{"title":"基于cbt的焦虑研讨会对高等教育学生心理健康、污名、学习和职业确定性的影响","authors":"Zamira Hyseni Duraku, Sarah Kwan-Yee Ng, Viola Greiçevci, Fatime Rrahmani, Besarta Buqaj, Marigona Jusufi, Fjolla Bytyçi","doi":"10.1177/22799036251381227","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Higher education students often face stress, academic pressure, and limited mental health support in low-resource settings. Although brief cognitive-behavioral therapy (CBT)-based interventions are scalable, their impact is often measured solely by mental health outcomes. This study explored the broader outcomes of a CBT-based Anxiety Toolbox Workshop on students' mental well-being, academic functioning, social support, and help-seeking attitudes.</p><p><strong>Design and methods: </strong>The study employed a retrospective qualitative design using open-ended self-report questions administered at the workshop's conclusion. Fifty-four first year undergraduate students (<i>M</i> = 19.3 years, SD = 0.8) from a major public university in Kosovo participated. A deductive thematic analysis was conducted based on predetermined themes aligned with the objectives.</p><p><strong>Results: </strong>Participants reported reduced stress, emotional overload, and academic anxiety following the workshop. These improvements were supported by practical coping tools, including mindfulness techniques, cognitive reframing, and peer discussions. The workshop also enhanced time management, study routines, and academic focus, particularly through structured strategies and daily planning. Beyond academic benefits, participants expressed increased confidence in career decisions and perceived social support. The workshop also helped reduce internalized stigma, challenge stereotypes around psychological help, and improve readiness to seek support.</p><p><strong>Conclusion: </strong>The findings suggest a brief CBT-informed intervention can enhance students' emotional well-being, academic performance, and prosocial attitudes. This study demonstrates the potential of low-intensity, structured programs to meet student needs and reduce barriers to support in a real-world academic setting. Future research should investigate the long-term impacts and cross-cultural adaptability of such interventions.</p>","PeriodicalId":45958,"journal":{"name":"Journal of Public Health Research","volume":"14 4","pages":"22799036251381227"},"PeriodicalIF":1.8000,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12495192/pdf/","citationCount":"0","resultStr":"{\"title\":\"Outcomes of a CBT-based anxiety workshop on higher education students' mental health, stigma, learning, and career certainty.\",\"authors\":\"Zamira Hyseni Duraku, Sarah Kwan-Yee Ng, Viola Greiçevci, Fatime Rrahmani, Besarta Buqaj, Marigona Jusufi, Fjolla Bytyçi\",\"doi\":\"10.1177/22799036251381227\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Higher education students often face stress, academic pressure, and limited mental health support in low-resource settings. Although brief cognitive-behavioral therapy (CBT)-based interventions are scalable, their impact is often measured solely by mental health outcomes. This study explored the broader outcomes of a CBT-based Anxiety Toolbox Workshop on students' mental well-being, academic functioning, social support, and help-seeking attitudes.</p><p><strong>Design and methods: </strong>The study employed a retrospective qualitative design using open-ended self-report questions administered at the workshop's conclusion. Fifty-four first year undergraduate students (<i>M</i> = 19.3 years, SD = 0.8) from a major public university in Kosovo participated. A deductive thematic analysis was conducted based on predetermined themes aligned with the objectives.</p><p><strong>Results: </strong>Participants reported reduced stress, emotional overload, and academic anxiety following the workshop. These improvements were supported by practical coping tools, including mindfulness techniques, cognitive reframing, and peer discussions. The workshop also enhanced time management, study routines, and academic focus, particularly through structured strategies and daily planning. Beyond academic benefits, participants expressed increased confidence in career decisions and perceived social support. The workshop also helped reduce internalized stigma, challenge stereotypes around psychological help, and improve readiness to seek support.</p><p><strong>Conclusion: </strong>The findings suggest a brief CBT-informed intervention can enhance students' emotional well-being, academic performance, and prosocial attitudes. This study demonstrates the potential of low-intensity, structured programs to meet student needs and reduce barriers to support in a real-world academic setting. Future research should investigate the long-term impacts and cross-cultural adaptability of such interventions.</p>\",\"PeriodicalId\":45958,\"journal\":{\"name\":\"Journal of Public Health Research\",\"volume\":\"14 4\",\"pages\":\"22799036251381227\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2025-10-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12495192/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Public Health Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/22799036251381227\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/10/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q3\",\"JCRName\":\"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Public Health Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/22799036251381227","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/10/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH","Score":null,"Total":0}
Outcomes of a CBT-based anxiety workshop on higher education students' mental health, stigma, learning, and career certainty.
Background: Higher education students often face stress, academic pressure, and limited mental health support in low-resource settings. Although brief cognitive-behavioral therapy (CBT)-based interventions are scalable, their impact is often measured solely by mental health outcomes. This study explored the broader outcomes of a CBT-based Anxiety Toolbox Workshop on students' mental well-being, academic functioning, social support, and help-seeking attitudes.
Design and methods: The study employed a retrospective qualitative design using open-ended self-report questions administered at the workshop's conclusion. Fifty-four first year undergraduate students (M = 19.3 years, SD = 0.8) from a major public university in Kosovo participated. A deductive thematic analysis was conducted based on predetermined themes aligned with the objectives.
Results: Participants reported reduced stress, emotional overload, and academic anxiety following the workshop. These improvements were supported by practical coping tools, including mindfulness techniques, cognitive reframing, and peer discussions. The workshop also enhanced time management, study routines, and academic focus, particularly through structured strategies and daily planning. Beyond academic benefits, participants expressed increased confidence in career decisions and perceived social support. The workshop also helped reduce internalized stigma, challenge stereotypes around psychological help, and improve readiness to seek support.
Conclusion: The findings suggest a brief CBT-informed intervention can enhance students' emotional well-being, academic performance, and prosocial attitudes. This study demonstrates the potential of low-intensity, structured programs to meet student needs and reduce barriers to support in a real-world academic setting. Future research should investigate the long-term impacts and cross-cultural adaptability of such interventions.
期刊介绍：
The Journal of Public Health Research (JPHR) is an online Open Access, peer-reviewed journal in the field of public health science. The aim of the journal is to stimulate debate and dissemination of knowledge in the public health field in order to improve efficacy, effectiveness and efficiency of public health interventions to improve health outcomes of populations. This aim can only be achieved by adopting a global and multidisciplinary approach. The Journal of Public Health Research publishes contributions from both the “traditional'' disciplines of public health, including hygiene, epidemiology, health education, environmental health, occupational health, health policy, hospital management, health economics, law and ethics as well as from the area of new health care fields including social science, communication science, eHealth and mHealth philosophy, health technology assessment, genetics research implications, population-mental health, gender and disparity issues, global and migration-related themes. In support of this approach, JPHR strongly encourages the use of real multidisciplinary approaches and analyses in the manuscripts submitted to the journal. In addition to Original research, Systematic Review, Meta-analysis, Meta-synthesis and Perspectives and Debate articles, JPHR publishes newsworthy Brief Reports, Letters and Study Protocols related to public health and public health management activities.
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