Psychological Distress and Resilience in Students

This study examines the psychological distress and resilience in students in association to their mental well-being and that of the university community. An online survey was conducted during the first week of the semester, the participants were a group of undergraduates in MAT71004; Introduction to Evidence for health Science Practitioners in semester2, 2018. The survey collected population data and used the Kessler of the ten points scale of Psychological Distress to assess distress levels.

Running head: Scrutiny of the psychological distress together with the resilience in students 1
Scrutiny of the psychological distress together with resilience in students
Name of student
College of Affiliation
Course
Date
Scrutiny of psychological distress together with resilience in students.
Abstract
Background: psychological distress is common among students. They experience high
level of anxiety through certain periods during the semester and more so during the exam periods
and other time limits. University students face copious anxiety moments related to their
educational demands that can lead to growth of mental disorders. These stressors usually impacts
negatively on their academics. This study examines the psychological distress and resilience in
students in association to their mental well-being and that of the university community.
Methods: An online survey was conducted during the first week of the semester, the
participants were a group of undergraduates in MAT71004; Introduction to Evidence for health

Running head: Scrutiny of the psychological distress together with the resilience in students 2
Science Practitioners in semester2, 2018.The survey collected population data and used the
Kessler of the ten points scale of Psychological Distress to assess distress levels. Student’s
wellbeing was determined using was determined using open ended questionnaires asking
students about things that make them happy and give balance. Kessler Psychological Distress
Scale with a 10 item is a good forecaster of mental disorder and psychology anguish.
Results: Psychological distress level and mental health wellbeing were indirectly
proportional. High distress levels were associated with students who were less happy in life and
lacked balance. After all enrolled students were invited to part in the online survey. The
projected incidence for mental health problem was 19.2% with 67.4% a mild mental disorder
signs. These statistics were significantly higher than the general public. were that Students with
high distress level as compared to the general public had an odds ratio of 12.0(95% Confidence
interval (CI):2.2-56.7) for poor academics and unhappy life as compared to the general public.
The presence of preservative interaction was long-established as the joint connotation was for
times extra compared to what is expected when summing the individual’s threats of
psychological distress level( synergy index 3.5, 95% CI: 1.4- 15.9)
Conclusions: The results are showing that students with higher resilience level
Psychological distress in students may synergistically cause poor mental wellbeing of students
which consequently causes them to lead unhappy life as compared to the general public. This
study establishes some introductory and helpful facts on the psychological wellbeing of students
and the revelation of the need of health practitioners to engage students.
Background

Running head: Scrutiny of the psychological distress together with the resilience in students 3
It is expected that students will experience high stress over the semester especially
around the exams. However much is not told about psychological distress and resilience in
students. It is true that academic stress leads to psychological distress which consequently have
harmful effects on well-being of students (Herman, 2017). The ability of to overcome academic
resilience and to cope with such adversity from the experience is what is referred to as resilience.
It has been confirmed by other researchers that resilience have a long term positive impact on the
academic performance, learning experience and course completion by the university students.
The affiliation of psychological anguish and resilience in students and the mental
wellbeing of these students compared to the general public remains unexplored for a very long
time (Britt, 2015). The numerous stressors students encounter during the learning process are
more likely to increase psychological morbidity, such as anxiety, depression and worry. They
need to be able to overcome the stressors so as to survive in the midst of such adversity.
The notion that out of every three university students one is likely to experience
psychological distress is a worrying statistic. As it is associated with poor academic
performance and unpleasant learning experience, thus there is urgent need to explore the topic
psychological distress and resilience is students to help us understand how we can improve
mental wellbeing of the students (Duffy, 2016). Buffering hypothesis suggest that one of the
ways to protect the students from negative effects of stress is to expose them to social support.
Students with little or no social support will experience extreme negative effects on their health
and wellbeing.
Generally stress is high amongst university students than the general public, and highest
among students doing medicine related courses, health practitioners. Mental health of university
students is currently recognized globally as an international issue and requires undisrupted

Running head: Scrutiny of the psychological distress together with the resilience in students 4
attention. The university students are at risk and there is sincere need for the universal early
interventions to prevent severe development of mental problems among the university students.
Methods
The main objective of this study was to measure distress associated with psychology and
compare it with distress levels in the general population. An online survey was necessary to be
undertaken during the starting week of the semester, the selected participants were members of
undergraduate students in MAT71004; Introduction to Evidence for health Science Practitioners
in semester2, 2018.The survey collected facts from the survey conducted on the general
population and used the K10 scale used to determine the level of distress affiliated to psychology
for the purposes of assessing distress levels (Stuckey, 2011). Student’s wellbeing was
determined using was determined using open ended questionnaires asking students about things
that make them happy and give balance.
Kessler Psychological Distress Scale with a 10 item is the best forecaster of illness
relating to the mind and emotional distress. This was an attempt of accurately o accurately
evaluating the contribution of physical illness to psychological distress, the students were asked
to quote the ratio on a ten point scale. In the past four weeks how frequently they have
experienced the physical health to be the cause of anxiety feelings.
The online survey was conducted as part of the process of health service quality
assurance within the university to as the mental needs of its students (Stuckey, 2011). The
process began by an introduction of a clinical psychologist who was responsible for the planning
and ensured that the whole procedure responded to the student’s mental needs (Nathan et al,

Running head: Scrutiny of the psychological distress together with the resilience in students 5
2012). The students were asked by the reception staff to complete the online survey with a
resultant 100% feedback rate.
The students were only allowed to participate once. The research also collected some
demographic data from the National health Survey for the purposes of comparison. All eligible
students were allowed to participate voluntarily, they filled a consent form. Those who declined
for personal reasons were also allowed to do so voluntarily. Questionnaires were only passed to
those who had filled the consent forms.
Results
Statistics of the survey was scrutinized using Statistical Package for Social Sciences
(SPSS) and the statistical Analysis Software (SAS) (Stuckey, 2011). Inferential and descriptive
analyses were also employed for purposes of acquiring demographic information and
characteristics.
Comparison was done, the students recorded a higher level of commonness of very high
levels of psychological distress for all ages and genders. A very low number of 8.8% associated
most of their psychological distress signs to physical illness. The items on the K10 scale that the
majority of the students endorsed were tiredness, anxiety and nervousness. The projected
incidence for mental health problem was 19.2% with 67.4% a mild mental disorder signs.
Psychological distress was largely associated with poor academic performance and disability.
The predictors of distress included regular status, financial pressure and age and gender factors.
level of psychological distress in students compared with the National Health Survey

Running head: Scrutiny of the psychological distress together with the resilience in students 6
Level of psychological distress
University
Sample 2017 national health Survey
Males Females males females
Low 10_15 75.5 54.9 85.9 89.6
Moderate 15-24 17.8 38.4 8.7 20.6
High 25-34 14.1 26.2 3.3 6.5
Very high 35-50 8.9 20.6 2.9 6.4
Low Moderate High
0
10
20
30
40
50
60
70
80
90
Chart Title
University Sample National health survey sample Column1
The research analyzed numerous levels of psychological distress using the Kessler scale
of 10 points by a demographic variables as shown in the above table. There is significant
difference in resilience level between junior and students due to experience. The research

Running head: Scrutiny of the psychological distress together with the resilience in students 7
employed grounded theory to examine resilience among the students as they experienced
transition and learning through the adverse ways becoming ready for the next experience. Study
to analyze worsened as the year progresses. Multivariable regression shows that the year of study
was a fundamental predictor of wellbeing, with senior students showing higher preference
wellbeing due to their high resilience levels.
Discussion
This research accurately presents facts obtain through a cross-sectional single survey by
National Health Survey. It is evident that there is higher levels of psychological distress among
students compared to the general university community. Supportive learning environment is
needed to build up resilience among students. Resilience is purely acquired through a process
where the students overcome adverse conditions and gaining more experience to deal with new
experience.
Limitations of this study
Since the study is a single cross-sectional survey it is not able to certainly determine the
relationship between resilience and mental wellbeing of the students. It is not also possible to
observe individual changes in the variables. Future researchers may use diagonal model to reveal
to reveal the individual trends. Also limited demographic data collection from the national health
survey has limited the understanding of the relationship between the psychological distress level
and resilience in students.
Conclusions

Running head: Scrutiny of the psychological distress together with the resilience in students 8
The university is not only focusing on the knowledge and training of the students but also
on developing personal qualities that is why they made possible for me to conduct this research
study. The study has long established that there is indispensable relationship between resilience
and wellbeing of the students. The students also stand higher chances to suffer from
psychological distress as compared to the general public. The research reveals that students with
lower resilience level are more likely to suffer from Psychological distress and may
synergistically cause poor mental wellbeing of students which consequently causes them to lead
unhappy life as compared to the general public.
Recommendation
The future researchers may conduct national longitudinal study on psychological distress
of students. Major threats to wellbeing of students is the risky behaviors they choose. The
parents need to keep a healthy relationship with the students against risky behaviors which may
result to psychological distress during the learning process. Family and school settings as well
as individual student characteristics are associated with psychological distress and resilience in
students.
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Running head: Scrutiny of the psychological distress together with the resilience in students 9
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