Building a Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needs and Normal According to the Fifth Statistical Diagnosis

I. INTRODUCTION

Many college students may experience the persistence, exacerbation, or first onset of mental health and substance use problems, while possibly receiving no or inadequate treatment. With the increasing recognition of child mental health issues and the use of more psychotropic medications, the number of young adults with mental health problems entering college has significantly increased. For example, in a survey of 274 institutions, 88 % of counseling center directors reported an increase in “severe” psychological problems over the previous 5 years including learning disabilities, self-injury incidents, eating disorders, substance use, and sexual assaults. Thus, there is an increase in demand for counseling and specialized services. However, the increase in demands has not always corresponded to an increase in staff. In particular, counseling centers are in need of psychiatrists with expertise in treating traditional as well as non-traditional college students, two groups with specific age-related characteristics and challenges. In this commentary, the prevalence of psychiatric and substance use problems in college students, as well as their common onset, will be described. Next, the worrisome persistent nature of mental health problems among college students and its implication will be discussed. Finally, important treatment considerations for traditional and non-traditional college students will be outlined. (Pedreli et al., 2015:503).

1.1 Purpose of the Study

The current study aims to build an objective tool using the computer to diagnose psychotic disorders and mental illness among university students, provided that the battery paragraphs are prepared from the exploratory study of measures of psychotic disorders and mental illness according to the fifth Diagnostic and Statistical Manual DSM-5.

The inventory will contain the following subtests:

• Scale of neurodevelopmental disorders.

• Scale of Bipolar and related disorders.

• Anxiety Disorders scale.

• Scale of Trauma and stressor- Related disorders.

• Dissociative Disorders.

• The scale of problem solving disabilities.

• Scale of Feeding and eating disorders.

• Scale sleep – Wake disorders.

• Scale of Disruptive impulsive- Control and Conduct Disorders.

• Neurocognitive Disorders Scale.

• Personality Disorders Scale.

1.2 Significance of the Study

Theoretical importance: The theoretical importance of the current study lies in its handling of a new concept in contemporary psychological literature, which is the assessment of psychotic disorders and mental illness using a computer, according to the fifth Diagnostic and Statistical Manual as follows:

• Scale of neurodevelopmental disorders.

• Scale of Bipolar and related disorders.

• Anxiety Disorders scale.

• Scale of Trauma and stressor- Related disorders.

• Dissociative Disorders.

• The scale of problem solving disabilities.

• Scale of Feeding and eating disorders.

• Scale sleep – Wake disorders.

• Scale of Disruptive impulsive- Control and Conduct Disorders.

• Neurocognitive Disorders Scale.

• Personality Disorders Scale.

Which the Arab studies did not adequately address - as within the limits of the researcher's knowledge - and because of the importance of this computerized scale in the diagnostic curve of psychotic disorders and mental illnesses, and what it entails in reducing the impact of these disorders at the university level.

1.3 Practical Importance

The applied importance of the current study lies in the possibility of using the list of psychotic disorders and computerized mental illnesses at the university stage, so that it can be developed and benefited from in the field of early diagnosis of these disorders and identifying their causes as a first step in diagnosis, and then preparing for the preparation of appropriate treatment programs and early intervention.

II. REVIEW OF LITERATURE

Attending college can be a stressful time for many students. In addition to coping with academic pressure, some students have to deal with the stressful tasks of separation and individuation from their family of origin while some may have to attend to numerous work and family responsibilities (Pedreli et al., 2015:503).

McMillan et al. (2013: 3) have found that Students with disabilities are at increased risk of experiencing mental health difficulties, but may not be recognized as an at-risk population in the design of school-based prevention and intervention efforts.

Studies of the prevalence of personality disorders have been fewer and smaller-scale, but one broad Norwegian survey found a five-year prevalence of almost 1 in 7 (13.4%). Each year 73 million women are affected by major depression, and suicide is ranked 7th as the cause of death for women between the ages of 20–59. Psychotropic medications are available in Bangladesh but psychotherapy is hardly available

Cadge et al. (2019) attempted to explore lay understanding and perceptions of schizophrenia in university students using Qualitative study using semi-structured interviews and thematic analysis at The University of Birmingham, West Midlands. The study was applied on 20 UK home students of white British (n=5), Indian (n=5), Pakistani (n=5), African Caribbean (n=4) and dual white British and African Caribbean ethnicity (n=1). Findings revealed a lack of knowledge about schizophrenia, particularly the negative symptoms that were not mentioned.

Kabir and Ashraful (2017) conducted a study that is an attempt to explore an empirical investigation on the search for psychological problems among the students in Bangladesh. The sample was composed of 300 respondents. A factorial design involving 2 levels of gender (male vs. female), 2 levels of residence (urban vs. rural) and 2 levels of students' category (science vs. humanities) were used. It was to study the psychological problems of 17 to 18 years old students. Four psychological problems such as anxiety, depression, obsessive compulsive disorder and eating disorder were found. These four problems are related with mentioned six categories at P at P<0.01 level and ANOVA were significant at P<0.05 level. It was found that students of humanities group were more vulnerable with these problems as compared to the students of science group.

On the other side, Furnham et al. (2011) had a study to explore the mental health literacy of students. This study is part of the growing interest in mental health literacy among young people. Design/methodology/approach – Over 400 university students indicated their knowledge of over 90 psychiatric illnesses labels derived from DSM:IV. They rated disorders on six questions concerning whether they had heard of the disorder; knew anybody with it; could define or describe it; knew what causes it; whether those with it can be cured; and whether it is common.

Findings – On average, participants had heard of just over one-third of the various illnesses. Those who rated the conditions as more common deemed them to have more known causes and to be more curable. Emotionally intelligent, open-to-experience females who had studied relevant academic subjects claimed to be better informed. The participant's age and personality.

III. METHODOLOGY

The study will be carried out in university and will be applied on a sample of students with or without special needs. the study will adopt the descriptive method.

Study group: The population of the study will be from university students

Study sample: The researcher will choose two samples of university students: a group of university students with special needs, and a group of normal.

Tools: A battery of psychotic and mental illness using a computer that contains the following tests:

• Dissociative Disorders.

• The scale of problem solving disabilities.

• Scale of Feeding and eating disorders.

• Scale sleep – Wake disorders.

• Scale of Disruptive impulsive- Control and Conduct Disorders.

• Neurocognitive Disorders Scale.

• Personality Disorders Scale

3.1 Applied Study

This section discusses the descriptive analysis for study sample and study variable as following:

Descriptive analysis for study sample: A sample of 20 university students who suffer from mental disorders and developmental delays was selected as an experimental sample, and 20 university students from normal students were identified as a control sample, and in Table (1) a description of the two groups is presented.

Table 1: Study Groups of Sample

Reliability Tests of the Study Tool: This part presents the test of validity and reliability of the proposed scale for the study, and to what extent this scale can be relied upon and used in diagnosing students' cases. This section will organize as follow:

Reliability Tests: Reliability analysis allows you to study the properties of measurement scales and the items that compose the scales. The Reliability Analysis procedure calculates a number of commonly used measures of scale reliability and also provides information about the relationships between individual items in the scale. Test results show in table (2).

Table 2: Reliability Statistics

From the previous table the Cronbach's alpha was this means that the research tool is reliable, researcher can depend on it and complete the study procedures.

Consistency Tests of the Study tool: The consistency of research tool was test by correlation test to know how every dimension measure the objective which related it. The results of correlation test in table (3)

3.4 Descriptive Analysis for Study Tool Dimensions

Scale of neurodevelopmental disorders: The statistical analysis results of this dimension were as follow: Frequency and Chi-square tests: The results of descriptive tests show in table (4).

Table 4: Descriptive Analysis for D1

T-test for two Groups: The T-test results shown in table (5)

Table 5: T-Test Results for D1

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. It is clarify that the smallest mean was 1.2 for the normal group, but the greatest mean was 2.35 for students with special needs group, this means that the impact of drugs was strong on group two.

Scale of Bipolar and related disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests: The results of descriptive tests show in table (6)

Table 6: Descriptive Analysis for D2

From the previous table, the results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

T-test for two Groups: The T-test results shown in table (7).

Table 7: T-Test Results for D2

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.2 for the normal group, but the greater mean was 2.00 for students with special needs group, this means that the impact of drugs was strong on group two.

Anxiety Disorders scale: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests: The results of descriptive tests show in table (8).

Table 8: Descriptive Analysis for D3

From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

T-test for two Groups: The T-test results shown in table (9)

Table 9: T-Test Results for D3

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.30 for the normal group, but the greater mean was 2.45 for students with special needs group, this means that the impact of drugs was strong on group two.

Scale of Trauma and stressor- Related disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (10).

Table 10: Descriptive Analysis for D4

T-test for two Groups: The T-test results shown in table (11)

Table 11: T-Test Results for D4

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.30 for the normal group, but the greater mean was 2.45 for students with special needs group, this means that the impact of drugs was strong on group two.

Dissociative Disorders: The statistical analysis results of this dimension were as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (12).

See the avatar in some avatars in some avatar examples.

Table 13: T-Test Results for D5

Symptoms are inferior or consequential. Good market. Children who show their symptoms. Other medical condition complex partial seizures

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups.

The scale of problem-solving disabilities: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (14).

Table 14: Descriptive Analysis for D6

From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

T-test for two Groups: The T-test results shown in table (15)

Table 15: T-Test Results For D6

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.30 for the normal group, but the greater mean was 2.15 for students with special needs group, this means that the impact of drugs was strong on group two.

Scale of Feeding and eating disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (16).

Table 16: Descriptive analysis for D7

From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

T-test for two Groups: The T-test results shown in table (17)

Table 17: T-Test Results for D7

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups.

Scale Sleep -Wake Disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (18)

Table 18: Descriptive Analysis for D8

From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

Table 19: T-Test Results for D8

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.2 for the normal group, but the greater mean was 2.4 for students with special needs group, this means that the impact of drugs was strong on group two.

Scale of Disruptive Impulsive-Control and Conduct Disorders: The statistical analysis results of this dimension were as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (20)

Table 20: Descriptive Analysis for D9

The category Disorientation, Impulse Control, and Conduct Unspecified is used in situations in which the physician chooses.

From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

T-test for two Groups: The T-test results shown in table (21)

Table 21: T-Test Results for D9

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.250 for the normal group, but the greater mean was 2.30 for students with special needs group, this means that the impact of drugs was strong on group two.

Neurocognitive Disorders Scale: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (22).

Table 22: Descriptive Analysis for D9

From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

T-Test for Two Groups: The T-test results shown in table (23)

Table 23: T-tEst Results for D10

The previous table shows that most elements have a significant level less than 5%, this means that there are significant shown between Study Groups. We can show that the less mean was 1.250 for the normal group, but the greater mean was 2.30 for students with special needs group, this means that the impact of drugs was strong on group two.

Personality Disorders Scale: The statistical analysis results of this dimension were as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (24).

Table 24: Descriptive analysis for D11

From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups.

T-Test for Two Groups: The T-test results shown in table (25).

Table 25: T-Test Results for D11

The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.20 for the normal group, but the greater mean was 2.30 for students with special needs group, this means that the impact of drugs was strong on group two.

IV. CONCLUSION

It is clear from the results of the statistical analysis that the scale that was formulated during the study enjoys validity and stability, as the results of the Alpha Cronbach test indicate the reliability and validity of the scale, and the results of the correlation test indicate the validity and reliability of the scale and therefore it can be relied upon in completing the study and using it in diagnosis.

The results of the all dimensions of the scale indicate that the sample of students who suffer from disorders were more affected and vulnerable to problems resulting from drug abuse of various kinds, but the ordinary students were less affected and their problems did not worsen to the same degree, as the diagnosis was mostly at the level of mild disease.

The results of the chi-squared test also indicate that there are significant differences in the diagnosis of the control group from the test group, where the statistical significance of the test was less than 5%.

A T-test was conducted and the results for all dimensions of the scale indicated that there are fundamental differences between the diagnosis of each of the study groups, in favor of the first group, where the levels of problems and psychological and neurological disorders were higher in the experimental sample than the control sample, at a level of significance of 5%.

Conflict of Interest

The researchers have no conflict of interest.

ACKNOWLEDGEMENTS

Consent the Scientific Research Ethics Committee