English psychology

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PSYC english
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English discussion
Discussion 1 (100 words)
What craft techniques does Didion employ throughout the essay? Draw on all of our craft targets over the last six weeks to help you answer. How would you characterize the voice of the essay? How do the craft techniques Didion employs help create this voice or, set this tone? How would you classify “Slouching Towards Bethlehem”? Is it a memoir? Creative nonfiction? Literary fiction? Or, is it a hybrid of some sort? Share your thoughts on these questions, and be sure to respond to at least two of your classmates’ posts, as well.
Link – https://www.saturdayeveningpost.com/2017/06/didion/
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English discussion
Discussion 1 (250 words)
Visit theChartered Institute of Editing and Proofreading (CIEP)website, as well as other websites focused on editing and proofreading. Based on what you find at these resources, what are the key differences between editing and proofreading? What are the benefits to editing and proofreading manuscripts?
Link – https://www.ciep.uk
Discussion 2 ( 250 words)
In addition to publishing one’s research, scientists are frequently tasked with presenting their work at conferences and other venues. Why are presentations important in the academic community?
Next week, you will prepare a presentation covering your research. How will you identify what to focus on in your presentation? What areas will you exclude, if any, from the presentation, and why?
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Choose a poignant moment in your life that has led to great change, growth, or understanding for you—something significant, even if the catalyst is something incredibly small, so long as the epiphany it sparks is larger, if not life-changing. The more focused it is on a single time or incident in your life, the better. This will help define a single “chapter” of your life in what could be a potentially larger memoir.
Make sure to write in first-person, and as if you are telling a story—the story of your life. In this way, writing a memoir can be incredibly similar to writing fiction. Story, for example, develops much the same as in fiction, and memoirs also incorporate setting, scenes and summary, dialogue, and a cast of characters, etc. However, unlike fiction, what is written in a memoir must be factual, or at the very least, true to one’s memory. Contrary to how it might appear, writing a memoir may, actually, involve some research. Don’t be afraid to talk to friends and family members who might be associated with the moment in your life you have chosen. Their memories might help fill in any gaps you may have in your own memory.
Keep the following guidelines in mind, too:
· Memoir chapter must be at least six pages in length.
· Memoir chapter must focus on a specific moment, or incident in the author’s life.
· Memoir chapter must be written in first-person.
· Memoir chapter is written in Times New Roman, 12-point font, double-spaced, with one-inch margins all around.
· Memoir chapter is written as a factual story, incorporating numerous conventions of fiction writing.
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Psyc research paper
After reviewing feedback from your peers and your instructor, make revisions and submit the final version of your paper. The final paper should be an APA-formatted literature review that consists of the title page, abstract, body of the paper, and reference pages. It should be at least 2,500 words (with approximately 250 words per page) and should include in-text citations in APA format. If ASA format is used, indicate this after the word References (ASA format). The Final Research Paper must be written in the third person and use proper grammar with no spelling errors or typos.
Running head: PSYCHOLOGY 1
PSYCHOLOGY 8
What are the perceptions of university students toward mental health?
Introduction
For many students around the world, obtaining a high-quality education is still a top priority. Unfortunately, students’ mental well-being is a major source of concern in higher education. Depression is one of the illnesses afflicting this group of persons. It is impossible for them to enjoy a high-quality life or achieve their job goals if this problem arises currently in their life. This cause and effect explore the nature of this mental health issue, it’s possible causes, the significant repercussions, and the best ways to aid the affected persons (Ma et al., 2021). Many students today confront challenges and worries related to their education. Some of them are still unwilling to seek help and explain the underlying causes of their troubles. Moreover, many students are unable to recognize that their mental health and mental well-being have a direct impact on their conduct, future grades, and the ability to use their knowledge in the real world in the future. In this article, Laidlaw et al. (2015) explore the notions of mental health and mental well-being that undergraduate students comprehend, as well as the instances in which students believe it necessary to ask for help to overcome their mental issues.
Background of the Issue
Stress, anxiety, and depression affect around one-third of all university students in the United States. Students’ lives have long been described as distinct from both children and adults, but the issue was never considered as urgent until today. Studying used to be seen as a happy time, but new data shows that since the dawn of the twenty-first century, people’s philological well-being has declined dramatically (Ma et al., 2021). The stress that college students undergo is well-known. There’s no denying that more than a third of individuals who seek help for mental health difficulties state that they’ve contemplated suicide at some point in their lives, up from roughly a quarter in 2010.
If a student has a mental health issue, it is a good idea to provide them with access to therapy so they may get some support. The fact that over half of them have problems they cannot handle on their own cannot be perceived as normal. In addition, more than a third of students need medication and therapy to cope with their daily routines, which is crucial but also raises much concern. The problem’s importance is undeniable considering the provided figures. Students’ well-being is adversely affected by their environment and routine, according to several scientists and psychologists who have studied the issue. Then again, there are those who have a different opinion. They stress the importance of a person’s own bad behaviors in this perspective. However, while they are concerned about the negative impact that students’ sleeping and eating habits have on their mental health, they should also consider the ways in which their busy schedules and surrounding environment affect it, because the students’ wishes will not solve the overload, social and financial problems. Numerous mental health issues commonly encountered by students in a variety of educational settings have been the subject of previous research.
According to Joseph (2019), students’ health was shown to be worse than that of the public. An estimated 30.6% of students in higher education institutions are experiencing mental health issues (Jiang, Li, Chen, & Chen, 2015). As a result, some colleges and institutions have a greater number of students afflicted by this issue than others. In this period of life, people are expected to make timely decisions and follow their own distinct goals in life with utmost dedication. The mental health of these adolescents is taken seriously by a variety of stakeholders to help them realize their full potential (Roxo & Perelman, 2021). The challenge that arises in handling the mental health among the college students is the fact that the students have a negative perception towards seeking help and treatment because they fear being stigmatized.
Causes of Mental Issues
There are various issues of mental health that occurs among college students and the perception of the emergence based on them comes to some causes as stated below. These people are particularly susceptible to depression for a variety of reasons. In some institutions, this health problem is more common because of certain characteristics or causes. First and foremost, students must be able to perform challenging academic activities, participate in class discussions, and turn in their work on time. Students agree that they have challenging academic requirements and should balance with the life issues that they experience (Jiang et al., 2015). The college students perceive that joining university or any other tertiary institution comes with its challenges due to the exposure to much diversity and might be difficult to cope with the huge changes without the necessary guidance.
The university students agree that the University and college management fails to consider offering a good transition to the student to guarantee them a better stay in the institutions. As a result, many students find it difficult to cope with these rules, policies, and obligations. There have also been reports of prejudice at other institutions around the United States and the world. Furthermore, students from poverty or ethnic minorities are perceived as arrogant and incompetent, according to Wahed & Hassan (2019). The stereotype that comes with diversity in colleges also is a contributing factor to increasing mental health issues. Students in the colleges agree that mental health matters in their academic excellence and would like the institution management to consider investing in mental health training and awareness programs. In many colleges, this type of discrimination is a significant risk factor for depression. It is also important to note that the economy is still a major factor in the stress that students feel in schools. In most cases, students must stay in school to achieve their academic goals. In most cases, parents, sponsors, or other guardians are unable to provide appropriate financial support for these persons. In other cases, they can be unable to pursue their aspirations because of a lack of enough cash (Roxo & Perelman, 2021). The other factor is that college students are well-known for forming new connections with their peers. The students perceive that mental health issues are contributed by challenging social and economic issues in the society and require the government and the institutions to make it public and raise awareness that would help in the initiative in addressing it.
Even though some of these relationships may continue to thrive, others will face a variety of difficulties. An excellent illustration of this is when a partner decides to end the affair without presenting a compelling explanation. As a result, one of them will face several difficulties as they attempt to come to terms with the new reality (Ngin et al., 2018). University students are expected to make difficult judgments about their future job goals and aspirations. They are unable to accomplish their goals because of these requirements. There may not be enough counseling and guidance services to address the requirements of these people. As a result, certain students from minority backgrounds may be more affected than others. Those who come from broken homes will have no choice but to look for assistance elsewhere. Students are more likely to develop depressed if they do not have access to these services.
Coping Strategies
Universities can take a variety of steps to help students deal with stress and anxiety. First, they should develop training programs and workshops that teach students how to deal with stress, anxiety, and other related issues. The approach is much necessary since the students support the mental health initiative and since they fear stereotype and stigma associated with it, raising awareness and involve everyone in the program makes it a success. Meditation, social support, relaxation, physical activity, and the need of sleep and nutritious eating could all be included in a stress-management program for students. Many university students lack the required skills and expertise to effectively manage their stress (Roxo & Perelman, 2021). The second benefit is that they can foster an atmosphere in which students feel free to discuss their issues and seek outside assistance when necessary.
There are several ways to accomplish this, such as organizing workshops and creating awareness programs that educate students about mental health issues and the link between student wellbeing and academic achievement. College students fear opening up about mental health or seeking help and this demand that an intervention that encourages them to open up would work towards addressing the issue. Student health can only be ensured if they are aware of how to meet their diverse demands. Third, colleges and universities should open more wellness and counseling services to help students cope with anxiety (Schreiber, 2019). There are clinics like these where students may get professional advice on how to deal with anxiety and other mental health issues that may arise. Some kids suffer because they don’t know where to turn for support or who to turn to. To encourage students to talk openly about their concerns with peers and counselors, colleges should implement policies and initiatives to combat the stigma of mental illness. Students with mental health concerns should be closely monitored by the school.
Conclusion
Transitioning from high school to university is one of the many difficulties that students face when they enroll in college or another postsecondary institution. Academic work, relationships, integration, and new lifestyles put students under a lot of stress that can lead to disorders like anxiety and depression if they are not appropriately dealt with. Because of a lack of resources, inadequate knowledge and training, confusing guidelines regarding stress management, and poor learning environments, universities have been unable to engage with students regarding healthy stress management (Schreiber, 2019). Mental health stigma is another factor that prevents many students from seeking help for their issues. Stress-related illnesses have been on the rise in colleges over the last decade, according to research. Exams, high expectations from parents, uncertain employment chances, social demands, and financial limits are only some of the factors that contribute to stress. As a result, the number of students suffering from stress-related illnesses is on the rise in colleges and universities. Another reason why institutions have not been able to help students cope with stress is because they lack proper training in stress management. Stress management is something that many first-year college students lack because of their lack of preparation (Schreiber, 2019). To assist them manage and live productive lives, they receive insufficient training following admission. Wellness programs and workshops aimed at educating students on stress management should be developed by colleges to assist combat this issue and alleviate their worry.
References
Jiang, C. X., Li, Z. Z., Chen, P., & Chen, L. Z. (2015). Prevalence of depression among college-goers in mainland China: A methodical evaluation and meta-analysis.Medicine, 94(50), e2071.
Joseph, S. (2019).Depression, anxiety rising among U.S. college students.Reuters.Web.
Laidlaw, A., McLellan, J. and Ozakinci, G. (2015). Understanding undergraduate student perceptions of mental health, mental well-being and help-seeking behaviour.Studies in Higher Education, 41(12), pp. 2156-2168.
Ma, Q., Parisi, J., Joo, J., & Gallo, J. (2021). Singapore young adults’ perception of mental health help-seeking from mental health professionals and peer supporters.Asian Journal Of Psychiatry,61, 102687. https://doi.org/10.1016/j.ajp.2021.102687
Ngin, C., Pal, K., Tuot, S., Chhoun, P., Yi, R., & Yi, S. (2018). Social and behavioural factors associated with depressive symptoms among university students in Cambodia: A cross-sectional study.BMJ Open, 8(9), e019918.
Roxo, L., & Perelman, J. (2021). Mental health services use for depression: socioeconomic status, needs perception and affordability.European Journal of Public Health,31(Supplement_3). https://doi.org/10.1093/eurpub/ckab164.387
Schreiber, B. (2019). Mental Health at Universities: Universities are Not in Loco Parentis – Students are Active Partners in Mental Health.Journal of Student Affairs In Africa,6(2). https://doi.org/10.24085/jsaa.v6i2.3318
Wahed, W. Y. A., & Hassan, S. K. (2019). Prevalence and associated factors of stress, anxiety and depression among medical Fayoum University students.Alexandria Journal of Medicine, 53(1), 77-84.
Perceptions of University Students Toward Mental Health
Annotated bibliography
Chan, J. K., Farrer, L. M., Gulliver, A., Bennett, K., & Griffiths, K. M. (2016). University Students’ Views on the Perceived Benefits and Drawbacks of Seeking Help for Mental Health Problems on the Internet: A Qualitative Study. JMIR Human Factors, 3(1), e3. https://doi.org/10.2196/humanfactors.4765
The study by Chan et al., (2016) sought to investigate the views that university students on seeking help with regard to mental health issues on the internet. Students in higher education encounter significant rates of mental health issues, yet only a small percentage of them seek specialist care. It’s possible that university students may benefit from mental health therapies that are delivered through the internet. On the other hand, there isn’t a lot of published qualitative research that looks at the perceived advantages and downsides of seeking treatment for mental health issues on online platforms. Concerns around confidentiality and privacy, difficulties communicating over the internet, and the quality of materials available on the web were some of the issues that people believed to be raised by obtaining help via the internet. The avoidance of stigma and anonymity were two potential benefits that the students identified.
DeFreitas, S. C., Crone, T., DeLeon, M., & Ajayi, A. (2018). Perceived and personal mental health stigma in latino and african american college students. Frontiers in Public Health, 6(49). https://doi.org/10.3389/fpubh.2018.00049
According to DeFreitas et al., (2018) stigma associated with mental health comes about when individuals develop negative beliefs and thoughts about the illness or treatment of mental health. The stigma associated with mental health is linked to a variety of unfavorable outcomes, such as poor mental health outcomes and decreased usage of mental health care services. These implications may be especially significant for members of racial or ethnic minorities who are already subjected to other forms of discernment, such as Latinos and African Americans. In order to shed light on the factors that contribute to the formation of mental health stigma, DeFreitas et al., (2018) investigated the ways in which Latino and African American college students perceive and personally experience stigma related to mental health.
Ibrahim, N., Amit, N., Shahar, S., Wee, L.-H., Ismail, R., Khairuddin, R., Siau, C. S., & Safien, A. M. (2019). Do depression literacy, mental illness beliefs and stigma influence mental health help-seeking attitude? A cross-sectional study of secondary school and university students from B40 households in Malaysia. BMC Public Health, 19(S4). https://doi.org/10.1186/s12889-019-6862-6
In spite of the significant prevalence of mental illnesses among young people, very few of them seek treatment for their conditions, particularly those who come from families with lower socioeconomic status. It is crucial to understand the variables that influence people in the B40 demographic to seek treatment, such as perceptions about mental illness, stigma, and literacy levels; yet, there is not much previous research on this topic. As a result, Ibrahim et al., (2019) wanted to investigate the characteristics that are connected with students’ attitudes toward obtaining mental health care who fall into the B40 income category. Differences in views regarding mental illness, stigma, and attitudes toward getting treatment were also explored between students attending university and those attending secondary school. Students who came from families with poor incomes were more likely to have unfavorable views toward obtaining mental health assistance if they were younger and had higher levels of self-stigma. Increased efforts to minimize self-stigma in this demographic are required since it is possible that self-stigma acts as a barrier to actually seeking care for mental health issues.
Kamimura, A., Trinh, H. N., Johansen, M., Hurley, J., Pye, M., Sin, K., & Nguyen, H. (2018). Perceptions of mental health and mental health services among college students in Vietnam and the United States. Asian Journal of Psychiatry, 37, 15–19. https://doi.org/10.1016/j.ajp.2018.07.012
There is a serious problem with public health caused by the worldwide burden of mental health illnesses. College students are an example of a demographic that may be at increased risk for mental health problems. There is a lack of information on the perspectives of college students in Vietnam with regard to mental disease and assistance for mental health. The individuals from the United States and Vietnam in the research had quite different ideas about the factors that contribute to mental illness. The participants from Vietnam had a tendency to think that those who suffered from mental diseases were dangerous and should be isolated from society, whereas the participants from the United States thought that mental illnesses are the same as other ailments (Kamimura et al., 2018).
Kecojevic, A., Basch, C. H., Sullivan, M., & Davi, N. K. (2020). The impact of the COVID-19 epidemic on mental health of undergraduate students in New Jersey, cross-sectional study. PLOS ONE, 15(9). https://doi.org/10.1371/journal.pone.0239696
Kecojevic et al., (2020) sought to investigate how the COVID 19 pandemic impacted the mental health of university students. College students have been living through a time of turmoil as a result of the COVID-19 epidemic. The purpose of this research was to investigate the factors that are connected to the rising levels of mental health burden that have been seen amongst a representative group of first-year college students from Northern New Jersey. S students reported significant levels of academic and everyday challenges, as well as mental health discomfort at extremely high levels. Higher levels of anxiousness were more likely to be reported by learners who were not first-years and by those who spent more than an hour per day searching for material on COVID-19. High rates of depression were connected with difficulty in concentrating on schoolwork and with employment losses.
Laidlaw, A., McLellan, J., & Ozakinci, G. (2015). Understanding undergraduate student perceptions of mental health, mental well-being and help-seeking behaviour. Studies in Higher Education, 41(12), 2156–2168. https://doi.org/10.1080/03075079.2015.1026890
Most college students do not seek treatment when they are having problems, despite the fact that there are relatively high levels of psychological discomfort. The purpose of this study was to investigate undergraduate students’ grasp of the notions of mental health and mental well-being, as well as the locations college students would seek help for challenges related to their mental well-being. The findings showed that the vast majority of participants considered mental well-being and mental health as two separate concepts; nevertheless, these participants’ perceptions did not influence the locations where they would seek assistance for issues related to their mental well-being (Laidlaw et al., 2015). Individuals at medical schools have claimed that there is a stigma attached to getting care for issues related to mental health. College students were more likely to seek help for issues related to their mental well-being from their classmates, but it is less obvious whether or not they benefitedfrom this experience.
Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2019). Increased Rates of Mental Health Service Utilization by U.S. College Students: 10-Year Population-Level Trends (2007–2017). Psychiatric Services, 70(1), 60–63. https://doi.org/10.1176/appi.ps.201800332
On college campuses all around the United States, concerns about the physical and emotional well-being of students are becoming increasingly prominent. It is believed that one student out of every three has a mental health condition that is substantial enough to need therapeutic attention (Lipson et al., 2019). The primary objective of this research was to establish population-level changes in the consumption of mental health services by college students. There was a notable rise in the number of people receiving therapy and being diagnosed.
Mishna, F., Regehr, C., Lacombe-Duncan, A., Daciuk, J., Fearing, G., & Van Wert, M. (2018). Social media, cyber-aggression and student mental health on a university campus. Journal of Mental Health, 27(3), 222–229. https://doi.org/10.1080/09638237.2018.1437607
Students in higher education may reap significant benefits from the use of information technologies, including increased opportunities for participation and interactions with others, as well as enhanced opportunities for self-directed and collaborative learning. However, factors such as the perception of obscurity and the absence of social signs may increase the likelihood of aggressive behavior amongst individuals. This study fills a vacuum in the research that has been done on bullying in post-secondary settings. Previous research has focused on bullying in educational settings for children and adolescents. A sizeable portion of today’s college students has been victims of cyberaggression, which has a negative effect on both their feeling of well-being and their mental health (Mishna et al., 2018).
Othman, N., Ahmad, F., El Morr, C., & Ritvo, P. (2019). Perceived impact of contextual determinants on depression, anxiety and stress: a survey with university students. International Journal of Mental Health Systems, 13(1). https://doi.org/10.1186/s13033-019-0275-x
Young people who are beginning their education at a college or university face many challenges connected to the transitional life period and the unique places they are entering (Othman et al., 2019). Recent research reveals alarmingly high prevalence rates of symptoms associated with common mental health conditions such as worry, stress, and depression. On the other hand, there is a paucity of information about the factors that contribute to these issues among Canadian students. The major objective of the study was to evaluate the influence of contextual variables, as viewedby learners, on self-reported mental wellbeing, and to determine how these effects differed.
Vidourek, R. A., & Burbage, M. (2019). Positive mental health and mental health stigma: A qualitative study assessing student attitudes. Mental Health & Prevention, 13, 1–6. https://doi.org/10.1016/j.mhp.2018.11.006
Problems with mental health and the stigma that surrounds mental health are important public health issues. In light of the fact that fewer than one-third of people who suffer from mental health issues receive treatment, there is a pressing need for research to investigate the stigma that is associated with seeking assistance for mental health issues. Students saw the stigma around mental health therapy as a barrier to receiving it (Vidourek & Burbage, 2019). Students thought that it was necessary to minimize stigma-related attitudes through expanding awareness and education, connecting students to services, being compassionate and empathetic to people who were facing mental health difficulties, and providing educational opportunities.
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Research On Perceptions of University Students Toward Mental Health
Main research question
What are the perceptions about mental health services and mental health among college students in US and Vietnam?
Description of the study
There is a serious problem with public health caused by the worldwide burden of mental health illnesses. College students are an example of a demographic that may be at increased risk for mental health problems. There is a lack of information on the perspectives of college students in Vietnam with regard to mental disease and assistance for mental health. The individuals from the United States and Vietnam in the research had quite different ideas about the factors that contribute to mental illness. The participants from Vietnam had a tendency to think that those who suffered from mental diseases were dangerous and should be isolated from society, whereas the participants from the United States thought that mental disorders are the same as other ailments. A key indicator of how Vietnamese people think about their mental health is the low possibility that they would seek professional care for mental disease (Kamimura et al., 2018). Instead, they prefer to seek aid from their family or friends when they are struggling with mental illness. Interventions, such as campaigns aimed at raising awareness about mental health or training courses, have to be made available to college students in Vietnam. It is possible that the stigma associated with mental illness can be reduced in Vietnam by using some of the tactics that have been employed in the United States to promote the mental health of college students.
Methods
Self-administered surveys were used in data collection from January to March of 2018 for a state university in the US and one in Vietnam. Participants were students ranging in age from 18 to 30 who were enrolled in a class that was linked to social science. Each participant gave their consent, which was recorded. In-class, undergraduate students were provided with a consent cover letter and a paper survey, both of which may be handed in at any point during or after the class. There was no collection of personally-identifying information.
Results
The findings of this study, which compared the perspectives of college students in Vietnam with the United States about mental illness and services related to mental health, maybe broken down into three categories. To begin, there were national variations in the perceptions of the factors that contribute to mental illness. In particular, the participants from Vietnam stated that the most common reason was stress from daily life, whereas the participants from the United States believed that the most common cause was chemical imbalance (Kamimura et al., 2018). Second, participants from Vietnam were more likely to hold the perception that those who suffered from mental illness were dangerous and should be isolated from the community, whereas participants from the United States believed that mental disease was comparable to other types of sickness. Thirdly, one of the primary reasons that Vietnamese participants cited for not getting care for mental illness was a preference for obtaining assistance from family or friends rather than a professional.
Conclusion
This study compared the perspectives of university students in the US and Vietnamon mental health and the behaviors associated with seeking mental health services. In comparison to college students in the United States, the researchers found that fewer previous studies had been conducted on the mental diseases that affect Vietnamese college students. The results for Vietnamese students were consistent with those found in earlier research conducted on Vietnamese immigrant groups located all over the world, as well as various mental health studies conducted in Vietnam.
References
Kamimura, A., Trinh, H. N., Johansen, M., Hurley, J., Pye, M., Sin, K., & Nguyen, H. (2018). Perceptions of mental health and mental health services among college students in Vietnam and the United States. Asian Journal of Psychiatry, 37, 15–19. https://doi.org/10.1016/j.ajp.2018.07.012
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What are the perceptions of university students toward mental health?
Research question
What are the perceptions of university students toward mental health?
The rationale for the research
This study is critical because many students do not have adequate knowledge about mental health, which influences their attitudes and practices. Therefore, the knowledge gained will reveal the knowledge that students have about mental health. It will also show the attitudes the students bear and the practices that students carry out concerning coping strategies or practices which enable them to seek help. The findings will, in turn, help them take care of their mental health and well-being, which will improve their academic performance and make them become wholesome individuals in society.
A specific focus of the question you plan to examine.
Knowledge, attitudes and practices that students carry out with regards to addressing mental health problems.
References
Kokou-Kpolou, C. K., Jumageldinov, A., Park, S., Nieuviarts, N., Noorishad, P. G., & Cénat, J. M. (2021). Prevalence of Depressive Symptoms and Associated Psychosocial Risk Factors among French University Students: the Moderating and Mediating Effects of Resilience.The Psychiatric quarterly,1-15. https://doi.org/10.1007/s11126-020-09812-8
Chi, X., Becker, B., Yu, Q., Willeit, P., Jiao, C., Huang, L., Hossain, M. M., Grabovac, I., Yeung, A., Lin, J., Veronese, N., Wang, J., Zhou, X., Doig, S. R., Liu, X., Carvalho, A. F., Yang, L., Xiao, T., Zou, L., Fusar-Poli, P., … Solmi, M. (2020). Prevalence and Psychosocial Correlates of Mental Health Outcomes Among Chinese College Students During the Coronavirus Disease (COVID-19) Pandemic.Frontiers in psychiatry,11, 803. https://doi.org/10.3389/fpsyt.2020.00803
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Abstract
There is a stigma that surrounds mental health and those in need of it. Universities are no exception to this. It seems that university students are not very interested in discussion or learning how to help one another with their own mental health issues, let alone support their peers who may be struggling. This can be a result of what they were taught in high school, their family’s relationships with one another and their own personal relationships (Ma et al., 2021). There are many challenges professors face when teaching a class on mental health and they do not get to spend enough time preparing to teach this class due to the workload that comes with being a professor. As a result, many are unsure of how to approach the topic of mental health in their classroom. This can be seen when a professor asks, “How many people here have been depressed and in need of help?” Students today are much more open to discuss mental health. They are very comfortable with speaking about the common issues that they have encountered, even if it is not depression or anxiety (Ngin et al., 2018). It does not matter if the student is having an issue with their mental health; they are willing to speak about it and understand what is happening in their life.
References
Ma, Q., Parisi, J., Joo, J., & Gallo, J. (2021). Singapore young adults’ perception of mental health help-seeking from mental health professionals and peer supporters.Asian Journal Of Psychiatry,61, 102687. https://doi.org/10.1016/j.ajp.2021.102687
Ngin, C., Pal, K., Tuot, S., Chhoun, P., Yi, R., & Yi, S. (2018). Social and behavioural factors associated with depressive symptoms among university students in Cambodia: A cross-sectional study.BMJ Open, 8(9), e019918. https://bmjopen.bmj.com/content/8/9/e019918.abstract

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