Mental Health on University Campuses and the Needs of Students They Seek to Serve

Goodman, Leah

doi:10.18061/bhac.v1i2.6056

Cited by 43 publications

(15 citation statements)

References 32 publications

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“…While this evaluation provides key insights into the impact of the fall break policy on student mental health outcomes, our analysis indicates that there is no "one size fits all" approach that can help students relieve their stress and anxiety. Since higher education institutions can influence the culture of student mental health (Amaya et al, 2019), it is clear that more comprehensive policies and initiatives are needed across campuses to better address student stress and anxiety (Goodman, 2017). As the student population evolves and what we know about student mental health also evolves, evaluation of our institutional mental health policies needs to iteratively happen during the life of those policies (Howlett et al, 2009).…”

Section: Policy Implicationsmentioning

confidence: 99%

Stress Testing the University Fall Break Policy: Understanding the Impact on Student Mental Health

Pilato

Law

Hay

et al. 2022

CJHE

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Attempting to support student mental health, many Canadian universities have implemented a fall break with the assumption it would be helpful in alleviating students’ stress and anxiety. However, there is no baseline data regarding stress level or mental illness burden of students to understand its effectiveness. Using case study methodology with mixed methods, this research sought to appraise, given a lack of baseline data, the impact of a fall break on student mental health. While the surveys revealed that students overwhelmingly liked the break and perceived it to reduce their school related stress, the focus groups revealed key insights into understanding stress and coping among university students about how students like to de-stress that have practical implications for any policy aimed at promoting students’ mental wellness. This research offers practical policy suggestions to help post-secondary institutions determine whether a fall break week can be effective in addressing students’ stress and anxiety.

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Section: Policy Implicationsmentioning

confidence: 99%

Stress Testing the University Fall Break Policy: Understanding the Impact on Student Mental Health

Pilato

Law

Hay

et al. 2022

CJHE

View full text Add to dashboard Cite

show abstract

“…Anxiety, depression, and stress are unsafe to adjustment and performance in academic, social and personal contexts. As a population, college students with mental disorder concerns are at risk for experiencing life-long consequences of mental illness "because their mental illness may delay the timely attainment of developmental milestones critical to adulthood" (42).…”

Section: Figure 1 Steps Conducting a Review Jurnalmentioning

confidence: 99%

“…According to a review study that had been conducted, there are several way to prevent the mental disorder effects of Covid19 such as, people must dodge excessive exposure to Covid19 media coverage, keeping a healthy lifestyle, and a positive mind (43). A common barrier to seeking help among students is that stress is normal and the perception that help is not needed (44). Students are aware of how to deal with stress, but this method is rarely used (45).…”

Section: Figure 1 Steps Conducting a Review Jurnalmentioning

confidence: 99%

“…But still, the stigma that they go to counseling to get help remains inevitable (42). Mental disorder America formed the forum for the first time in the form of a Collegiate Mental disorder Innovation Council (CMHIC) for students who "moved beyond awareness and took action to address mental disorder in their campus communities" (42). Many solutions to overcome mental disorder when a pandemic can be used by individuals.…”

Section: Figure 1 Steps Conducting a Review Jurnalmentioning

confidence: 99%

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Literature Review: Risk Factos Affecting College Student’s Mental Disorder During Covid19 Pandemic

Farumi

2020

JKL

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Introduction: The pandemic of coronavirus disease 2019 has become a real hazard and affects many sectors, one of them is education. The high number of new cases has made several countries to implement lockdown and quarantine policies. This policy caused several schools and universities to be closed to break the chain of transmission. Besides, the indirect effect of COVID19 is the mental disorder of the society, including students, that is getting worse. Mental disorder has become a growing health problem and requires more attention. This study aimed to explore the risk factors affecting students’ mental disorder at the period of the COVID19 pandemic based on the previously performed research from published journals. Discussion: Of the 394 literature that has been searched in Pubmed and Science Direct, by entering the keywords of coronavirus, mental disorder, education, and universities, it obtained 7 articles in accordance with inclusion criteria. The inclusion criteria in this study included articles published in 2019 and 2020, articles categorized as original research articles, articles written in English, and articles discussed mental disorder in students since the COVID19 pandemic. The results of the study showed that in countries with quite high COVID19 cases, the risk factors affecting students’ health were news about new case rates, mortality rates, and COVID19 cure rates. Conclusion: Mental disorder disorders experienced by students during the pandemic were anxiety, stress, and depression. For further research, it is expected to provide recommendations for activities that can prevent students’ mental disorder to not worse during the pandemic.

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“…During the development of HLP, staff noted that collaboration between OARS and the library was becoming increasingly essential for staff and students, due to the fact that there are more self-identified students with disabilities in college, and as a result, in academic libraries, than there ever have been (Goodman 2017;Horn, Berktold and Bobbitt, 1999;NCES, n.d.). Partially explaining this trend is the fact that, unlike the generations before them, many disabled students in college today were able to thrive in their education environments and make it to college, with the help of accommodations provided to them under the 1990 Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Act of 1990 (formerly the Education for All Handicapped Children Act from 1975).…”

Section: Accessibility Services and The Librarymentioning

confidence: 99%

Supporting Students with Histories of Trauma in Libraries: A Collaboration of Accessibility and Library Services

Conley¹,

Ferguson²,

Kumbier³

2019

Library Trends

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This paper explores methods for building relevant, accessible academic services in the context of a liberal arts college with a growing population of students with psychological disabilities. This work is situated in a learning commons, where academic-support programs, including accessibility services and library services, work collaboratively with a shared goal of getting students to access support earlier and more often in their college careers. The college is home to many students who identify as holding marginalized identities, including those who are LGBTQ+, disabled, students of color, and/or international students, and are thus particularly susceptible to discrimination (Roberts et al. 2010;Seng et al. 2012; Ellis, n.d.;Harrell 2017;Coulter and Rankin 2017; Polaris, n.d.;Proctor, Semega, and Kollar 2016). In consultations with staff, students often name past academic experience as an underlying cause for academic struggle. Exploring this connection, staff observed that histories of trauma and marginalization can make it difficult for students to trust staff and have positive academic experiences. Through action research, the authors developed methods to better support students, including those with histories of trauma. The authors share their methods and suggestions to support readers interested in bringing this work into their communities.accessibility & library services / conley et al. 527 support in the Harold F. Johnson Library Center at Hampshire College. The authors focus on the collaboration between library staff and the Office of Accessibility Resources and Services (OARS) staff, and the coevolution of the KC and the Holistic Learning Program (HLP). OARS staff developed HLP as a partner program in the KC to normalize academic struggle and empower disabled and nondisabled students with tools and strategies for academic success. HLP staff work with students to help them understand their strengths and challenges to hone their learning process. An action-research approach serves as the framework for HLP's iterative development. The authors note problems prevalent in the community and remark on the goals and values they developed to address those concerns, as gleaned through HLP student consultations. The authors articulate their own process and discuss methods they employed to increase program sustainability. Finally, they outline a set of strategies that proved effective for supporting students with histories of trauma. History and ContextThe Knowledge Commons The Knowledge Commons is a centralized, vibrant center of academicsupport services for students at Hampshire College. The KC is both a physical space in the library and a conceptual frame for the intentional collaboration between academic-support programs, previously spread across campus. 2 The mission of the KC is to cultivate a hub within the library to revitalize a campus center, centralize resources, and build community in order to support students in confidently navigating those resources at crucial points during their time at Hampshire. T...

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Mental Health on University Campuses and the Needs of Students They Seek to Serve

Cited by 43 publications

References 32 publications

Stress Testing the University Fall Break Policy: Understanding the Impact on Student Mental Health

Stress Testing the University Fall Break Policy: Understanding the Impact on Student Mental Health

Literature Review: Risk Factos Affecting College Student’s Mental Disorder During Covid19 Pandemic

Supporting Students with Histories of Trauma in Libraries: A Collaboration of Accessibility and Library Services

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