Stigma and student mental health in higher education

Martin, Jennifer

doi:10.1080/07294360903470969

Cited by 221 publications

(197 citation statements)

References 15 publications

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“…O receio de procurar ajuda caracteriza uma barreira à detecção mais acurada dos fatores de risco, do diagnóstico e tratamento dos casos de depressão (Martin, 2010). Há temor demonstrado entre os deprimidos de ficar apontado entre os colegas como incapaz de ocupar uma vaga de residência ou de prosseguir na carreira, ou mesmo de ser tachado como indivíduo frágil (Wimsatt, Schwenk, & Sen, 2015).…”

Section: Introductionunclassified

Antecedente de Ansiedade, Síndrome do Pânico ou Depressão e Análise do Impacto na Qualidade de Vida em Estudantes de Medicina

Serinolli

Oliva²,

El-Mafarjeh

2015

RGSS

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Alta competição por resultados, muitas horas de estudo, carga horária acadêmica elevada, entre outros motivos, são apontadas como causa do elevado índice de ansiedade, pânico e depressão nos estudantes de Medicina. Avalia-se o impacto do histórico diagnosticado pelo médico dessas patologias na qualidade de vida dos estudantes de Medicina por meio de pesquisa transversal com aplicação do questionário da Organização Mundial da Saúde para avaliação da qualidade de vida -formato curto (WHOQOL-BREF), acrescido de um questionário com perguntas relacionadas a histórico de ansiedade, síndrome do pânico ou depressão anterior, religião e onde residem seus familiares em 405 alunos de Medicina da cidade de São Paulo, Brasil. Nos resultados, os alunos com histórico prévio de ansiedade, pânico ou depressão (34,57%) obtiveram pior índice de qualidade de vida demonstrado nos domínios físico, psicológico, relação social e ambiental, quando comparados ao grupo sem histórico prévio de depressão (p < 0,005). Alunos que relatam ter religião têm melhor qualidade de vida, com índices superiores no domínio psicológico (p < 0,005). Estudantes cujas famílias residem em outras cidades têm histórico mais elevado de ansiedade, síndrome do pânico ou depressão (teste exato de Fisher = 0.014). Conclusão: neste trabalho, história de ansiedade, pânico ou depressão e alunos sem religião apresentam piores índices de qualidade de vida e devem ser monitorados por programas especiais para melhorar o bem-estar, com ênfase para os alunos provenientes de outras cidades.Palavras-chave: qualidade de vida; estudantes de medicina; estresse; ansiedade; pânico; depressão; qualidade; religião; formação médica. HISTORY OF ANXIETY, PANIC ATTACKS OR DEPRESSION AND ANALYSIS OF THE IMPACT ON QUALITY OF LIFE IN MEDICAL STUDENTS. ABSTRACTHigh competition for results, too many study hours, courses with a huge hours total, among other reasons, are pointed out as causes for the high rate of anxiety and depression in medical students. This work aims to evaluate the impact of previous doctor-diagnosed history of anxiety, panic syndrome or depression on quality of life of medical students and religion through a cross-section study with application of the World Health Organization questionnaire to assess quality of life in its short format (WHOQOL-BREF), plus a questionnaire with questions related to the history of previous anxiety, panic syndrome or depression, religion and where their families reside in 405 medical students from São Paulo, Brazil. The results showed that students with prior history of anxiety, panic syndrome or depression diagnosed by doctors (34.57%) had lower quality of life, an index demonstrated in the four domains: physical, psychological, social and environmental, when compared to the group without prior history of depression (p <0.005). Students who have religion have better quality of life with higher rates in the psychological domain (p <0.005). Students whose families live in other cities have a higher history of depression (Fisher exact test = ...

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Section: Introductionunclassified

Antecedente de Ansiedade, Síndrome do Pânico ou Depressão e Análise do Impacto na Qualidade de Vida em Estudantes de Medicina

Serinolli

Oliva²,

El-Mafarjeh

2015

RGSS

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“…More specifically, these barriers can generate or inflate challenges in how students with a mental health problem or illness experience learning, as well as how teaching faculty and academic staff address the needs of students. Aside from funding limitations, stigma and stereotypes, underdeveloped policies, and minimal faculty/staff professional development and training opportunities are noted as some of the more pressing institutional barriers (Kadison & DiGeronimo, 2004;Kitzrow, 2003;Law & Shek, 2011;Martin, 2010;Tinklin, Riddell, & Wilson, 2005;University of Manitoba Campus Mental Health Strategy, 2014). In the paragraphs below, I further explore these challenges, specifically indicating how each can affect students' accessibility to assistance, as well as the way teaching faculty and academic staff support the mental health and well-being of students.…”

Section: Barriers That Limit Student Mental Health Support In Highermentioning

confidence: 99%

“…Despite the overall marked improvements, intervention for students with a mental health problem or illness in Canadian higher education settings remains not yet successful, mature, or sustainable (CASA, 2014;Lunau, 2012;Martin, 2010). It appears that colleges and universities still struggle between accommodating students and holding the traditional notions surrounding academic integrity -the "school for learning only" model (CASA, 2014;MacKean, 2011).…”

mentioning

confidence: 99%

“…Counselling and accommodation services are widely prevalent and accessible in most Ontario colleges and universities (MacKean, 2011;Martin, 2010;Ontario College Health Association, 2009). Additionally, several institutions carry specialized academic programs that (a) tailor academic pathways to suit the needs of students with a mental health problem or illness, and (b) offer courses and certifications in mental health for interested students (Humber College, 2013Seneca College, 2014;York University, 2014).…”

mentioning

confidence: 99%

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Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education

DiPlacito-DeRango

2016

cjsotl-rcacea

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Despite marked improvements, intervention for students with a mental health problem or illness in Canadian higher education settings remains not yet successful, mature, or sustainable. A number of challenges have been identified as contributory to the shortcomings surrounding student mental health in colleges and universities. In this paper, I explore some of the more common barriers that currently limit the development, implementation, and sustainability of student mental health support practices. The barriers of focus include, prevailing stigma and stereotypes, underdeveloped policies, and minimal opportunities for professional development and training. I specifically highlight how these barriers frame the challenges for teaching faculty and academic staff in promoting or supporting student mental health and well-being. Following an identification and discussion of barriers, I offer suggestions on how they can be overcome, or at the very least minimized, and what this would mean for teaching and learning in relation to post-secondary student mental health. For example, in an attempt to clarify current policies surrounding mental health, I suggest and explore how institutions can assign particular individuals (i.e., a designated “task force”) as responsible for the development, implementation, and evaluation of mental health policies. Ultimately, the first step to better mental health support practices is to acknowledge how they are challenged. Malgré de nettes améliorations, l’intervention pour les étudiants qui souffrent de problèmes de santé mentale ou de maladie mentale dans les établissements d’enseignement supérieur canadiens continue à ne pas être efficace, mature ou durable. Un certain nombre de défis ont été identifiés comme facteurs qui contribuent aux faiblesses en ce qui concerne la santé mentale des étudiants dans les collèges et les universités. Dans cet article, j’explore certains des obstacles les plus communs qui limitent à l’heure actuelle le développement, la mise en oeuvre et la durabilité des pratiques de soutien de la santé mentale des étudiants. Les obstacles comprennent les attitudes de stigmatisation et les stéréotypes, les politiques trop faibles et les opportunités minimes de développement professionnel et de formation. Je souligne en particulier comment ces obstacles encadrent les enjeux auxquels font face les enseignants et le personnel académique pour promouvoir ou soutenir la santé mentale et le bien-être des étudiants. Après avoir identifié et examiné les obstacles, je propose des suggestions sur la manière dont ils peuvent être surmontés ou, tout au moins, minimisés, et ce que cela pourrait signifier pour l’enseignement et l’apprentissage en relation avec la santé mentale des étudiants en milieu post-secondaire. Par exemple, afin de clarifier les politiques actuelles concernant la santé mentale, je suggère et j’explore comment les établissements peuvent désigner des personnes spécifiques (par ex. un « groupe de travail » désigné) comme responsables du développement, de la mise en oeuvre et de l’évaluation des politiques sur la santé mentale. En définitive, la première étape pour en arriver à de meilleures pratiques de soutien de la santé mentale est de reconnaître la manière dont elles sont mises au défi.

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“…Such harmful impacts of selfstigma result from internalizing the prejudicesmay prevent social participation due to a sense of "why try" self-deprecation. Not all people with mental illness experience "why try," but when people with mental illness pursuing of higher education were asked about their willingness to disclose they opted to protect their vulnerable identity to avoid defamation and adverse consequences (Martin, 2010). Despite self-stigma's negative effects, research shows that other reactions are to fight against social inequality (Corrigan & Watson, 2002).…”

Section: Public and Self-stigmamentioning

confidence: 99%

Constructs and concepts comprising the stigma of mental illness

Michaels

López

Rüsch

et al. 2017

PSYE

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People with mental illness frequently confront public stigma and may experience self-stigma. This review discusses the concepts of mental illness stigma and its consequences for those with mental illness. After a conceptual overview of stigma prominent consequences pertaining to public stigma (i.e., employment, health care quality) and self-stigma (i.e., self-confidence, quality of life, "why try" effect) are reviewed. We discuss the three main public stigma change strategies -protest, education, and contact -as well as current selfstigma change strategies (e.g., psychoeducation, cognitive-behavioral therapy). We conclude by noting that anti-stigma initiatives with more tailored content for specific groups (e.g., police officers vs. general public) may diminish the negative consequences of mental illness stigma by providing more concrete ways to help stigmatized people. Keywords: stigma, self-stigma, mental health. Constructos y conceptos abarcativos del estigma sobre la enfermedad mentalRESUMEN: Las personas con enfermedades mentales con frecuencia se enfrentan al estigma público y pueden experimentar autoestigma. Esta revisión analiza los conceptos referidos al estigma de las enfermedades mentales y sus consecuencias para las personas que las padecen. Después de una visión global de carácter conceptual sobre el estigma, se examinan las consecuencias más importantes del estigma público (por ejemplo empleo y calidad de la atención) y del auto-estigma (por ejemplo auto confianza, calidad de vida o el efecto "por qué intentarlo"). Se discuten también las tres principales estrategias de cambio del estigma público -protesta, educación y contacto -así como las estrategias actuales de intervención sobre el auto-estigma (por ejemplo, psicoeducación y terapia cognitiva-conductual). Concluimos señalando que iniciativas anti-estigma con contenidos específicamente adaptados para grupos específicos (por ejemplo, agentes de policía frente al público en general) pueden disminuir las consecuencias negativas del estigma de la enfermedad mental proporcionando vías más concretas para ayudar a las personas estigmatizadas. Palabras clave: estigma, autoestigma, salud mental. [183][184][185][186][187][188][189][190][191][192][193][194]

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Stigma and student mental health in higher education

Cited by 221 publications

References 15 publications

Antecedente de Ansiedade, Síndrome do Pânico ou Depressão e Análise do Impacto na Qualidade de Vida em Estudantes de Medicina

Antecedente de Ansiedade, Síndrome do Pânico ou Depressão e Análise do Impacto na Qualidade de Vida em Estudantes de Medicina

Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education

Constructs and concepts comprising the stigma of mental illness

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