Arif Ali1,Fayaz Ahmad Paul2
Maladaptive emotional and/or behavioral reactions to recognisable psychosocial stressors, with symptoms out of proportion to the severity of the stressor, are the hallmarks of adjustment disorder. The primary objectives of this research are to assess the psychosocial issues experienced by a person diagnosed with adjustment disorder and to provide targeted psychosocial interventions. In the present case study, a single-case experimental design with pre- and post-assessment was done. The researchers used social history performa, the Beck Anxiety Inventory, the Beck Depression Inventory, the Adjustment Disorder New Module-20 (ADNM-20) scale, the WHO Quality of Life-BREF & Coping Skill Scale, and the Family Assessment Device. Psychiatric social work intervention based on the identified factors were provided. The intervention focused on supportive therapy, teaching coping skills and problem-solving, activity scheduling, sleep hygiene, and stress management. Post-intervention scores reveal significant changes in pre- and post-scores on Beck Anxiety, Beck Depression, ADNM scale, Coping Skill, and WHO Quality of Life Scale. The psychosocial intervention was effective in addressing the stressors in a person with adjustment disorders. The multifaceted approach, including assessment tools and targeted interventions, contributed to positive changes in anxiety, depression, coping scale, and quality of life measures. These findings suggest that a comprehensive approach involving psychiatric social work can play a crucial role in helping individuals manage and overcome adjustment disorders.
Durgapada Sarkhel
Background: Dissertation-phase postgraduate students experience increased psychological morbidity, including anxiety, depression, and emotional exhaustion, primarily due to academic setbacks, inflexible deadlines, and difficulties balancing academic and personal requirements.
Aim: This study aimed to explore the living experiences of dissertation-phase students and key stakeholders, identifying predominant stressors, coping strategies, and gaps in support systems influencing mental health outcomes.
Methods: A qualitative phenomenological design was employed. Semi-structured interviews were conducted with participants, and thematic analysis was used incorporating credibility strategies such as peer debriefing and member checking to enhance trustworthiness.
Results: Academic failures and rigid timelines were identified as significant triggers of
psychological distress, contributing to anxiety symptoms, reduced self-esteem, and coping behaviors, such as social withdrawal and avoidance. Peer networks were consistently reported as the primary emotional support mechanism, whereas institutional mental health services remained underutilized due to stigma, lack of awareness, and perceptions of inaccessibility. Supervisory interactions were frequently described as lacking emotional sensitivity, further intensifying the pressure. Family members were largely unaware of the student’s psychological strain, indicating systemic gaps in psychosocial support.
Conclusion: Dissertation-related stress is a modifiable risk factor for psychological morbidity in postgraduate students. Institutional interventions should prioritize supervisor training, structured peer-support initiatives, encouraging mental health services, and family engagement. A complete, evidence-based institutional approach is required to address this preventable burden and enhance psychological resilience in dissertation-phase students.
