Sara B. Oswalt

Sexual Orientation and Differences in Mental Health, Stress, and Academic Performance in a National Sample of U.S. College Students

This study examined the relationships of mental health issues and sexual orientation in a national sample of college students. Using the Fall 2009 American College Health Association-National College Health Assessment, responses from heterosexual, gay, lesbian, bisexual, and unsure students (N = 27,454) relating to mental health issues and impact of these issues on academics were examined. The findings indicate that gay, lesbian, bisexual, and unsure students consistently reported higher levels of mental health issues and a more frequent impact on academics because of these issues than heterosexual students. Bisexuals frequently reported higher levels than students identifying as gay, lesbian, and unsure.

Comparing Mental Health Issues Among Undergraduate and Graduate Students

Background: Stress and other mental health issues can negatively impact the health and academic performance of college students. Purpose: Examine relationships among stress, mental health, and academic classification in a national sample of college students. Methods: Analyses utilized secondary data from 27 387 college students responding to the Fall 2009 American College Health Association-National College Health Assessment (ACHA-NCHA) II. Results: In general, undergraduates reported significantly higher rates of feelings and behaviors related to poor mental health and negative effects on academic performance than graduate students. Graduate students and undergraduate students reported significantly different levels of stress. χ2(4) = 54.34, Cramers V = .045, p = .001. Graduate students (74.0%) were also more likely to seek mental health care services in the future than undergraduates (64.8%), χ2(1) = 101.12, Cramers V = .061, p = .001. Translation to Health Education Practice: Stress and mental health differences exist between undergraduate and graduate students. For universities, understanding such differences is critical to the delivery of effective health education programs.

Don't Forget the "B": Considering Bisexual Students and Their Specific Health Needs

Many college health center staff are consciously addressing issues of cultural competency; however, the needs of 1 minority group—bisexuals—are often overlooked. In this article, the author briefly discusses bisexuality, provides an overview of health issues related to bisexuals, and lists specific strategies to address the needs of bisexuals within college health.

Beyond Risk: Examining College Students’ Sexual Decision Making

Sexual health education often focuses on prevention of sexually transmitted infections and unintended pregnancies, but the decision to engage in sexual activity is equally important. This cross-sectional study examined the decisions of college students (n = 422) to engage in oral sex, vaginal sex, and other sexual behaviors. Regression analyses revealed physical gratification as the most consistent predictor of a decision to engage in sexual activity, whereas concern for risk was a predictor for only one decision. Differences were identified for males and females. As sexual health programs are often co-educational and do not address pleasure, these findings are critical considerations for educators.

Is Cass's Model of Homosexual Identity Formation Relevant to Today's Society?

Casss Homosexual Identity Formation Model (1979) is one of the most well-known and well-referenced models of identity development for gay males and lesbians. This article provides a review of Casss six steps of the model, as well as research support for and critiques of the model. As the model was developed more than 30 years ago, the applicability of the model for todays youth is explored and implications for practitioners are discussed.

Letting Students Be Innovative! Using Mini-Grants to Fund Student-Designed HIV/AIDS Education

This article describes a project designed to use student leaders to increase the awareness of HIV/AIDS among college students. Student organizations apply for a competitive mini-grant that is used to increase their members’ knowledge level about HIV/AIDS and increase the likelihood of individuals’ practicing behaviors that would reduce the risk of transmission or contraction. Four student organizations receive funds to design a unique HIV/ AIDS prevention intervention that match its members’ needs for a total of 126 individuals receiving HIV/AIDS education. An evaluation indicates positive behavioral intentions related to sexual communication and safer sex practices. Moreover, the majority of participants report the education received as relevant and applicable. The methods, intervention applications, and benefits to using an award competition to deliver HIV prevention education to college students in a nontraditional and innovative approach are detailed within this article.

Institutional characteristics and the connection to college student health

OBJECTIVE To examine whether 6 institutional characteristics were associated with health behavior and outcomes among college students. METHODS Chisquare statistics and ANOVAs were used to determine relationships between institutional characteristics and health issues among undergraduate participants (N = 81,242) for the spring 2011 American College Health Association-National College Health Assessment II. RESULTS Most institutional characteristics were significantly associated with all health issues. However, Cramers V and eta 2 were frequently weak. Relationships between institutional characteristics and health outcomes were complex with few clear patterns. CONCLUSIONS This exploratory study provides insight into environmental influences specific to college health. Future research should consider individual student differences and campus offerings to improve understanding of how the environment affects college student health.

But I'm Married: Understanding Relationship Status and College Students' Sexual Behaviors.

Sexual health programs on college campuses are often directed toward single individuals with a focus on sexual risk. Using a sample of college students, this study examines how relationship status relates to sexual behaviors and may be a factor for sexual risk. Based on the studys results, expansion of sexual health programming on college campuses to include those married and in committed relationships is justified.

Of Course We’re Exclusive Hispanic College Students’ Ideas About Monogamy

Monogamy is often emphasized to the Hispanic youth, but only a few studies consider attitudes toward monogamy. This study fills that gap by examining Hispanic college students’ (n = 347) attitudes using the Monogamy Attitudes and the Emotional (MAS) and Sexual Monogamy Views Scales (ESMVS; Schmookler & Bursik, 2007). MANOVA results indicate the differences based on biological sex and self-reported cheating. College health professionals can use these results to better develop and implement effective sexual education programs for Hispanic college students.

Pedagogy and content in sexuality education courses in US colleges and universities

Most research on sexuality courses in US higher education was conducted in the 1980s and 1990s. Less is known about what is being taught in undergraduate sexuality courses today; this study sought to fill that gap. Reviewing content based on 161 courses (provided by 150 different instructors) from all regions of the USA, this study examined overall descriptions of course content and pedagogical strategies in relation to the academic position of the instructor, region of the country and course enrolment size. Results indicated similar content and pedagogical strategies employed with limited differences based on demographic characteristics. The most commonly taught subjects were sexual orientation (95.0%), communication (93.8%), gender identity (93.2%) and gender roles (93.2%). Most courses included reference to contraception (89.4%), HIV and AIDS (88.2%) and STIs (85.7%). Some notable differences included the fact that tenured or tenure-track instructors were more likely to lecture compared to non-tenure-track instructors, and 100% of courses in the West and Northeast addressed sexual orientation compared to 96% for the Midwest and 85% for the South. Most courses included discussion of pleasure (91.1%) and incorporated sexually explicit content (61.9%). The benefits and challenges of having guidelines for sexuality courses at the university/college level were explored.