The BodyMind Approach® to Support Students in Higher Education: Relationships between Student Stress, Medically Unexplained Physical Symptoms and Mental Health

Autor/in	Payne, Helen
Titel	The BodyMind Approach® to Support Students in Higher Education: Relationships between Student Stress, Medically Unexplained Physical Symptoms and Mental Health
Quelle	In: Innovations in Education and Teaching International, 59 (2022) 4, S.483-494 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Payne, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1878052
Schlagwörter	Foreign Countries; College Students; Mental Health; Mental Disorders; Stress Variables; Symptoms (Individual Disorders); Psychosomatic Disorders; At Risk Persons; Help Seeking; Intervention; Self Management; Stress Management; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Psychohygiene; Mental illness; Geisteskrankheit; Psychiatrische Symptomatik; Disease of psychosomatic origin; Psychosomatische Krankheit; Risikogruppe; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Selbstmanagement; Stressmanagement; Stressbewältigung; Großbritannien
Abstract	Using the UK as an example, students attending higher education providers (HEPs) increasingly suffer mental ill-health due to new stress factors. Relationships between stress, frequently co-occurring chronic medically unexplained symptoms (MUS) and mental health are explored as the basis for proposing The BodyMind Approach® (TBMA) as an innovative intervention, addressing the body and mind experience of MUS. Excessive stress can lead to/exacerbate, mental health difficulties and/or MUS (such as fibromyalgia, chronic fatigue/pain for which tests and scans are normal). MUS mostly affects women, non-native speakers and young people, all high numbers at HEPs. Students resist mental health services, and half in need do not disclose or seek help. TBMA, as an evidence-based, research-informed intervention, tested in the health service, is more accessible when framed as learning to self-manage symptom distress. Policymakers might consider this intervention to help improve student mental health as part of an institution-wide approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01