introduction: Disconnected people and the lonely society. The anatomy of loneliness: Suicide, social connection, and the search for relational meaning in contemporary Japan (pp. 1-17). University of California Press.

https://doi.org/10.2307/j.ctv21r3j52

Sandstrom, G. M., Boothby, E. J., & Cooney, G. (2022). Talking to strangers: A week-long intervention reduces psychological barriers to social connection. Journal of Experimental Social Psychology, 102 , 104356. https://doi.org/10.1016/j.jesp.2022.104356

Effects of Mindfulness Training on Daily Stress Response in College Students: Ecological Momentary Assessment of a Randomized Controlled Trial

Thu, 21 May 2026 22:15:58 GMT

In recent years, mindfulness training has become a major trend in popular culture, commonly linked to reduced anxiety and perceived stress. Still, an important question remains: how effective is mindfulness training for college students? The study “Effects of mindfulness training on daily stress response in college students: Ecological momentary assessment of a randomized controlled trial” seeks to answer this. This study aimed to observe the effects of an 8-session mindfulness training program on first-year college students, specifically looking at daily experiences of stress, stress reactivity, and emotional regulation. The Learning 2 Breathe mindfulness program was adapted for college students and focused on increasing awareness of the body, thoughts, and emotions.

Participants were 52 college freshmen, who were randomized into either the mindfulness program or a control group placed on a waitlist. To capture real-time stress and emotional regulation, both groups completed ecological momentary assessments (EMA) multiple times a day over 10-day periods. These assessments measured family and occupational stress, negative emotion, rumination, and interference. In addition, participants in the mindfulness group submitted weekly logs documenting their at-home mindfulness practice. Family and occupational stress were measured on a scale from 0 (none) to 100 (very much), using questions adapted from the Daily Inventory of Stressful Events (DISE). Negative emotion was measured by asking participants to rate how strongly they felt sad, nervous, or angry on the same 0 to 100 scale. Rumination was assessed through two questions about how much participants focused on past events, also on a 0 to 100 scale. Interference measured how much their thoughts and feelings disrupted their activities or plans at the time of the assessment.

Interestingly, the study found that mindfulness training did not reduce momentary stress, negative emotions, rumination, or interference. However, this does not mean the training had no impact. Students who participated in mindfulness training maintained stable levels of stress reactivity, while those in the control group became more reactive to family and occupational stress over time. Overall, mindfulness did not lower stress itself, but it appeared to prevent students from reacting more intensely to it. There were several limitations to this study, including the small sample size of 52 participants and the fact that all students came from the same campus. Regardless, this study is important for college students interested in mindfulness. Sometimes, when dedicating time to something, we expect a quick or obvious result. However, progress is not always immediately visible. In this case, mindfulness seemed to support emotional resilience, which is not always directly measurable. In conclusion, just because something does not seem like it is working, it may still be having a meaningful impact in ways that are not immediately obvious.

Author:

Sage Buchris, Psychology and Religion Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Bai, S., Elavsky, S., Kishida, M., Dvořáková, K., & Greenberg, M. T. (2020). Effects of mindfulness training on daily stress response in college students: Ecological momentary assessment of a randomized controlled trial. Mindfulness, 11(6), 1433–1445. https://doi.org/10.1007/s12671-020-01358-x

How does social isolation impact well-being in adults during a pandemic?

Tue, 14 Apr 2026 02:10:00 GMT

The SARS-CoV-2 pandemic beginning in 2020 placed the world in unique situation of mandatory social and physical isolation, through stay at home orders and a transition to virtual work, leaving many adults disconnected from the social communities they belonged to. The study defines social isolation as the “inadequate quantity and/or quality of interactions with other people, including those interactions that occur at the individual, group, and/or community level,” (Clair et al., 2021). Pre-existing research confirms the role of social isolation in wellbeing, both physical and emotional, but does not specifically examine isolation within pandemics and its impact on psychological wellbeing (Clair et al., 2021). This study was conducted from late March to early April 2020, with 309 adult participants who resided in the United States and Europe.

Participants recruited were aged 18 years and above, and were diverse by “age, occupation, and ethnicity,” (Clair et al., 2021). Participants completed a 42-question electronic survey that included 20 questions from the Likert scale (which measured the frequency of certain behaviors and satisfaction with lifestyle elements), the UCLA Loneliness Scale, 12 author-designed questions specific to the SARS-CoV-2 pandemic, and questions to determine life satisfaction and institutional trust. The survey was initially distributed to a broad group of participants, who were then asked to share it with others who might be interested. Participants were asked to fill out an informed consent form prior to completing the survey. Results indicated that life satisfaction deceased for those who experienced greater social isolation. A Kruskal-Wallis test yielded a p-value less than 0.001, and median levels of life satisfaction showed that those with high social isolation experienced ~2.82 scores, while low social isolation participants had a median score of 3.47.

These results are important because they highlight the role social isolation plays in overall life satisfaction and well-being, and provide a basis for intervention programs to increase social connectivity and strengthen a sense of community in order to improve quality of life and psychological well-being in adults. “These findings indicate that perceived social isolation can be a significant mediator in life satisfaction and well-being across the adult lifespan during a global health crisis” (Clair et al., 2021). The lack of significant differences in occupation and ethnicity also reaffirms these results as generalizable to larger populations in the United States and worldwide, emphasizing the importance of social connectivity regardless of demographic background. Introducing opportunities for social connectivity from a younger age, as well as intervention programs to reduce social isolation in adolescents and build a framework of connection throughout the lifespan, can help reduce poor life satisfaction later in life and better support psychological well-being in the context of connection and community.

Author:

Shreya Aithal, Neuroscience and Behavioral Biology Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Clair, R., Gordon, M., Kroon, M., & Reilly, C. (2021). The effects of social isolation on well-being and life satisfaction during pandemic. Humanities and Social Sciences Communications, 8(1), 1–6.

https://doi.org/10.1057/s41599-021-00710-3

How Long-Distance Running Can Support College Students’ Mental Health

Wed, 08 Apr 2026 19:16:46 GMT

College can feel overwhelming—between classes, exams, and social pressures, it’s easy for stress to build up. The study by Feng, Zhou et al. (2020) dives into how long-distance running affects the mental health of undergraduate college students. The authors explore different mental health challenges such as depression and anxiety, which are often influenced by daily academic and emotional stress. They also examine positive emotions in college students, including feeling energetic, confident, and relaxed. The main goal of this study was to compare students who ran at least once a week with those who did not run or rarely ran long distances, to see whether running is associated with better mental health and more positive emotions.

To measure positive emotions and mental health, the researchers used questionnaires. College students were divided into two groups based on how often they ran long distances. Positive emotions were measured at four time points (T1, T2, T3, T4), which represented the start of the study and then 30, 60, and 90 days later. The running group included 52 students at each stage, while the control group included 37 students. Mental health was measured using different dimensions, including depression, obsession‑compulsion, and anxiety. This design allowed the researchers to track how regular long‑distance running might shape both emotional well‑being and mental health over time.

When looking at the results for positive emotions, the researchers found that students who ran regularly had higher scores across all measured aspects, including feeling energetic, confident, and relaxed. The only category that did not show much change was the “quietness” category. For mental health, students who did not run or rarely ran had higher scores in almost all of the negative mental health areas. Their scores indicated that their levels of depression and anxiety were above normal. This suggests that students who do not run regularly may be more likely to experience psychological stress. In contrast, students who ran at least once a week had mental health scores within the normal range, indicating healthier mental well‑being. Together, these results show that regular long‑distance running is associated with better mental health and more positive emotional experiences (Feng, Zhou et al. 2020).

This study is a strong example of the kinds of stress that students face in their daily lives and how certain habits can help protect emotional and mental health. It emphasizes not just the general benefits of physical activity, but specifically the impact that running can have, even though it is often considered a strenuous sport. In today’s world, so many students deal with constant pressure, stress, and anxiety. Running offers a simple and accessible way to take a break, move the body, and clear the mind, and it is cost‑free.

Colleges can play an important role by taking movement seriously and creating opportunities for students to engage in sports, like running, that support their well‑being. This could look like providing facilities, running clubs, and programs where students can network, build community, and care for their mental health at the same time. Running can become a practical tool that students use as a form of stress relief, helping them boost their mood and develop the confidence to care for their mental health while pursuing their academic and personal goals.

How the Mediterranean Diet Might Help Protect Against Depression

Wed, 01 Apr 2026 19:04:09 GMT

Feeling low or mentally drained is something most of us experience at some point. Depression is prevalent in every corner of the world, and it affects people’s ability to do everyday tasks. This mental health disorder is often linked to complex interactions between genetic, environmental, and lifestyle factors. In more recent years, researchers have begun to explore how diets may actually play a role in the onset and management of depression. Sánchez-Villegas sought to explore the connection between following a Mediterranean dietary pattern and the incidence of depression among healthy individuals. She chose the Mediterranean diet because it emphasizes the consumption of fruit, vegetables, legumes, nuts, whole grains, fish and olive oil, while also limiting the intake of meats and sweets. This type of diet has been known to improve neurological activity. The study’s main objective was to determine whether individuals who follow this dietary pattern are less likely to develop depression over time.

So how did the researchers actually study this connection? This prospective study was longitudinal as it followed a group of 10,094 Spanish university graduates from the (Seguimiento Universidad de Navarra) over many years. At baseline, all participants were free from clinical depression and filled out a validated food frequency questionnaire designed to measure adherence to the Mediterranean diet. The adherence was scored from 0 to 9, low to high, based on the consistency of their consumption of key dietary components. Then participants were given the questionnaire periodically over a few years; the duration of this following period varied from participant to participant, but the mean was 4.4 years.

The researchers found a clear inverse relationship between how closely the participants followed the Mediterranean diet and their risk of depression. Specifically, their results yielded that those who scored high (6-9 points) on the diet adherence scale had about a 30% lower risk of developing depression compared to those with low adherence (0-3 points). When statistically running these results, the researchers controlled confounding factors such as age, physical activity, smoking, and total energy intake. The protective effect of the diet is thought to stem from its high levels of omega-3 fatty acids, antioxidants, and B vitamins, which have been shown to support brain health and reduce inflammation.

These findings are important because they suggest that diet—which is a modifiable lifestyle factor—may be a useful tool in preventing the onset of depression. Unlike medication or therapy, which often come after symptoms arise, promoting healthy dietary habits from a young age could be a proactive way to protect our mental well-being. If you’re a student or young adult navigating a high‑stress environment, adopting a Mediterranean‑style diet might offer both physical and emotional benefits.

Universities could incorporate education on nutrition into wellness programs, promote healthier dining options, and host cooking classes or challenges that can encourage students to eat more fruits, vegetables and healthy fats. These practical changes can help you take more control of your mental health through small, consistent choices in what you eat every day.

Author:

Lauren Patterson, Computer Science/Economics Major, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Sánchez-Villegas, A., Delgado-Rodríguez, M., Alonso, A., Schlatter, J., Lahortiga, F., Serra Majem, L., & Martínez-González, M. A. (2009). Association of the Mediterranean dietary pattern with the incidence of depression: the SUN cohort. Archives of General Psychiatry, 66(10), 1090–1098. https://doi.org/10.1001/archgenpsychiatry.2009.129

Exploring the link between nutritional literacy and stress among college students

Sun, 29 Mar 2026 18:38:42 GMT

Elevated stress levels negatively affect mental health and overall wellbeing. Adopting healthy habits, such as regular exercise and a nutritious diet, is therefore essential for reducing stress and promoting wellbeing. However, less is known about the extent to which eating behaviors directly influence stress levels. To address this gap, Hasan et al. (2025) examined the association between nutrition literacy, eating behaviors, physical activity, and perceived stress among undergraduate students in Bangladesh. As the first study of its kind in Bangladesh, its goal is to raise awareness about holistic health in academic environments.

This cross-sectional study took place between May and June of 2024 at Noakhali Science and Technology University. Using Cochran’s formula, researchers estimated a sample size of 384; however, to account for non-response, they increased the final sample to 450 students. Participants were then selected through simple random sampling across the university’s facilities and academic levels. Researchers administered a structured questionnaire that included socio-demographic characteristics as well as measures of participants’ perceived stress, nutrition literacy, healthy eating behavior, and physical activity levels using adapted scales (p. 4).

As a result, more than half of the students (57.3%) had low nutrition literacy, and 47.6% had poor healthy eating behavior. Although no association between nutrition literacy and physical activity was found, results revealed a significant association between nutrition-related factors and perceived stress, consistent with findings from similar studies. Despite this, this study is limited by its relatively homogeneous sample and reliance on self-reported data.. Nevertheless, Hasan et al. recommend universities make healthy food options more accessible and prioritize nutritional education programs for students.

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The Impact of a Yoga Meditation Intervention on Student's Stress and Anxiety Levels

Wed, 25 Mar 2026 02:02:35 GMT

Stress is an inevitable part of life, but it is especially prevalent among college students navigating the demands of rigorous academic programs. According to Lemay et al. (2019), stress is defined as “a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances.” This definition captures what many students in health-related professional fields experience daily, as the pressure to perform well can feel extremely overwhelming.

In the spring of 2017, Lemay and colleagues investigated how yoga and meditation, which are widely accepted as nonpharmacologic modalities for stress and anxiety reduction, impact students’ overall mental health. Seventeen college students between the ages of 19 and 23 participated in the study. Thirteen of these students were female and four were male. Nine students were enrolled in the Doctor of Pharmacy program, while the remaining eight were pursuing degrees in other areas of study (Lemay et al., 2019).

Over six weeks, participants took part in weekly 60-minute vinyasa flow yoga sessions, followed by 30-minute guided meditation. Both activities were led by trained faculty members from the University of Rhode Island College of Pharmacy and conducted in a private classroom within the College of Pharmacy building. These sessions provided participants with a structured and accessible opportunity to step away from academic demands and explore the stress-relieving effects of yoga and meditation.

To assess changes in participants’ stress, anxiety, and mindfulness, the researchers used three self-report questionnaires. Students’ scores on each questionnaire were evaluated before and after the intervention using numerical values and categorical scales (low, medium, and high) specific to each instrument (Lemay et al., 2019). The Beck Anxiety Inventory (BAI) measured the severity of anxiety symptoms, the Perceived Stress Scale (PSS) evaluated how stressed students felt in their daily lives, and the Five Facet Mindfulness Questionnaire (FFMQ) assessed mindfulness skills across five dimensions (Lemay et al., 2019).

After the six-week intervention, Lemay et al. (2019) found that participants showed significant decreases in both anxiety and stress levels, along with a notable increase in overall mindfulness skills. Post-intervention assessments revealed that no students scored in the “high” category for stress or anxiety, indicating a shift toward lower stress and anxiety levels.

These findings suggest that participating in weekly yoga and meditation practices can effectively reduce stress and anxiety among college students while simultaneously improving mindfulness. In other words, building regular mind–body practices into students’ routines may help them feel calmer and more emotionally balanced as they manage the pressures of college life. Based on these results, Lemay et al. (2019) recommend that educational institutions consider integrating nonpharmacologic stress and anxiety reduction methods into their curricula to support student well-being.

The findings of this study are an important contribution to growing research on well-being, especially for college students dealing with high levels of stress. For those in demanding academic environments, the study highlights how natural, nonpharmacologic methods like yoga and meditation can help manage stress and anxiety when incorporated into daily routines.

These insights also provide educational institutions with evidence to support the development of wellness programs that take a more holistic approach to student care. By introducing structured practices like yoga and meditation, schools can create a supportive environment that helps reduce stress, promotes mindfulness, and improves emotional well-being—all of which can boost academic success and positively impact overall quality of life. Beyond institutional changes, it is also worth asking: What would it look like to give yourself 30 minutes this week just to breathe?

Author:

Ava Opper, Psychology Major, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Lemay, V., Hoolahan, J., & Buchanan, A. (2019). Impact of a yoga and meditation intervention on students' stress and anxiety levels. American Journal of Pharmaceutical Education, 83(5), 7001. https://doi.org/10.5688/ajpe7001

Challenges of Neurodivergent Graduate Students in STEM

Sun, 22 Mar 2026 01:49:15 GMT

Neurodiversity is a term that describes how individual brains may function in a unique way based on natural differences in the brain (Miller, 2024). These differences can be associated with a variety of neurological conditions, such as autism spectrum disorder (ASD), dyslexia, and attention-deficit/hyperactivity disorder (ADHD) (Syharat et al., 2023). Neurodivergent individuals often possess strengths that are highly valued in STEM fields, including creative problem solving and strong spatial visualization skills. Despite these strengths, many neurodivergent individuals still experience significant difficulties in STEM academia. Rigid traditional expectations and stigma surrounding their conditions can create environments that are challenging to navigate. As a result, neurodivergent people remain underrepresented in STEM fields (Syharat et al., 2023). In their study, Syharat et al. (2023) explore the specific barriers that neurodivergent graduate students face in STEM programs and how they use their unique skills to cope with and overcome these challenges.

The study used an online focus group method that included 18 graduate students at a very high research activity university. Participants were verified as both neurodivergent and STEM students based on their responses to a graduate student listserv and information from the university’s disability services office. Degree programs were classified as STEM by considering the majors offered and their alignment with National Science Foundation research areas (Syharat et al., 2023). To gather data, the researchers asked participants open-ended questions about their general experiences in graduate school. The online focus-group format allowed students not only to share their own experiences, but also to reflect on and respond to others’ stories, which enriched the data collected. Responses from earlier focus groups were used to refine and develop questions for later groups. Questions typically addressed topics such as individual strengths and challenges, relationships with peers and mentors, understanding of neurodiversity, and experiences with accommodations in both past and current educational settings.

From these conversations, the researchers found that the challenges of being neurodivergent within the typical dynamics of graduate school contribute to a power imbalance that negatively impacts students’ well-being (Syharat et al., 2023). The findings suggest that neurodivergent graduate students share some experiences with other minoritized groups, but they also face distinct challenges. These unique experiences include “internalization of neurotypical norms, self-silencing to make it through graduate school, and neurodivergent burnout due to overwork and masking” (Syharat et al., 2023). Over time, these dynamics can lead to feelings of alienation, difficulty balancing work and personal life, and increased mental health concerns such as depression and anxiety.

These findings are important because they highlight an underrepresented perspective in academia. Neurodivergent individuals have higher dropout rates from undergraduate education and are less likely to pursue advanced degrees compared to their neurotypical peers (Syharat et al., 2023). Although many universities have recently begun implementing initiatives to better support neurodivergent students, research on which approaches are most effective is still limited. This study is one of the first to clearly outline the specific challenges neurodivergent graduate students face in STEM programs and how those challenges can negatively affect their mental well-being. By centering the voices of these students, the research points to structural issues—such as stigma, lack of understanding, and rigid expectations—that may push talented neurodivergent individuals out of academic pathways. Looking ahead, future research can build on these findings to develop and test models of support that address the needs of neurodivergent students throughout their educational journeys. This might include creating more flexible learning environments, offering tailored mentorship, and normalizing conversations around neurodiversity in STEM. Ultimately, supporting neurodivergent graduate students is not only about inclusion; it is also about recognizing and valuing the strengths they bring to the field.

Author:

Marissa Chen, Psychology B.A. & Ethics minor, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Syharat, Connie Mosher, et al. “Experiences of Neurodivergent Students in Graduate STEM Programs.” Frontiers in Psychology, vol. 14, 2023, article 1149068, https://doi.org/10.3389/fpsyg.2023.1149068

References

Miller, C. (2024, December 3). What is neurodiversity?. Child Mind Institute. https://childmind.org/article/what-is-neurodiversity/

Syharat, C. M., Hain, A., Zaghi, A. E., Gabriel, R., & Berdanier, C. G. P. (2023, June 15). Experiences of neurodivergent students in graduate stem programs. Frontiers in psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC10311419/

The Effect of Music-Listening on the Mental Health of College Students

Wed, 18 Mar 2026 01:29:42 GMT

Transitioning into college life can be challenging and is often a period where students experience mental health concerns such as anxiety and depression. Lipson et al. (2022) found that over 60% of college students face mental illnesses. In these cases, there are many ways that students may address these difficulties, such as seeking counseling or other psychiatric services. However, at some institutions, mental health resources may be limited or inaccessible due to cost. Listening to music is a common part of college students’ lives and serves as an accessible way to process emotions and foster connection. This paper by Tague et al. (2025) explored why college-aged students listen to music and how it affects their emotional state.

Results showed that students were more likely to listen to music alone. Specifically, 31.03% of respondents reported rarely listening with others in the past week, while 47.41% reported only sometimes doing so. Music can help validate and process emotions, and this may be more effective when students listen alone, as it provides a more intimate space for engagement. Furthermore, 37.04% of students often listened to music to match their mood, and 36.11% of students did so very often. 91.67% of participants also used music to influence their mood in various ways, such as alleviating anxiety, escaping from reality, or getting through difficult times.

This study contributes to the literature on wellbeing by demonstrating that music can serve as an accessible tool for emotional self-regulation, particularly during a period of heightened emotional instability. For students, these findings can be applied directly to their daily routines by intentionally choosing music that matches or shifts their mood. In this way, listening to music can be a way for them to reflect on their mental state and ground themselves during periods of high stress. They can also use music as a tool to engage students in conversations about mental health and promote its benefits as a coping strategy, especially for students who cannot or do not wish to seek therapy. They can utilize music as a way to connect with college students about mental health and educate them on the effectiveness of listening to music. Ultimately, this study shows how small everyday practices, such as listening to music, can be an effective way for college students to regulate their emotions and find comfort and support during a time of transition and personal growth.

Author:

Karen Wang, Chemistry major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Daniel Tague, Julia Annabi, Ruth Franklin, Emily Nielson, Clinical Implications of College Students’ Music Listening Habits and Perceptions of Personal Impact, Music Therapy Perspectives, Volume 43, Issue 2, Fall 2025, miaf008, https://doi.org/10.1093/mtp/miaf008

References:

Lipson, S. K., Zhou, S., Abelson, S., Heinze, J., Jirsa, M., Morigney, J., Patterson, A., Singh, M., & Eisenberg, D. (2022). Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021. Journal of Affective Disorders, 306, 138–147. https://doi.org/10.1016/j.jad.2022.03.038

Tague, D., Annabi, J., Franklin, R., & Nielson, E. (2025). Clinical Implications of College Students’ Music Listening Habits and Perceptions of Personal Impact. Music Therapy Perspectives, 43(2), miaf008. https://doi.org/10.1093/mtp/miaf008

How Does AI Therapy Compare To Human Therapy As a Wellbeing Tool?

Sun, 15 Mar 2026 01:18:57 GMT

The mental health epidemic is a major public health challenge, with an estimated 1 in 8 individuals living with a mental health disorder (Kuhail et al., 2025). This public health issue is exacerbated by the shortage of mental health professionals, particularly in low- and middle-income countries where there are 0.1 psychiatrists for 100,000 individuals (Kuhail et al., 2025). As the need for accessible healthcare grows, technology-based solutions have been considered. Kuhail and his team worked to evaluate mental health professionals’ perceptions of the supportive and empathetic AI chatbot, Pi. Specifically, this study aimed to determine whether humans could distinguish Pi from human therapists in the early phase of psychotherapy. This study included 63 participants, all professionals with psychotherapy backgrounds.

The participants were asked to read and evaluate therapy scenarios generated from human-AI and human-human interactions. The human therapy scenarios are transcripts adapted from Cognitive Behavioral Therapy (CBT) textbooks, and the Pi therapy conversations were generated by Pi using the same client opening statements. The participants were divided into four groups. Group 1 assessed two human-human interactions. Group 2 evaluated one human-human interaction, followed by one human-AI interaction. Group 3 focused on one human-AI interaction, followed by one human-human interaction. Group 4 assessed both human-AI interactions. The participants would read the scenario, assess the quality of described counseling, and identify whether it was human-human or human-AI. The scenarios were ranked on a 5-point Likert scale with questions focused on communication, understanding, credibility, and therapeutic techniques. The mean quality score was 3.70 for human-AI therapy transcripts and 3.43 for human-human transcripts. The percentage of correctly identified human-human transcripts (59.3%) was higher than correctly identified human-AI transcripts (49.2%). Kuhail et al. concluded, using the Mann-Whitney U test, that there was a statistically significant difference in therapists’ rating of human-human and human-AI therapy, with human-AI therapy rated at a higher quality. In addition, therapists could not reliably tell the difference between human-human and human-AI therapy. The use of a chi-square test confirmed that therapists’ identification of human therapists and Pi was not statistically significant.

These results are important in their contribution to the wellbeing literature as they demonstrate that Pi can perform early therapeutic tasks, such as active listening and problem exploration, at the level of human therapists. AI may effectively support individuals with their mental health, as evidenced by the fact that therapists both failed to reliably identify which transcripts were human-AI and rated Pi counseling as higher on average. Kuhail et al. explain that these findings can greatly impact mental-health services, especially in contexts where access to mental health professionals is limited. For the target audience of mental-health professionals and individuals seeking support, these results suggest that AI can be used as an accessible tool for reflective dialogue and emotional processing. The study suggests that AI is a useful addition to traditional therapy, offering practical everyday support while remaining separate from more advanced therapeutic work that is conducted by human clinicians.

Author:

Lily Orlando, Chemistry Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Kuhail, M. A., Alturki, N., Thomas, J., Alkhalifa, A. K., & Alshardan, A. (2025). Human-Human vs Human-AI Therapy: An Empirical Study. International Journal of Human–Computer Interaction, 41(11), 6841–6852. https://doi.org/10.1080/10447318.2024.2385001

How does Nutrition Affect the Mental Health and Well-being of Primary School Children?

Wed, 11 Mar 2026 01:12:45 GMT

Nutrition, the process of obtaining food for growth and health, plays a key role in child development that greatly involves both mental and physical development (Ossai, 2024). Nutrition strengthens children’s well-being and cognitive development contributing to physical health and supporting the function of the central nervous system (Ossai, 2024). Malnutrition, as defined by the World Health Organization (WHO) (2016), is the state of “significant deficiencies, which manifest in excesses or imbalances in a child’s nutrient base” (Ossai, 2024). Malnutrition negatively impacts children’s development and mental health, leading to issues such as “low school enrolment, depression, anxiety and low academic achievement and others” (Ossai, 2024). According to Ossai (2024), positive mental health and wellbeing refer to children’s optimal psychological development and quality of life, which should be achieved through adequate nutrition. Thus, this study aims to investigate the impact of nutrition on the mental health and well-being of primary school children in the rural suburbs of Nigeria, where malnutrition in protein-energy and micronutrients is prevalent and severe (Ossai, 2024).

This study uses an ex post facto research design, in which researchers compare preexisting groups without manipulating variables. The researcher obtained a sample of 197 children aged 8 to 12 from five migrant farmers’ primary schools located in Uzo Uwani, a rur,m al suburb of Enugu State, Nigeria, which serve a population of 3,488 children. To measure the children’s well-being and mental health in the context of Nigerian children, the research adopted and made modifications to the Children’s Mental Health Questionnaire (CMHQ) and Children’s Wellbeing Index (CWI). CCMHQ measures children’s mental health using 15 items that assess levels of depression anxiety, suicidal thoughts, and related behaviors on a four point Likert scale. CWI measures children’s well-being through six dimensions: self-acceptance, life satisfaction, personal growth, positive interpersonal relationships, adaptability, and quality of life, using yes/no response questions. Linear regression was further applied to analyze the questionnaire data and identify relationships between nutrition, mental health, and wellbeing.

For the relationship between nutrition and mental health, results show a strong positive correlation between nutrition and children’s mental health in the studied migrant farmers’ primary school in the specified area of Nigeria, with a coefficient of R = 0.915. The coefficient of determination indicates that 83% of the variation in mental health outcomes could be explained by nutritional factors. With a p-value of 0.000 in the linear regression test of nutrition and mental health, it is supported that nutrition is creating a meaningful and positive impact on their mental health. For the relationship between nutrition and well-being, results show that there is a high and positive correlation between nutrition and the well-being of the children in the studied migrant farmers’ primary schools, with a correlation coefficient of R = 0.949. The coefficient of determination of 0.901 showcases that 90% of the variation in the well-being of children who share a similar background with the sample could be explained by nutrition. The p-value of 0.000 from the linear regression test again shows that nutrition has a meaningful effect on their well-being.

The results are important in exploring and strengthening the potential relationship and causation between nutrition and mental health and well-being. Although the results are most appropriately generalizable to primary school children in the selected 5 migrant farmers’ schools in the study area of a rural suburb of Uzo Uwani in Enugu State, Nigeria, the findings further supported the seriousness of malnutrition in impacting children’s wellbeing and mental health. Having results aligned with other studies, they show that nutrition plays a great role in children’s mental health in developing countries (Ossai, 2024). In terms of well-being, this study also provides further confirmation of the results of older studies that demonstrate a relationship between malnutrition and poor well-being (Ossai, 2024). Acknowledging the importance of nutrition in children’s “physical, cognitive, and emotional wellbeing”, it is necessary to address the ongoing issue of malnutrition through further strategies (Ossai, 2024). Possible interventions include improving children’s access to balanced diets and diverse nutrients (Ossai, 2024). Applying the findings and results to our daily life, we should learn to place more attention on children’s daily nutrition habits, eating patterns, or nutritional composition in each meal. Knowing that nutrition has an intimate relationship with mental health and well-being, especially in regions with lower economic status, we could also provide additional support for these regions in nutrition to contribute to improving their mental health and wellbeing.

Author:

Catherine Wu, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Ossai, O. V. (2024). Impact of Nutrition on Mental Health and Wellbeing of Primary School Children in a rural suburb of Enugu State, Nigeria. Didaktika: Jurnal Kependidikan, 13(3 Agustus), 2815-2822. https://doi.org/10.58230/27454312.1135

Social media and Adolescent Mental Health: The Good, The Bad and the Ugly

Sun, 08 Mar 2026 01:03:36 GMT

Social media has become an integral part of adolescents’ lives. This study examines how
adolescents engage with social media platforms, what they use them for (such as communication, identity expression, entertainment, belonging), and what aspects may be helpful or harmful. Mental health is considered broadly, including emotional well-being, stress, anxiety, mood, self-esteem, and overall psychological functioning. The study focuses on how adolescents perceive social media to affect these dimensions in their lived experiences. Additionally, practitioners describe how they evaluate potential harms associated with social media use such as exposure to cyberbullying, social comparison, pressure to present oneself a certain way, and harmful content. Social media is discussed as a “new domain” practitioners must now consider during clinical assessment.

The study used a qualitative focus-group design to gather in-depth perspectives on the relationship between social media and mental health. Eight focus groups were conducted in total, including six with adolescents aged 11-18 years and two with mental health practitioners. Ethical approval was obtained prior to data collection to ensure the protection and confidentiality of all participants. During the sessions, participants were encouraged to openly share their experiences, views, and opinions regarding how social media intersects with mental health. This format encouraged natural discussion, interaction, and reflection, providing rich qualitative data from both adolescent and practitioner perspectives. The focus-group approach also allowed researchers to identify common themes, concerns, and insights across groups.

Participants described what they perceived as the “good,” “bad,” and “ugly” sides of social media, weighing its potential benefits to well-being against its negative impacts on adolescents. Participants often distinguished between their own social media use and that of others, tending to view their personal engagement as relatively safe or manageable while they perceived other teens as being at higher risk. Although they acknowledged the problems of social media, they often attributed those risks to “other kids” not themselves or their close peers. Mental health practitioners echoed many of these concerns or criticisms about social media, such as its impact on anxiety, comparison, or exposure to harmful content. At the same time, they also recognized that social media can have positive aspects, such as social connection, support, and creative expression.

These results are important because they highlight both the benefits and drawbacks of social media on the lives and well-being of adolescents. Considering both sides of social media use allows for a more balanced and accurate understanding. Social media is neither inherently harmful or beneficial, it can function as both depending on how it is used. Looking at only one side oversimplifies what has become a complex part of adolescents’ lives. Encouraging a more holistic view of social media may benefit both adolescents and practitioners, as social media can empower adolescents by validating its meaningful role in friendship, communication, and self-expression. Nonetheless, if students feel that they understand the risks and benefits of social media use, they can make informed decisions about how they let it play a role in their lives. Students can use social media creatively to share their experiences and connect with others in meaningful ways.

Author:

Caroline Wallace, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

O’Reilly, M. (2020). Social media and adolescent mental health: the good, the bad and the ugly. Journal of Mental Health, 29(2), 200–206. https://doi.org/10.1080/09638237.2020.1714007

Sleep Patterns & Predictors of Disturbed Sleep

Wed, 04 Mar 2026 00:51:39 GMT

Sleep is a vital element of well-being, especially for college students who face academic stress, social pressure, and irregular schedules that can disrupt healthy sleep routines. Lund et al. (2009) conducted an empirical study to identify how common disturbed sleep is among undergraduate students and to examine the specific behaviors and factors that contribute to poor sleep quality. The goal of the study was to examine differences between weekend and weekday sleep patterns, analyze how sleep disturbances impact physical and psychological health, and quantify overall sleep patterns in this population.

This study utilized a cross-sectional survey design with a large sample of undergraduate students at a Midwestern university. The authors, Hannah G. Lund, Brian D. Reider, Annie B. Whiting, and J. Roxanne Prichard, collected self-report data on students' usual bedtime and wake times, weekend versus weekday schedules, daytime sleepiness, and the use of medications or substances to alter alertness or sleep. The main assessment tool used was the Pittsburgh Sleep Quality Index (PSQI), which categorizes individuals as either “poor sleepers” or “good sleepers.” This classification is based on seven components of sleep, including sleep latency, disturbances, duration, efficiency, use of sleeping medication, daytime dysfunction, and overall sleep quality. Using descriptive statistics and regression analyses, the study identified predictors of poor sleep.

The findings revealed concerning trends regarding college student well-being. More than 60% of students were classified as “poor quality sleepers” according to the PSQI assessment. A notable percentage of students reported using prescription medications, over-the-counter sleep aids, stimulants, and even alcohol to modify their sleep schedules or maintain wakefulness. Additionally, students demonstrated irregular sleep patterns, going to bed and waking up significantly earlier on weekdays compared to weekends. This pattern reflects the concept of “social jetlag,” which is associated with disturbances in circadian rhythm. Finally, poor quality sleepers reported higher levels of psychological distress and more physical health complaints compared to good quality sleepers, indicating a strong relationship between sleep disturbance and overall well-being challenges.

This study highlights that poor sleep quality among college students is a major concern due to its impact on overall well-being. The strong association between sleep quality and both psychological and physiological health problems suggests that universities should prioritize sleep education and consider structural changes that promote healthier schedules. Implementing such changes could improve productivity, academic performance, and the overall campus environment. Moreover, because sleep is a modifiable behavior, even small improvements in student habits, such as reducing substance use to regulate sleep and maintaining more consistent sleep schedules, could lead to improvements in academic performance and emotional well-being.

Because the study utilized a large sample and well-established measurement tools, the insights it provides are valuable. However, the cross-sectional design limits the ability to determine causation. Although the findings demonstrate strong associations, they do not prove that poor sleep directly causes psychological or physical distress. Future research could use longitudinal or experimental designs to examine how targeted sleep interventions influence student well-being over time. Doing so would provide clearer evidence regarding the long-term benefits of improving sleep hygiene in college populations.

Author:

Anaisha Aggarwal , Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Lund, H. G., Reider, B. D., Whiting, A. B., & Prichard, J. R. (2009). Sleep Patterns and Predictors of Disturbed Sleep in a Large Population of College Students. Journal of Adolescent Health, 46(2), 124–132. https://doi.org/10.1016/j.jadohealth.2009.06.016

Sleep Quality and Mental Health in “Healthy” College Sleepers

Sun, 01 Mar 2026 04:36:14 GMT

University life comes with a rush of new independence, heavier workloads, and constant
social stimulation. In the middle of all this, sleep often becomes negotiable. Many

students recognize that pulling all-nighters or sleeping only a few hours can hurt their

mood and focus. But what about students who appear to have “healthy” sleep habits on

paper? Are they protected from mental health struggles simply because they go to bed

at a reasonable time and get enough hours of sleep?

Milojevich and Lukowski (2016) set out to answer this question by examining how sleep quality, not just sleep duration, relates to mental health in undergraduate students who generally maintained healthy sleep habits (no extremely late bedtimes, no diagnosed sleep disorders, and a minimum amount of nightly sleep). Focusing on this group helps clarify whether “good” sleep schedules are enough to safeguard mental health, or whether more subtle sleep disruptions still put students at risk.

Methods/Results of the Milojevich & Lukowski study:

The study included 69 undergraduate students (37 females, 32 males), with an average age of 20 years. To be eligible, participants had to go to bed before 2:00 a.m. at least four nights per week, sleep at least six hours per night, and report no diagnosed sleep disorders. These criteria were designed to capture students with generally healthy sleep patterns and allowed the researchers to focus on how sleep disruptions, rather than very short sleep, relate to mental health.

Sleep was evaluated using both objective and subjective measures. Objective aspects included factors like the total number of hours slept, while subjective aspects focused on how restful and satisfying students perceived their sleep to be. Sleep quality was measured with the Pittsburgh Sleep Quality Index (PSQI), and daytime sleepiness was assessed with the Epworth Sleepiness Scale (ESS). Mental health was measured with the Adult Self-Report (ASR), which captures internalizing problems (such as anxiety and depression) and externalizing problems (such as aggression and rule-breaking).

Using regression models, the researchers examined how different aspects of sleep related to mental health outcomes. They found that poor sleep quality was linked to higher levels of both internalizing and externalizing problems. Students who reported more sleep disruptions, such as difficulty falling asleep, waking up too early, or experiencing fragmented sleep, also reported more psychological distress. Interestingly, the total amount of sleep was not as strongly related to mental health as one might expect. Simply getting enough hours of sleep did not guarantee emotional stability, suggesting that how continuous and restorative sleep feels may be more important than duration alone.

Even among undergraduates without clinical sleep disorders and with relatively healthy sleep habits, disruptions in sleep quality were associated with greater mental health challenges. In other words, “good enough” sleep schedules may still leave students vulnerable if the sleep itself is not deep, consistent, and restorative.

Importance & real-world applications:

The findings of Milojevich and Lukowski (2016) highlight the importance of looking beyond simple advice like “get eight hours of sleep.” While adequate duration is important, this study shows that the quality of sleep, especially the presence or absence of disruptions, plays a critical role in students’ emotional well-being.

For college students, this means paying attention not only to when they go to bed and wake up, but also to how often they wake up during the night and how rested they feel in the morning. Frequent awakenings, difficulty falling asleep, or feeling unrefreshed can be early signs of stress and emotional strain, even in students who appear to have healthy sleep schedules.

For universities, these results suggest that mental health initiatives should include attention to sleep quality. Campus programs could offer education on sleep hygiene, relaxation techniques, and mindfulness practices that help students fall asleep more easily and stay asleep throughout the night. By prioritizing high-quality, restorative sleep rather than focusing only on sleep duration, universities may better support both the mental and physical health of their student communities.

Overall, the study by Milojevich and Lukowski (2016) shows that poor sleep quality, particularly sleep disruptions, can contribute to mental health issues such as anxiety and aggression, even in undergraduate students with generally healthy sleep habits. Their work underscores that sleep is not just about how long we rest, but how well we rest.

Author:

Allegra Tachner, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Milojevich, H. M., & Lukowski, A. F. (2016). Sleep and mental health in undergraduate students with generally healthy sleep habits. PLOS ONE, 11(6), e0156372. https://doi.org/10.1371/journal.pone.0156372

Improving Sleep to Improve Your Mental Health

Mon, 06 Jan 2025 00:16:48 GMT

It is conventional knowledge that sleep difficulties and complications often serve as a precursor to further mental health problems, but limited research has been done on how improving sleep can potentially benefit psychological health (Freeman et. al, 2017). Freeman and his colleagues aimed to fill the gap in our understanding of this topic by conducting a randomized controlled study to determine whether treating insomnia—a condition characterized by a lack of sleep—can reduce paranoia and hallucinations while overall providing broader mental health benefits.

Insomnia was defined using the Sleep Condition Indicator (SCI) to standardize insomnia experiences among participants. Mental health outcomes were determined via incidence rates of paranoia episodes, hallucinations, depression, anxiety, and nightmares: these experiences were said to reduce psychological wellbeing. Freeman et. al hypothesized that insomnia causally contributes to mental health problems, meaning improvements in sleep should have the ability to alleviate such issues.

Methods/Results of the OASIS trial:

This study consisted of 3,755 university students with insomnia (determined per the SCI scale), who were then randomly assigned to two experimental conditions. The first experimental condition was to receive digital CBT and the second was to receive usual care. In the treatment experimental condition, the digital CBT program “sleepio” would coach participants on sleeping exercises to improve their restfulness. The experiment was conducted across twenty-six universities in the United Kingdom.

Online assessments were conducted at week 0, week 3, week 10, and week 22. These weeks reflected the baseline, mid-treatment, end of treatment, and follow-up after treatment markers for data collection. Several questionnaires were utilized by the research team to get a better insight into the psychological wellbeing of the participants. Insomnia was measured by the Sleep Condition Indicator (SCI); Paranoia was measured via the Green et. al Paranoid Thought Scale (GPTS); Hallucinations were measured via the

Specific Psychotic Experiences Questionnaire (SPEQ); and depression and anxiety were measured through the PHQ-9 and GAD-7 scales, respectively.

Freeman et al., found significant reductions in insomnia, paranoia, and hallucinations in the group that received treatment to increase sleep compared to the control. There also appeared to be improvements in depression, anxiety, and psychological functioning. Using mediation analysis, they were able to quantify that improvements in sleep accounted for 58% of the reduction in paranoia and 39% in hallucinations.

Importance & Real-world applications:

The results of this study are significant as they demonstrate that insomnia is causally related to mental health problems, suggesting the importance of sleep as treatment for various health conditions. Moreover, the benefits to psychological well-being appear to have no downsides, making sleep one of the few solutions to mental health issues that don’t have side effects associated with them. To that end, students (especially, in college) should find ways to make sleep a priority for them. In doing so, they will be more well-rested, less anxious, and less likely to experience periods of sadness.

The upside of less anxiety and less depressive thoughts is a happier student body that is both sound in mental and physical health, as the two are closely related. It will be interesting to see what future directions this research could take. I suspect more studies will be conducted to determine the “minimum” amount of sleep needed to function executively without affecting psychological well being. As more research on sleep grows, I believe students and working professionals alike will recognize the importance of sleep in our daily lives.

Author:

Sarang Arun, Biology Major, Emory University

Editor:

Elaine Johnson, PhD

Study Reviewed:

Freeman, D., Sheaves, B., Goodwin, G. M., Yu, L. M., Nickless, A., Harrison, P. J., Emsley, R., Luik, A. I., Foster, R. G., Wadekar, V., Hinds, C., Gumley, A., Jones, R., Lightman, S., Jones, S., Bentall, R., Kinderman, P., Rowse, G., Brugha, T., Blagrove, M., … Espie, C. A. (2017). The effects of improving sleep on mental health (OASIS): a randomised controlled trial with mediation analysis. The lancet. Psychiatry, 4(10), 749–758. https://doi.org/10.1016/S2215-0366(17)30328-0

Understanding Sleep and Depression in College Aged Students

Sun, 05 Jan 2025 23:45:49 GMT

Starting college is a major transition. It often feels like a rollercoaster of new experiences—moving into dorms, juggling packed schedules, and figuring out how to survive on campus dining. All these changes can impact students’ minds, often leading to increased stress, anxiety, and sometimes even depression.

Researchers Wang Li et al., 2020, conducted a study to explore one piece of the puzzle of this transition that's often overlooked: sleep. Past research has indicated that poor sleep quality does predict depressive symptoms (Dinis & Bragança, 2018). Wang Li and his colleagues wanted to know how do sleep quality as well as the number of hours students sleep each night interact with feelings of depression. By defining good mental health simply as “no signs of depression,” a clear pattern could be identified.

The conductors of this study surveyed 9,515 college students, asking them questions about their sleep routines (i.e how long they slept, how well they slept, and about their overall mental health).They grouped the students sleep habits into three groups: short, normal, and long for how many hours they slept, plus poor, normal, and good for how well they slept.

The results really stood out.

Students who got less sleep (<7 hours) , or who said their sleep wasn’t great, tended to show more signs of depression, while students who reported having better sleep quality had less depressive symptoms. Even when researchers factored in things like how active they were, their BMI, and their financial backgrounds, the interaction between sleep and depression held. In other words, poor sleep went hand-in-hand with feeling more down and out.

Why This Matters:

This research points to something that should be common sense, but often isn’t: getting enough good-quality sleep is a big deal for mental health. Colleges might be doing a lot to help students deal with stress—offering counseling, wellness workshops, or meditation sessions—but if they’re not talking about sleep, they are undoubtedly missing a crucial piece to this puzzle.

By taking steps to help students sleep better (i.e maybe providing tips on sleep habits, tweaking class schedules, or encouraging more flexible routines) schools can make a real difference.

College is never going to be completely stress-free, but ensuring students have every chance to rest well could help them stay emotionally balanced, more focused on their studies, and ready to make the most of their time on campus.

So, how are you going to manage and prioritize your sleep this semester?

Author:

Kiyan Afkhami, Emory University, Class of 2028

Editor:

Elaine Johnson, PhD

Study Reviewed:

Li, W., Yin, J., Cai, X., Cheng, X., & Wang, Y. (2020). Association between sleep duration and quality and depressive symptoms among university students: A cross-sectional study. PloS one, 15(9), e0238811. https://doi.org/10.1371/journal.pone.0238811

Other Works Cited:

Dinis, J., & Bragança, M. (2018). Quality of Sleep and Depression in College Students: A Systematic Review. Sleep science (Sao Paulo, Brazil), 11(4), 290–301. https://doi.org/10.5935/1984-0063.20180045

Treatments That Work: The Impact of Mindfulness-Based Cognitive Therapy on Major Depressive Disorder

Fri, 03 Jan 2025 16:43:25 GMT

Depression is a widespread and debilitating mental health issue with profound consequences for individuals, society, and the economy (Kessler et al., 2003; König et al., 2020; Moussavi et al., 2007). A key feature of depression is the diminished ability to experience positive affect and positive emotions , with anhedonia (a reduced interest in or pleasure from previously rewarding activities) being a central symptom of the condition (Dunn, 2012; Dunn, 2019).

Dunn and colleagues aimed to explore alternatives to the most common approach to depression which is Maintenance antidepressant medication (M-ADM) (Moriarty et al., 2020). The reason to explore alternatives is because taking antidepressants can have several downsides, including struggles to repair anhedonia and M-ADM requires lifelong maintenance to remain effective (Moriarty et al., 2020, Alsayednasser et al., 2022; Dunn et al., 2020).

T his study focuses on the potential effectiveness of Mindfulness Based cognitive therapy with support to taper from antidepressant medication (MBCT - TS) as an alternative to M-ADM, in reducing the risk of Relapse. The alternative is also focused on prioritizing positive affect levels (Dunn et al. 2024) given that low levels of positive affect have been shown to predict an increased risk of depressive relapse/recurrence in the past (Dunn et al. 2020, 2024).

Methods:

The study used a single-blind, randomized controlled trial to examine the effectiveness of MBCT-TS (Mindfulness-Based Cognitive Therapy with Tapering Support) compared to ongoing M-ADM (Maintenance Antidepressant Medication) in preventing depressive relapse/recurrence .

A total of 424 participants with a history of at least three depressive episodes, but not currently in an episode, were randomly assigned to one of the two treatment groups. The MBCT-TS group completed eight weekly 2.5-hour sessions, with up to four optional refresher sessions the following year, and began tapering or discontinuing medication after the fourth session. The M-ADM group maintained their antidepressant regimen under medical supervision for the duration of the study.

Data collection involved assessing Positive Affect (PA) through the joy and contentment subscales of the Dispositional Positive Emotions Scale (DPES). Depression severity was measured using the Hamilton Depression Rating Scale (GRID-HAMD), and mindfulness levels were evaluated with the Five Facet Mindfulness Questionnaire (FFMQ). Participants’ formal meditation practices were also tracked on a 4-point scale. Depressive relapse/recurrence was monitored at 9, 12, 18, and 24 months.

Results:

Dunn et al, found that MBCT-TS shows strong potential as an alternative to M-ADM for minimizing depressive relapse in individuals with recurrent depression. MBCT-TS was found to significantly boost positive affect, which includes feelings like joy and contentment, compared to M-ADM. As positive affect plays a key role in guarding against relapse, individuals with higher baseline positive affect levels were shown to have greater resilience. This indicates that the therapy not only supports medication tapering but also enhances emotional well-being, helping reduce the risk of relapse

Nevertheless, the study has its limitations. It remains uncertain whether improvements in positive affect were directly due to MBCT-TS, the tapering process, or a combination of both. Furthermore, the participant pool was predominantly white individuals from Britain, which may restrict how broadly the findings can be applied. Despite these challenges, the results align with existing theories emphasizing the importance of positive affect in fostering resilience. Enhancing future MBCT-TS programs by focusing more on strategies to cultivate positive affect could amplify its effectiveness.

Why this Matters:

These results are important because they strengthen the validity of alternative treatments for depression that reduce risk of relapse. This is especially useful for patients that don’t wish to take medication the remainder of their lives. To taper off of M-ADM’s without increasing the risk of relapse, can be very important to people, as M-ADM’s can be a financial burden and can create serious side effects. Additionally, this literature provides promising evidence for holistic approaches, which work to bridge the gap between eastern medicine and western philosophy.

Author:

Mason Bradford, Emory University

Editor:

Elaine Johnson, PhD.

Article Reviewed:

Dunn, B. D., Warbrick, L., Hayes, R., Montero-Marin, J., Reed, N., Dalgleish, T., & Kuyken, W. (2024). Does mindfulness-based cognitive therapy with tapering support reduce risk of relapse/recurrence in major depressive disorder by enhancing positive affect? A secondary analysis of the PREVENT trial. Journal of consulting and clinical psychology, 92(9), 619–629. https://doi.org/10.1037/ccp0000902

What the Research Says about Sleep and Creating Your Schedule as A College Student

Thu, 02 Jan 2025 17:09:56 GMT

Emerging findings have suggested that short sleep duration can cause reduction in physical health such as “increased blood pressure” and mental health such as “increased risk of bipolar disorder” (Fischer et al., 2019). Undergraduate students, not only have shorter sleep
duration, also have highly variable sleep patterns. Fischer and his colleagues aimed to explore irregular sleep patterns’ effect on student wellbeing, relations between irregular sleep patterns and irregular first scheduled event (such as go to class), and combination effect of irregular sleep patterns and event schedule on student’s wellbeing (Fischer et al., 2019).

The researchers used a metric called Composite Phase Deviation (CPD) to measure the irregularity of sleep pattern and

event pattern. The data of this study was collected for “about 30 days by 223 full-time undergraduates between 2013 and 2016 at a midsize private university in Massachusetts, United States.

Among the 223 undergraduates, 37% were females. All of them were aged between 18 to 27. Participants were asked to wear an actigraphy device to monitor their sleep patterns and first event schedule pattern for thirty days. Chronotype and CPD were calculated using midsleep times. Then, the participants were asked to report five scales of wellbeing every morning: “Sleep-Alert, Sad-Happy, Sluggish-Energetic, Sick-Healthy, and Stressed-Calm” (Fischer et al., 2019). The study used nonparametric tests including Spearman’s rank correlations to test “associations between wellbeing and sleep variables”, Mann-Whitney U tests to compare Male vs. Females in wellbeing, Kruskal-Wallis tests compare chronotype categories and clusters (Fischer et al., 2019). Regression analysis and cluster analysis are also performed in data

processing.

Results showed that “sleep and event schedules are very loosely coupled in these undergraduate college students”, representing that there is no significant association between sleep pattern and event schedule at average (Fischer et al., 2019). However, both irregulated

sleep pattern and irregulated first scheduled event “are associated with worse average well-being over a period of approximately 30 days” (Fischer et al., 2019).

This result is significant in undergraduate wellbeing research because it highlighted not only the effect of irregular sleep pattern but also irregular first scheduled event. It is useful to serve as a suggestion to undergraduate that they should arrange their first scheduled event at approximately same time every day. For example, this study can help students in making decision on course registration. This also encourages students to schedule constant morning events, such as eating breakfast and doing exercise for a better wellbeing. Also, the study signifies that there is no association between irregular sleep pattern and irregular first scheduled events. This warned students that they still need to pay attention on maintaining a regular sleep pattern even if they already have regular first scheduled events. By maintaining regular sleep pattern and first scheduled event pattern, undergraduates are more likely to be physical healthy, mentally healthy, and academically successful.

Author:

Teddy Chen, Emory University

Editor:

Elaine Johnson

Article Reviewed:

Dorothee Fischer, Andrew W McHill, Akane Sano, Rosalind W Picard, Laura K Barger, Charles A Czeisler, Elizabeth B Klerman, Andrew J K Phillips, Irregular sleep and event schedules are associated with poorer self-reported well-being in US college students, Sleep, Volume 43, Issue 6, June 2020, zsz300, https://doi.org/10.1093/sleep/zsz300

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