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Exploration of factors associated with adolescents' substance use disorder and risk evaluation using their narratives are not adequately addressed in the literature. The purpose of this study was to explore the adolescent's lived experiences regarding factors associated with substance use disorder. A descriptive phenomenological approach was used. Semi-structured interviews were used to collect data from a sample of Jordanian adolescents aged 18 to 23 years diagnosed with substance use disorder. The study emerged four major themes after analyzing and interpreting participants' transcripts adopting Colaizzi's method: social facilitating factors for psychoactive substances, familial role, suffer and experience of consuming psychoactive substances, and factors leading to SUD. The analysis showed that peer promotion and classmate types are considered facilitating factors. Lack of parental monitoring (lack of supervision) and involvement in raising awareness about the risks of illicit substances, lack of monitoring by parents, and monetary capability are considered familial factors. Neighbors' behaviors and availability of substances in the community are considered environmental factors. Finally, curiosity and imitating others are examples of individual contexts. Adolescents reported many factors associated with SUD. Perception and risk evaluation is a multidimensional factor that is affected by personal, familial, and community factors. The study has implications for mental health practitioners and policymakers to amend and develop their treatment and interventional health protocols for adolescents. [ABSTRACT FROM AUTHOR]

Young people are suffering increased psychological disturbances that deteriorate and threaten their integrity. Harming self is one significant factor to emphasize. The purpose of this study was to assess the psychological predictors of deliberate self-harm controlling for socio-demographic and life style factors among university students in Jordan. A cross-sectional, correctional design was used to collect data from 374 university students in Jordan. Self-reported format was used to collect data. The majority of students (> 60%) thought of harming self, almost one-third had moderate to severe depression, 50% suffering moderate to high level of anxiety, and 67% (n = 251) of them have a likelihood to have social anxiety. Using six-step multiple hierarchical regression analysis, social anxiety (social phobia) was the only significant predictor of deliberate self-harm (Beta =.311, p <.001), while depression and anxiety were associated weakly and not found to be significant predictors (p >.05). No differences found in deliberate self-harm in relation to socio-demographic and life style factors except for alcohol use. University students are psychologically overwhelmed, and self-harm leading to threat of life was observed. Academics, administrators, and mental health professionals are sharing responsibilities towards maintaining mental wellbeing of university students and minimize deliberate self-harm. [ABSTRACT FROM AUTHOR]

Deliberate self-harm (DSH) is a significant global health concern among university students. Investigating the interplay between coping styles, social support, and DSH is crucial for understanding and predicting DSH in this population. The aims to clarify the complex association among DSH, coping styles, and social support and to quantify the predictive power of coping styles and social support. A cross-sectional, correlational design was used to collect self-reported data from 905 university students in Jordan. The study found that 63.4% of university students engaged in DSH, with varying degrees of severity. Coping styles revealed a predominant reliance on religious and planning coping styles. Social support scores exhibited considerable variability among items, with family support being the highest. Coping styles and social support were found to significantly predict DSH. In conjunction, fostering a culture of open communication and reducing stigma surrounding mental health issues is imperative. This can be achieved through campus-wide awareness campaigns, promoting peer support networks, and engaging in ongoing dialogue to create a nurturing environment for student well-being. These findings contribute to the understanding of DSH among university students and offer opportunities for targeted interventions such as workshops on problem-solving, stress management, and faculty training to enhance student mental health in universities and support strategies to enhance well-being. [ABSTRACT FROM AUTHOR]