Evaluation and Durability of a Curriculum Based Intervention for Promoting Mental Health among Graduate Students
ABSTRACT Background Graduate school environments are recognized for contributing to elevated stress levels among student populations. Purpose: The objective was to test whether a behavioral intervention, delivered through an online course on behavior change, is effective in preventing declining mental health. Methods: Data were collected via a quasi experimental longitudinal study to observe the effect of self directed behavioral interventions on mental health. Participants included students enrolled in a course on Health Behavior Change at the Yale School of Public Health (n 45) and a control group (n 33) of students in the same graduate program. Analyses were conducted to evaluate differences at post intervention and at a 12 week follow up assessment in indicators of mental and general health. Results: Enrolled students reported significantly improved mental health outcomes as compared to the control students. At follow up, multiple differences persisted, with participants who had completed the course reporting sustained improvements in general and mental health. Discussion: Self directed behavior change interventions are effective in promoting mental and physical health among graduate student populations. Translation to Health Education Practice: This curriculum based intervention can support student wellbeing in a variety of academic programs. Video Abstract Read the transcript Watch the video on Vimeo
American journal of health education