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Mental Health and the Formation of an Informed University Community

Mental Health and the Formation of an Informed University Community. Laura Asbury Caitlin Bergman . Overview. Importance of Mental Health Barriers Ways to Help Proposal Next Steps Discussion. Mental Health is Important. Assumptions Serious conditions

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Mental Health and the Formation of an Informed University Community

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  1. Mental Health and the Formation of an Informed University Community Laura Asbury Caitlin Bergman

  2. Overview • Importance of Mental Health • Barriers • Ways to Help • Proposal • Next Steps • Discussion

  3. Mental Health is Important • Assumptions • Serious conditions • Violence and law breaking • Definition of Mental Illness • “Medical conditions that disrupt a person’s thinking, feeling, mood, ability to relate to others, and daily functioning” - National Alliance on Mental Illness

  4. Mental Health is Important For Everyone For the University 30% of college students unable to function 6% had serious suicidal thoughts 51% with prior counseling 27.4% stress impacted academic performance • Physical conditions associated with anxiety and stress • 90% medical visit decrease

  5. Barriers to Mental Health • Symptoms • Stigma • Misunderstanding

  6. Barriers: Symptoms • Specific symptoms may prevent students from seeking help • Reluctance to connect university andcare providers • Internalization

  7. Barriers: Stigma • Major factor preventing help seeking • 2007 CDC Study • 25% felt others are caring • 2010 Study • 34% unwilling to have as neighbor • 45% unwilling to socialize with • 61% unwilling to work with • 67% unwilling to have marry into family

  8. Barriers: Misunderstanding • Less than half of respondents believed individuals could be treated outside of a hospital • 2004 Study • 60% “pull yourself together” as effective treatment • 2009 Study • Most can label depression • 61% mislabeled psychopath descriptions

  9. How Do We Help? • Proposal • Education • List

  10. Proposal: Education • Teach those who regularly meet with students • Campus counseling services • Methods of empathetic listening • Appropriate language • Welcomed procedures • Offer to all faculty and staff • Academic Advisors • Graduate Instructors

  11. Proposal: List • Names of individuals who have taken part in training • Published on university website(s) • Purpose • Mental Health Improvement • Stigma Reduction

  12. Why This Project? • Chronicle of Higher Education, 2.6.12 • “Do good by professing what is in your area of expertise but then admitting your limitations and connecting students with experts who can actually help.” • Wall Street Journal, 12.13.11 • “A Serious Illness or an Excuse: As Awareness of Mental Issues Rises, Colleges Face Tough Calls; Playing ‘Detective’” • FYE Mental Health Panel • More education!

  13. Why These Initiatives? • Improve Mental Health • Stigma Reduction • Successful Campus Methods

  14. Improve Mental Health • Coping with Stress: Internal Resources • Social support pairing • Interpersonal Connections • Less fear of “treatment” • Addresses denial • Conversations can lead to professional help

  15. Stigma Reduction • Target-Specific Method • Contact • Education • Protest • Programs that target a specific group • Can reduce stigma • Improve literacy

  16. Successful Campus Methods • Crimson CORPS • Focused on peer support • Listening, sensitivity, referral methods • GLBT Staff and Faculty Friends List • Accepting community • Stigma reduction

  17. What’s Next? • Interested? • Host • Education Program • Spread the word

  18. Questions • What are your initial thoughts about this proposal? • What are the barriers or challenges to this proposal? • Have you experienced similar lists/education initiatives at other campuses? • Do you think this would be helpful?

  19. Questions? • We welcome any questions or comments • lauasbur@indiana.edu

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