Data from: Characteristics of university students supported by counseling services: analysis of psychological tests and pulse rate variability

Objective Mental health is an essential issue during adolescence. The
number of students who use counseling services is increasing in
universities. We attempted to confirm the characteristics of the students
who access counseling services using both psychological tests and pulse
rate variability (PRV) for better support for students’ academic success.
Methods We recruited the participants for this study from the students who
had counseling sessions at Kanazawa University (Group S). As a control
group, we also recruited students who had no experience in counseling
services (Group H). We obtained health information from the database of
annual health checkups. Participants received the Wechsler Adult
Intelligence Scale (WAIS) III, Autism-Spectrum Quotient (AQ),
Sukemune-Hiew (S-H) Resilience Test, and State-Trait Anxiety Inventory-JYZ
(STAI). We also studied the SF-12v2 Health Survey. As a physiological
test, we examined the spectral analyses of pulse rate variability (PRV) by
accelerating plethysmography. We performed a linear analysis of PRV for
LF, HF, and LF/HF as indexes of autonomic nervous function. We also
conducted a non-linear analysis of PRV for the largest Lyapunov exponent
(LLE). Additionally, we examined participants’ blood for autoantibodies
against glutamate decarboxylase (GAD) 65. Results A total of 105 students
participated in this study. Group S had 37 participants (Male: 26, Female:
11), and Group H had 68 participants (Male: 27, Female 41). There were
five males and one female who had diagnoses of autism spectrum disorder
(ASD), and three males and no female with attention deficit hyperactivity
disorder (ADHD) by medical institutes in Group S. Additionally, four males
and two females had diagnoses of ASD with ADHD by medical institutes in
Group S. A male with ASD in Group S had epilepsy. The students of Group S
had characteristics as follows: 1) lower power of WMI despite high
Full-Scale IQ, 2) higher ASD traits especially in Male, 3) lower
resilience powers, 4) higher anxiety trait, 5) lower QOL in Role/social
component in both Male and Female, 6) lower QOL in Mental component in
Male 7) shifting of autonomic nervous balance toward higher sympathetic
activity. Conclusion We could confirm the characteristics of students who
visited counseling rooms for mental support. We also found gender
differences in specificities of Group S. The educational system is
changing rapidly to adjust social requests. These changes make conflict
with the features of students of Group S. We should think about
appropriate supports for the students who would pioneer the future of
humanity.