FFU

Master Program
School of Psychology
Counseling and Clinical Psychology

Mental Health Concerns in Graduate Students November 2022

Hargeisa Somaliland
“Mental Health Concerns in Graduate Students”

Abdirahman Ali Musse

This article submitted in partial fulfillment of the

requirements for the Psychopharmacology in.

MSc. of Counseling and Clinical Psychology.

Frantz Fanon University.

Hargeisa, Somaliland.

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 MENTAL HEALTH CONCERNS IN GRADUATE STUDENTS
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I
Abstract I

Internationally, graduate school can be overwhelming for students. Despite academic assignments,
individual graduate projects are often under pressure due to personal and professional
commitments. The overwhelming idea of dealing with these needs considers the extension of
psychological health problems, such as depression, anxiety, and suicide. Written research found
that graduate programs include positive variables in their expertise, such as a positive environment
and strong instruction . Consider the opportunity to verify these concerns. this deposit. The paper
also notes the importance of colleges preparing graduates for these stressors during their graduate
studies, as well as examining the strengths of these stressors. Straight and emotionally happy during
the instruction of the liner. Further examination of the local alumni research area is needed in
relation to mental health.

Keywords: Mental health crisis, Anxiety, Depression, suicidality, higher education, emotional
well-being, stressors, self-care.

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MENTAL HEALTH CONCERNS IN GRADUATE STUDENTS
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V
Contents

Introduction… ................................................................................................................................. 1

Review of Literature ....................................................................................................................... 2

Graduate Student Population… ......................................................................................... 3

Mental Health Concerns and Trends ...................................................................................3

Stress and Compounding Factors............................................................................4

Depression and Anxiety… ...................................................................................... 5

Suicidality… ........................................................................................................... 5

Specific Program Trends.........................................................................................6

Positive Factors ................................................................................................................. 6

Support .................................................................................................................. 6

Self-Care ............................................................................................................... 6

What is Being Done .......................................................................................................... 7

Application to the Clinical Mental Health Field… ........................................................... 8

Conclusion .................................................................................................................................... 8

Implications and Applications .......................................................................................... 8

Limitations ........................................................................................................................ 8

References ..................................................................................................................................... 9

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 MENTAL HEALTH CONCERNS IN GRADUATE STUDENTS
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Introduction

Mental Health Concerns in graduate Students

Willingness to promote student emotional health concerns is a prominent feature that has grown
markedly over the past 10 years, but the center as a whole will move away from a sizable set of
stuntmen dual in school L: graduate stuntman. Most efforts to examine and support mental health
issues are focused on academic issues, particularly efforts to examine these issues. This has left the
focus of graduate well-being lagging behind, while an increase in student management and support
has progressed. Graduate students often have different stressors than their undergraduate peers,
obviously time and money constraints, focusing primarily on a balance between personal tasks,
knowledge and guidance, as well as graduates with higher average obligations. Notably, these
stressors affect distinct segments of the community in a variety of ways; whether it's a single
graduation year or the department they're in (Lipson et al. al, 2016). To enlighten the presence of
psychological wellness concerns inside the graduate students' population, coming up next are
investigated: latest things in the master's level college, positive variables which have affected
programs in sound ways, and what this data means for the clinical emotional well-being counseling
among the graduate students.

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Review of Literature

The writing on psychological well-being Concerns inside University students population, whether it
be undergraduate or graduate, is eminently broad as of late years. As the examination on emotional
wellness inside the school local area grows, an inquiry asking on the psychological well-being
status inside graduate understudies' increments, as most of exploration centers around that of the
undergrad populace. This research of the writing not just investigates the examination done on the
graduate students’ population and normal psychological wellness concerns inside the gathering, it
likewise investigates different intensifying variables that make extra difficulties.
The leftover writing centers around how can be further developed the general prosperity of the
graduate students population, through taking care of oneself and stress decrease strategies, and how
the mental health community can support these individuals while they are going through this
prominently unpleasant cycle.

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Graduate Student Population

Internationally, 4,600 students from sub-Saharan Africa were admitted to the United States in
graduate courses last year, according to the Council on Graduate Schools. Students from the region
make up just 2% of the 215,156 international students offered graduate positions at 793 universities
and colleges across the United States.
In contrast, 6% of international graduate students in the United States come from the Middle East
and North Africa. The survey published last month, titled International Postgraduate Enrollment
and Enrollment: As of 2020, was conducted by (Hironao Oklahoma, director of statistical analysis
for the Council of Graduate Schools. academics, and Jeff Allum, policy research and assistant vice
president of research and policy analysis). It provides insight into the ongoing global competition to
gain skills and knowledge at the highest level-with sub-Saharan Africa unable to keep pace with
global leaders.
China, India and Korea from the South. The participation of Africans and Arabs contrasts sharply
with 38% of graduate students from China and 33% from India. “Overall, Asia accounts for 81% of
all international and immigrant students attending graduate school in the United States, (Oklahoma
and Allum) report. All 4,596 students from sub-Saharan Africa have the opportunity to study
masters, doctoral and other postgraduate degrees and certificates, compared with 74,317 from
China, 64,440 from India, 11,831 from North Africa and the Middle East and 5,971 from South
Korea.
Mental Health Concerns and Trends

The predicament of recent graduates is very great, even referred to as a "mental health crisis"
(Charles 2021). The composition for spiritual well-being is mainly based on the graduates' feelings
of suspense and melancholy. These feelings exacerbate these feelings to the point of depression,
difficulty and anxiety, such as stimulant use (Allen et al., 2020). Some studies examine designs in
individual tasks, but information about these changes in data rates and significance depends on the
programming.

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Stress and Compounding Factors

As mentioned above, stress levels are rated as high. According to Charles (2021), this may be due
to more than just classroom stress and homework. Yusufov et al (2019) point out that a variety of
external factors can affect the overall stress level of people with higher education. They also note
many potential stressors, including financial hardship, adjustment to higher education, and the
environmental quality of the chosen program (Yusufov et al. 2019). Financial stress is common for
students at all levels, whether undergraduate, graduate or postgraduate (Yusufov et al., 2019). Short
et al. (2019) address this important topic, analyzing the financial stress of the alumni community
and the importance of educating the community about finances during this period of student life.

They point to the enormous workload of the graduate community, as well as the time invested in
education, which leaves employers with less time (Short et al., 2019). This, in addition to
traditional rent and utility costs, as well as tuition and student debt, allows levels of financial stress
in the community to become and remain high. (Yusufov et al., 2019)The quality of the environment
in a program is either an additional stressor noted by research or a protective factor in the graduate
school community. Charles & Associates. (2021) point out that effective mentors and an interactive
social environment in the department act as positive factors for freshmen's mental health and
reduced stress common in the community. Also Allen et al. (2020) found that female graduates
who learning support mentors had coped better with stress, cynicism and underachievement.
According to research by Rizzolo and Massey (2020), stress levels during the first year of graduate
school can fluctuate greatly as the experience is similar in some respects to higher education, but
differs in increased workload and level of support thoughts above.

This study draws attention to the potential complexity of psychological regulation under these
levels of stress (Rizzolo & Massey, 2020). Rizzolo and Massey (2020) highlight the variability in
anxiety levels among program graduates who require stress management skills to achieve or reduce
anxiety thoughts in students the first year is over.

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Depression and Anxiety

Garcia-Williams et al. (2014) found that the presence of depression and anxiety was common in the
graduate community. In the graduate student community, Garcia-Williams et al. (2014) found that
the average depressive symptoms in the sample were mild depressed mood and loneliness, while
the average anxiety symptoms were expressed as anxiety, nervousness, and tension. Additional
studies by Allen et al. (2020) noted a strong correlation between high levels of depression and
anxiety and graduate burnout, a common phenomenon when students, and typically clinicians,
experience high levels of burnout, cynicism, and self-esteem for a long time.

Suicidality

In addition to symptoms of anxiety and depression, studies have also shown the presence of
suicidal tendencies in recent graduates (Lipson et al, 2016). In one of the first investigations into
the correlation of suicidal behavior among graduate students, Garcia-Williams (2014) found that,
similar to their college classmates, graduate students who endorse suicidal behavior recognize
symptoms of depression and anxiety, more negative emotions, and substance use. More excited
than those of you who are not suicidal? Furthermore, the suicidality correlations in this study are
still consistent with the literature on suicidality, such as higher Patient Health Questionnaire-9
(PHQ-9) scores. And reports of high levels of loneliness (Rossom 2017).

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Specific Program Trends

As noted earlier, the diversity of program-specific mental health-related research varies in quantity
and depth. In addition to the findings of Yusufov et al. (2019) indicate high stress levels in
medically, assisted and clinically oriented graduate programs, Lipson et al. (2016) found that people
in the humanities are more likely to have mental health problems. They also found that the people
who were least likely to seek treatment for their anxieties were in the business and technical sectors
(Lipson et al., 2016). Another target area of graduate study includes graduate programs in mental
health, in which graduates focus not only on their own mental health issues but also have to support
the treatment of others. Research on mental health graduates focuses on the theme of "life
experience" - a concept in which students enter the field with outside knowledge of mental health,
whether through personal experience or experience with friends or relatives). They also focus on the
combined effects of "life experiences" and traditional educational pressures, as well as their impact
on compliance with ethical codes of mental health (Kaus & Moran, 2019, page 865). An example of
ethical compliance research is presented in Bamonti et al. (2014), provides a call to action for
graduates to take care of themselves effectively in order to provide the most beneficial care to
clients during their training, respecting their obligations their ethics to do so.

Positive Factors

The literature on mental health issues among recent graduates focuses not only on prevalence, but
also on factors that positively influence graduate health (Charles 2021). As their names suggest,
these factors were associated with less anxious mental states in this population. The two factors
most frequently discussed in the literature are: the presence of self-care and the presence of social
and emotional support in the graduates' lives (Sharifian, 2019; Woolston, 2021).

Support

In a study dedicated solely to exploring the positive factors associated with the mental health of
recent graduates, Charles (2021), found that one of the strongest predictors of a reduction in
depressive symptoms was the presence of social support. The correlation between the presence of
social support and the reduction of depressive symptoms is notably stronger than their negative
correlation (Charles 2021). In addition to social support, a study published by Woolston (2021)
noted that recent graduates often rely on professional and emotional support from their supervisor
during their studies. Practice. Woolston (2021) goes on to explain that the lack of these supports,
especially during stressful events (such as the OVID-19 pandemic), creates an increasing risk of a
mental health crisis Increased in this community.

Self-Care

Another positive factor often mentioned in the literature is the presence of self-care in the graduate
student community. Barnett and Cooper (2009) can emphasize the importance of creating an
environment where self-care comes first, and noted that creating a culture that prioritizes self-care
will help reduce burnout and stress, especially in terms of mental health. And the consulting
industry. Additionally, in a study by Sharifian (2019), the frequency of self-grooming among some
recent graduates was considered a predictor of quality of work life. This study was conducted by El-
Ghoroury (2012) noted the importance of including health and self-care topics in future learning
initiatives for graduates' future work lives as well as those they serve.

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What is being done?

As noted, research focusing on mental health problems among recent graduates is a relatively new
concept, in contrast to research by undergraduates. But what is currently being done to address this
population? Francis and Horn (2017) noted that universities in general are increasingly paying
attention to mental health on campus through university-sponsored interventions (i.e. private
services). Counseling and suicide prevention groups). In addition, has suggested that there are now
many programs that specifically target the importance of self-care (especially those in the support
sector). These two interventions, education about external factors, such as financial stressors and the
quality of the program environment and strengthening graduate mental health research, will provide a
benchmark for programs that focus on the mental health future of their graduates (Charles 2021)

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Application to Clinical Mental Health Field

The information provided in this study can be used to improve the strategies used by counselors for
clients in this population and improve future planning for graduate mental health programs. While
acknowledging the existence of mental health problems as pointed out by Garcia-Williams et al. al
(2014) will ensure that programs not only focus on graduate students' mental health, but also align
their goals to help them become the most effective and ethical practitioners they can be. Self-care
and health advocacy presented by Bamonti et al. al (2014) and Sharifian (2019), Charles (2021),
exploring beneficial factors to programs such as supportive advisement and a positive departmental
social climate, correlate with positive mental health outcomes. Not only encourage the promotion
of self-care and wellness in graduate student programs, they also note that these subjects should be
addressed in program orientation. They further recommend the communication of potential
emotional symptoms through the graduate school process, as well as where the students can access
mental health support on and off- campus (Garcia-Williams et al., 2014). The application and
promotion of mental health concerns within graduate programs will allow for more prepared
clinicians, and as a result, an increase in the well-being of their clients.
Conclusion

Special attention should be paid to the mental health of graduates and each program. The growing
number of people enrolled in tertiary education and the significant stress that tertiary education
entails have revealed the presence of distress, anxiety, depression and suicidal tendencies among
students. Higher education teacher. The presence of some positive elements in graduate programs,
such as support from peers and mentors, encouragement of self-care, and readiness for external
stresses (both professional and financial), are associated with positive mental health outcomes in
graduates.
Implications and Applications

Given the prevalence of mental health challenges among graduates and the growing number of
students enrolling in master's programs, this audience needs increased attention. Enhancing
preparedness for mental health issues, promoting services, and discussing potential stressors during
program orientation can benefit graduate students and the general public. Program set. Instilling in
these students the ability to take care of themselves and stay healthy will not only create a healthy
environment for graduate study, but will also have positive consequences for graduates' careers by
modeling healthy milestones for human mental health in the world of work will create.
Limitations
As mentioned earlier, mental health research conducted by universities is primarily conducted on
international students because of the large number of international students. When considering the
psychological well-being of graduates, it is often related to their college peers or the complete
opposite. Also, most studies for graduates are in the field of social work or care (e.g. social work,
nursing, midwives, laboratories, pharmacists or psychologists), and other registered graduates do
not use the appraisal.

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References

Allen, H. K., Lilly, F., Green, K. M., Zanjani, F., Vincent, K. B., & Arria, A. M. (2020).
Graduate student burnout: Substance use, mental health, and the moderating role of advisor
satisfaction. International Journal of Mental Health and Addiction. https://doi-
org.wsuproxy.mnpals.net/10.1007/s11469-020-00431-9
Bamonti, P. M., Keelan, C. M., Larson, N., Mentrikoski, J. M., Randall, C. L., Sly, S. K., Travers,
R. M., & McNeil, D. W. (2014). Promoting ethical behavior by cultivating a culture of self-care
during graduate training: A call to action. Training and Education inProfessional Psychology, 8(4),
253–260. https://doi-org.wsuproxy.mnpals.net/10.1037 / tep0000056 Barnett, J. E., & Cooper, N.
(2009). Creating a culture of self-care.
Charles, S. T., Karnaze, M. M., & Leslie, F. M. (2021). Positive factors related to graduatestudent
mental health. Journal of American College Health. https://doi-
org.wsuproxy.mnpals.net/10.1080/07448481.2020.1841207
El-Ghoroury, N. H., Galper, D. I., Sawaqdeh, A., & Bufka, L. F. (2012). Stress, coping, and
barriers to wellness among psychology graduate students. Training and Education in Professional
Psychology, 6(2), 122–134. https://doi-org.wsuproxy.mnpals.net/10.1037/a0028768
Francis, P. C., & Horn, A. S. (2017). Mental Health Issues and Counseling Services in USHigher
Education: An Overview of Recent Research and Recommended
Practices. Higher Education Policy, 30, 263-277. Garcia-Williams, A. G., Moffitt, L., & Kaslow,
N. J. (2014). Mental health and suicidal behavior among graduate students. Academic psychiatry,
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differences: Variations in undergraduate and graduate student mental health and treatment
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Rizzolo, D., & Massey, S. (2020). Fluctuations in stress over time during the first year of health
science programs. Journal of Allied Health, 49(2), 120–124.
Rossom, R. C., Coleman, K. J., Ahmedani, B. K., Beck, A., Johnson, E., Oliver, M., & Simon,
G. E. (2017). Suicidal ideation reported on the PHQ9 and risk of suicidal behavior across age
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Sharifian, B. (2019). Examining the relationship between self-care and professional quality of life
in counseling and clinical psychology trainees.
Short, K. J., Goetz, J. W., Cude, B. J., Sperling, L., Welch-Devine, M., & Chatterjee, S. (2019). A
case for graduate student financial education. College Student Journal, 53(1), 47–55
U.S. Department of Education (2021). Digest of Education Statistics 2019. NCES 2021-009.
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Woolston, C. (2021). “Crisis” looms on US campuses: Study reports that graduate students’ mental
health is at risk nationwide. Nature, 590(7844), 171–172. https://doi-
org.wsuproxy.mnpals.net/10.1038/d41586-021-00229-2
Yusufov, M., Nicoloro-SantaBarbara, J., Grey, N. E., Moyer, A., & Lobel, M. (2019). Meta-
analytic evaluation of stress reduction interventions for undergraduate and graduate students.
International Journal of Stress Management, 26(2), 132–145. https://doi-
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