Author: Ren VanderLind
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 680
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Book Description
Increasing numbers of college students are reporting mental health concerns (American Collegiate Health Association, 2014; Novotney, 2014), and research demonstrates insufficient supports are available on campus (Reetz, Barr, & Krylowicz, 2013). It has also been established that college students with mental illness are less likely to persist from semester to semester, through a course, and through to graduation, as well as have lower GPAs than their neurotypical peers (Breslau, Lane, Sampson, & Kessler, 2008; Cranford, Eisenberg, & Serras, 2009; Elion, Wang, Slaney, & French, 2012; Keyes, Eisenberg, Perry, Dube, Kroenke, & Dhingra, 2012; Thompson, Connely, Thomas-Jones, & Eggert, 2013). In this dissertation, I argue that college students with mental illness are a part of the developmental education community in that the two populations have similar needs: both populations are likely to encounter stigma (Higbee, 2009; Martin, 2010; Megivern, Pellirito, & Mowbray, 2001; Maxwell, as cited by Piper, 1988; Quinn, Wilson, MacIntyre, & Tinklin, 2009; Tucker et al, 2013; Weiner, 1999; Weiner & Wiener, 1996) and are less likely to persist to graduation than their peers (Boylan & Bonham, 2007; Breslau et al., 2008; Cranford et al., 2009; Elion et al., 2012; Fowler & Boylan, 2010; Keyes et al., 2012; Thompson et al., 2013). This dissertation comprises three studies: a survey with metaphorical data, a duoethnography, and an autoethnography. Three studies were used for a telescoping approach, examining the driving research questions from the broadest level (the university-wide survey) down to the most narrow (the autoethnography) to give breadth and depth to the dataset and our understanding of the experiences of identity development, stigma, and academic resilience in college students with mental illness. Findings from the first study indicate that college students with mental illness have predominantly troubling or negative senses of identity both as individuals and as college students with mental illness, they encounter both perceived and self-stigmatization, and the majority perceive themselves as academically resilient. Findings from the second study, a duoethnography, may indicate that identity development may be tied to factors such as support systems and perceived stigma from others, including faculty, peers, and family members; perceived and self-stigma are encountered by individuals with bipolar disorder; and academic resilience is often demonstrated even if not perceived as such by the student. Findings from the third study may indicate identity development is a recursive process spurred by identity crises, that stigma is present from the self when one is a maladaptive perfectionist, and that academic resilience, again, although demonstrated, is not always perceived as such. To address these issues, educators and student support staff should be aware of the nature of mental illness to help reduce stigma and increase the positive sense of identity perceived by students with mental illness.
Author: ConferenceSeries
Publisher: ConferenceSeries
ISBN:
Category : Medical
Languages : en
Pages : 90
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Book Description
June 21-23, 2017 London, UK Key Topics : Mental Health-Types, Human Resilience, Management and treatment of Mental Health issues, Mental Disorders, Addiction, Womens Mental Health, Mental Health Nursing, Mental health education and Training, Mental Health & Rehabilitation, Psychosis, Suicide and Self-harm, Forensic Mental Health, Mental Health Nursing Practices, Mental Health care patterns, Development of Modern psychiatric nursing, Nursing Interventions, Psychiatric Healing techniques, Legal Structures in Mental Health, Ethical Dilemmas In Mental Health, Mental Health Case Management,
Author: Darko Pozder
Publisher: Xlibris Corporation
ISBN: 1984504452
Category : Psychology
Languages : en
Pages : 354
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Book Description
The book looks into how developing a new identity can assist an individual that is affected by mental illness to overcome both the self-perceived and public stigma they might be going through owing to mental illness. Individuals that are affected by mental illness often live in denial; the book provides through which these people can come out of denial. Lastly, the factors that can enhance the mental health recovery process are looked into; they include among others employment, relationships, spirituality, resilience and recovery orientated language.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309124123
Category : Medical
Languages : en
Pages : 213
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Book Description
Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.
Author: Doris Iarovici
Publisher: JHU Press
ISBN: 142141239X
Category : Psychology
Languages : en
Pages : 259
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Book Description
Case-based intervention strategies for mental health professionals working with college and university students. Young adults enter college with many challenges—complicated family dynamics, identity issues, and extreme pressure to succeed, among others. Students may also have mental health difficulties, ranging from adjustment disorders to mood disorders, and growing numbers of them are seeking help on campus. But these students are also resilient and eager to learn, stepping onto campus with hope for a new and better phase of life. Doris Iarovici, a psychiatrist at Duke University Counseling and Psychological Services, sees in college and university mental health services an opportunity for mental health professionals to bring about positive change with young people during a crucial period of their development. Dr. Iarovici describes the current college mental health crisis and narrates how college mental health services have evolved along with changes in student populations. She discusses students’ lifestyle problems and psychiatric concerns, using case vignettes to explore a variety of interventions. Included are discussions of substance abuse, relationship difficulties, eating disorders, depression and anxiety, and culture clashes. Problems uniquely addressed in this book include sleep disturbances and perfectionism. An essential component of the volume is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.
Author: Michelle Addison
Publisher: Springer Nature
ISBN: 3030982866
Category : Social Science
Languages : en
Pages : 289
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Book Description
This book calls attention to the impact of stigma experienced by people who use illicit drugs. Stigma is powerful: it can do untold harm to a person and place with longstanding effects. Through an exploration of themes of inequality, power, and feeling ‘out of place’ in neoliberal times, this collection focuses on how stigma is negotiated, resisted and absorbed by people who use drugs. How does stigma get under the skin? Drawing on a range of theoretical frameworks and empirical data, this book draws attention to the damaging effects stigma can have on identity, recovery, mental health, desistance from crime, and social inclusion. By connecting drug use, stigma and identity, the authors in this collection share insights into the everyday experiences of people who use drugs and add to debate focused on an agenda for social justice in drug use policy and practice.
Author: Anthony H. Winefield
Publisher: Australian Academic Press
ISBN: 1921513136
Category : College teachers
Languages : en
Pages : 213
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Book Description
"This is one of the most thorough and comprehensive studies of workplace stress among university staff ever undertaken. The authors of this book have done a great service to higher education throughout the world by their systematic research and insights. On behalf of the academic community at large, I would like to thank the authors of this remarkable book." -- Cary L. Cooper, Ph.D., CBE Pro Vice Chancellor (External Relations) and Professor of Organizational Psychology and Health at Lancaster University, England
Author: Ethel Wen-Yin Chung
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 402
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Book Description
"Since reforms in Australian higher education in the late 1980s, students from historically under-represented backgrounds (i.e., 'non-traditional' students) have become increasingly the norm. While some argue that widening participation is problematic, research regarding the relationships between non-traditional backgrounds, mental health and academic outcomes has yielded inconsistent results. This research therefore aims to improve the understanding of resilience, complete mental health and academic achievement, among traditional and non-traditional university students. Four independent and related research papers have been produced. Study One is a systematic review of the definition of the term 'non-traditional student' within mental health studies conducted in higher education settings. Thirteen demographic categories were used to define the concept of 'non-traditional'. Researcher imposed definitions were found to be ambiguous and highly inconsistent among studies. A student-centred approach to definition (i.e., self-perception) in operationalising the concept 'non-traditional' was therefore adopted in the subsequent research studies. Studies Two, Three and Four report the findings of three quantitative studies resulting from an online survey which involved 442 first year students from the University of Adelaide. Study Two explores the prevalence and predictors of complete mental health among traditional and non-traditional students. It was shown that 30.5% of participants reported complete mental health. 'Non-traditional' students did not report lower likelihood of complete mental health compared to their traditional peers. Furthermore, an absence of significant adverse life events in the past two years, higher levels of resilience and reported campus-based social support were significantly associated with complete mental health in both traditional and non-traditional students. Study Three compares the levels of resilience between traditional and non-traditional students. It was found that students who identified themselves as being 'non-traditional', in terms of employment, role as a parent, and age, reported significantly higher resilience compared to students who perceived themselves to be a 'traditional' student. Study Four explores the relationship between resilience, complete mental health, and prospective first-year grade point average (GPA), controlling for students' demographic factors and known predictors of university academic achievement. Overall, resilience and complete mental health did not significantly predict GPA after controlling for the effect of covariates (e.g., adverse events, motivation). However, students who perceived lower institutional support were found to require a higher level of resilience to achieve the same GPA compared to others. The majority of 'non-traditional' demographic factors identified in Study One, and perception as a 'non-traditional' student did not predict GPA to a significant extent. The current results have several implications for the development of strategies to improve mental health and academic outcomes among increasingly diverse university students. First, the development of resilience could be useful in promoting academic achievement for some students. Second, resilience and campus-based social support protect mental health for both traditional and non-traditional students and therefore more focus should be placed on strengthening these aspects. Third, there is a need for universities to adequately support students who have experienced a significant adverse event. Fourth, more recognition and understanding of the strengths which 'non-traditional' backgrounds bring is required." -- summary, leaves iv-v.
Author: Heidi Levine
Publisher: John Wiley & Sons
ISBN: 1119359376
Category : Education
Languages : en
Pages : 116
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Book Description
In recent years, there has been heightened attention paid to the mental health needs of college students, the range and scope of these issues, and the challenges related to providing mental health services. Counseling center data, changing legal mandates and anecdotal reports from senior practitioners all point to the growing complexity of managing these issues. This volume examines clinical issues for student affairs professionals beyond the counseling center– addressing how campuses can be prepared for and respond to mental health issues. It helps readers cultivate a community-centered understanding of and sense of shared responsibility for promoting mental health, knowledge about best practices for service provision, and strategies for dealing with mental health issues pertaining to specific student populations and issues within the environment. Topics covered include: Contextual and foundational information related to current student mental health trends, Mental health aspects of certain populations including military-connected students, students on the autism spectrum, and international student, Bigger-picture, systemic issues related to mental health faced by colleges and universities, and Future directions of mental health on campuses. This is the 156th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Author: Christina Voonasis
Publisher:
ISBN:
Category : Mental illness
Languages : en
Pages : 102
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Book Description
Young adults who experience mental illness may be at risk for adverse effects of exposure to psychiatric stigma on identity development. Previous research has demonstrated that group identification may promote empowerment among members of stigmatized groups and may mitigate the impact of internalized stigma experiences. To date, few studies have characterized the interactive effects of stigma exposure and peer group membership on identity development in contemporary young adults with mental illness. This study was designed to describe the effects of psychiatric stigma experiences on identity development among young adults with mental health problems, and to assess the impact of belonging to an empowered peer group on this process. Six young adult (ages 18-25) participants with current or recent mental health problems were recruited from a mental health advocacy group on a college campus. Qualitative interviews were conducted to investigate the participants' internalization of stigma and explore the effects of group identification and peer support. Interview transcripts were then analyzed for common themes. The results of this exploratory study tended to support the idea that a novel framework for understanding stigma effects on young people is needed. Additionally, the results of thematic analysis suggested that belonging to an empowered peer group was a protective factor for the participants' syntonic identity development despite exposure to psychiatric stigma. This evidence was interpreted to form recommendations for clinical practice, support services, and updated anti-stigma programs.
