an article by Michelle M. Gagnon, Bethany L. Gelinas and Lindsay N. Friesen (University of Regina, Saskatchewan, Canada) published in Journal of Adolescent Research Volume 32 Issue (September 2017)
Abstract
Despite the high prevalence of mental health concerns in university populations, students are unlikely to seek formal help.
The current study examined help-seeking behaviors among emerging adults in a university setting using a mental health literacy framework. Responses from 122 university undergraduates were examined. Students ranged in age from 17 to 25 years (M = 20.67 years, SD = 2.03 years). Quantitative data were collected to determine students’ knowledge and use of campus services and to compare students’ awareness and appraisal of common mental health symptoms.
Narrative data were collected to identify the key symptoms that are appraised to be “early warning signs” versus “early action signs”, and to identify barriers and facilitators to help-seeking.
Mental health symptoms were more likely to be assessed as warning signs than signs warranting action. Lack of knowledge and stigma were barriers to help-seeking, while urging from family and friends, increased knowledge, and confidentiality were identified as facilitators to help-seeking.
Emerging adults in a university setting tend to make distinctions between warning and action signs. Although demonstrating good awareness of the signs of declining mental health, students may respond reactively rather than proactively to symptoms.
Showing posts with label mental_health_literacy. Show all posts
Showing posts with label mental_health_literacy. Show all posts
Thursday, 9 November 2017
Wednesday, 21 December 2011
What is the Threshold of Teachers’ Recognition and Report of Concerns About Anxiety and Depression in Students? …
An Exploratory Study With Teachers of Adolescents in Regional Australia
an article by Michelle Trudgen (Department of Education and Early Childhood Development, Melbourne) and Sharon Lawn (Flinders University, Australia) published in Australian Journal of Guidance and Counselling Volume 21 Issue 2 (December 2011)
Abstract
Introduction
Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.
Method
Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.
Results
Teachers’ recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student well-being teams were barriers to teachers reporting their concerns about students.
Conclusion
Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher’s core skill set, so that teachers can confidently promote mental well-being, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
an article by Michelle Trudgen (Department of Education and Early Childhood Development, Melbourne) and Sharon Lawn (Flinders University, Australia) published in Australian Journal of Guidance and Counselling Volume 21 Issue 2 (December 2011)
Abstract
Introduction
Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.
Method
Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.
Results
Teachers’ recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student well-being teams were barriers to teachers reporting their concerns about students.
Conclusion
Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher’s core skill set, so that teachers can confidently promote mental well-being, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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