Objective

To examine the relationship between college students’ familiarity with and involvement in Active Minds, a student peer organization focused on increasing mental health awareness, decreasing stigma, and affecting mental health knowledge, attitudes, and behaviors.

Method

Students (N = 1,129) across 12 California colleges completed three waves of a web-based survey during the 2016–2017 academic year to assess familiarity with and involvement in Active Minds and mental health attitudes, behaviors, and perceived knowledge. Fixed-effects models assessed relations between changes in organization familiarity and involvement and changes in mental health-related outcomes over time overall and stratified by students’ baseline engagement (ie, familiarity/involvement) with Active Minds.

Results

Overall, increased familiarity with Active Minds was associated with increases in perceived knowledge (0.40; p < .001) and decreases in stigma over time (−0.33; p < .001). Increased involvement was associated with increases in perceived knowledge (0.40; p < .001) and a range of helping behaviors. Associations differed by students’ baseline engagement with Active Minds. For students with low engagement, increased familiarity with Active Minds was associated with decreased stigma and improved perceived knowledge. For students with moderate baseline engagement, increasing involvement with Active Minds was associated with increases in helping behaviors (eg, providing emotional support, connecting others to services) over time.

Conclusion

Student peer organizations’ activities can improve college student mental health attitudes and perceived knowledge and significantly increase helping behaviors. Such organizations can complement more traditional programs and play an important role in improving the campus climate with respect to mental health.

中文翻译：

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加强大学生的心理健康知识，意识和帮助行为：同伴心理健康组织积极思想的影响

客观的

为了研究大学生对活跃思想的熟悉程度与参与之间的关系，一个学生同伴组织致力于提高心理健康意识，减少耻辱感并影响心理健康知识，态度和行为。

方法

加利福尼亚州12所大学的学生（N = 1,129）在2016–2017学年期间完成了三轮基于网络的调查，以评估对活跃精神以及心理健康态度，行为和感知知识的熟悉程度和参与程度。固定效应模型评估了组织熟悉度和参与度的变化与心理健康相关结果随时间总体变化之间的关系，并根据学生对活跃思想的基线参与（即熟悉度/参与度）进行了分层。

结果

总体而言，对活动思维的熟悉程度增加与感知知识的增加（0.40; p  <.001）和耻辱感随着时间的推移而减少（-0.33; p  <.001）有关。参与的增加与感知知识的增加（0.40；p  <.001）和一系列帮助行为有关。协会因学生对“活跃思想”的基本参与程度而有所不同。对于敬业度低的学生，对活跃思想的更多了解与减少的污名和提高的感知知识有关。对于基线参与度适中的学生，随着时间的流逝，积极参与活动的增加与帮助行为（例如，提供情感支持，将其他人与服务联系起来）的增加有关。

结论

学生同伴组织的活动可以改善大学生的心理健康态度和知觉知识，并显着增加帮助行为。这些组织可以补充更多传统计划，并在改善校园精神健康方面发挥重要作用。