How good is mental health care on college campuses?

Stone, Gerald L.; Vespia, Kristin M.; Kanz, Jason E.

doi:10.1037/0022-0167.47.4.498

Cited by 40 publications

(36 citation statements)

References 5 publications

(7 reference statements)

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“…Put simply, without adequate professional development and training in the areas of mental health, it would appear difficult for teaching faculty and academic staff to better understand students with a mental health problem or illness; to identify a student with a mental health problem or illness; or to assume any responsibility in supporting the mental health and wellbeing of students (CACUSS & CMHA, 2014;Frado, 1993;Silverman & Glick, 2010;Stone, Vespia, & Kanz, 2000). Another challenge to consider is the limited expectations on postsecondary faculty and staff to partake in opportunities of professional development.…”

Section: Minimal Opportunities For Professional Development and Trainingmentioning

confidence: 99%

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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Section: Minimal Opportunities For Professional Development and Trainingmentioning

confidence: 99%

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

DiPlacito-DeRango

2016

cjsotl-rcacea

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“…Few centers with session limits recommend such a short treatment period, yet these findings are consistent across settings (Stone et al, 2000). A casual reader might erroneously infer that this number of sessions had been proven to be an effective amount and therefore was a target for ending treatment.…”

mentioning

confidence: 78%

Investigation of Clinically Significant Change by Severity Level in College Counseling Center Clients

Wolgast

Rader

Roche

et al. 2005

Journal of College Counseling

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The authors investigated the number of sessions necessary for college counseling center clients of different levels of severity of distress at intake to achieve clinically significant change (CS) in therapy. The Outcome Questionnaire-45 (M. J. Lambert, N. B. Hansen, et al., 1996) was used to categorize 914 clients by severity of distress. Analyses of outcome indicated that clients with less and more severe distress needed 14 and 20 sessions, respectively, for 50% in each group to achieve CS. Implications are discussed.

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“…I was fortunate to have role models who truly were scientistpractitioners. My graduate advisor was the Director of the University Counseling Service, a Professor of Counseling Psychology, and a prolific scholar who published on applied topics, such as mental health policy on college campuses (e.g., Stone, Vespia, & Kanz, 2000). He also actively modeled his identity as a counselling psychologist and involvement with professional organizations.…”

Section: Faculty Modelsmentioning

confidence: 98%

Integrating professional identities: Counselling psychologist, scientist-practitioner and undergraduate educator

Vespia

2006

Counselling Psychology Quarterly

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The scientist-practitioner model is a critical element of counselling psychology's identity, but its relevance and the effectiveness of its implementation in graduate programs have been questioned in recent years. A counselling psychologist who works as an undergraduate educator describes relatively recent training as a scientist-practitioner and efforts to maintain that identity in her professional work. These efforts are considered within the context of the professional literature, concerns about the model, and recommendations for improved execution of the training philosophy. Specific strategies for developing and thriving as a scientist-practitioner are reviewed.

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How good is mental health care on college campuses?

Cited by 40 publications

References 5 publications

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

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

Investigation of Clinically Significant Change by Severity Level in College Counseling Center Clients

Integrating professional identities: Counselling psychologist, scientist-practitioner and undergraduate educator

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