Mental Health In Post Secondary Education

Mental Health in PSE
The contemporary issue in the education system is mental health in post secondary education. Mental health has become an increasing issue for this age group as they are now faced with many new challenges, such as moving out, discovering new opportunities and responsibility (Lunau 2012). The role of institutions such as collages and universities play a crucial part in responding to this situation. The amount of involvement institutions emplace within their educational system ultimately determines the success of students regarding their mental health. The policy proposed requires all post-secondary education institutions to incorporate mandatory mental health counselling to registered full-time students. Throughout this paper
both the positive and negative aspects of this policy will be brought forward in order to examine the most efficient response to this problem. Mental illness often associated with negative images, such as incapability, inferiority and instability. This study examining mental health professionals’ attitudes towards mental health patients reveals a shocking number of health professionals hold up negative stereotypes towards individuals with mental disorders (Hansson et al. 2011). Hansson et al. (2011) also discusses the attitudes patents hold of their own mental health compared to caregiving professionals, the results showed similar, and negative views regarding mental health. This data suggests correlation between mental health actors and the quality of treatment supplied. If professionals maintain negative biases towards mental health the treatment may not be as sufficient as it needs to be (Hansson et al. 2011). This aspect to mental health treatment would negatively impact the proposed policy as it reinforce negative mental health stigmas into impressionable young adults, which may in turn lead to their own self stigmatization.
Health and Wellness centres within post-secondary education systems aid schools in constructing student life norms. Aubrecht (2012) discusses the pamphlets that the University of Toronto administers to their student population. Within these pamphlets suggests the ideal, resilient student, those whom do not meet these criteria are seen as incapable to complete academic tasks without experiencing stress and anxiety are seen as abnormal because they cannot conform to student life norms (Aubrecht 2012). This gives schools the power to socialize students to practice resilience and normalcy and sort those who are seen as incapable learners. Aubrecht (2012) discusses how for the University of Toronto, resilience is incorporated into Health and Wellness programs, describing the benefits of building resilience like reduction in stress, depression and anxiety. Essentially this idea of self-help leaves students gaining broad advice rather than intensive help they may need (Aubrecht 2012). Universities then construct what mental disability means within its institution, usually labeling it as a negative trait, suggesting it should be replaced with resilience. Allowing counseling to be mandatory for all students then would restrict their sense of self-growth and understanding of mental illness. Instead it would be replaced by a construction of stigmatization towards mental health. Self-concealment is a major factor affecting student’s willingness to seek help regarding their mental health conditions.
Within post-secondary education people come together from a variety of backgrounds and worldviews, each having their own interpretation of mental health and how it should be treated. Masuda and Boone (2011) argues, “Research has also shown that Asian American college students tend to have less favorable help-seeking attitudes than European American college students.” (p. 267). Overall there is a general consensus of a negative stigma towards mental health from young adults. Although Masuda and Boone (20211) suggests a common ground between Asian Americans and European Americans, having no difference in recognizing the need for mental help, and trusting health professionals. This acknowledgement of a need for help can indicate a greater chance of students taking action in receiving help. Accessibility is another reason for students not seeking help, finding time to visit drop in hours or scheduling an appointment can be too much of a burden for students to handle (Masuda and Bone 2011). Creating mandatory counseling eliminates the pressure of students allocating time to seek help. This also eliminates the alienation process of students whom may suffer from mental illness, as they will not by the only ones going through the process of
counseling. The lack of social support is often related to students’ mental health, obtaining strong social ties and support from peers can often aid the improvement in mental health among students.
NAME discusses how the majority of college and university students often report feeling isolated and depressed (p.492). A survey was conducted in order to measure five main mental health issues in students and the kind of social ties they possessed. NAME concluded that variables such financial struggles corresponded with the individual having a low support system, and students living with a significant other reported higher support system (p.497). Overall students with greater social support tended to have a lower likelihood of mental illnesses, like depression, compared to students whom did not (p.497). Mandatory counselling would benefit full-time students in the aspect of communication. Opening social ties and learning to become an active role in society could potentially reduce rates of mental illness in young adults attending university or
college. Across Canada mental health facilities within post-secondary institutions vary drastically depending on the size of the school. NAME argues that small institutions are less likely to implement mental health programs compared to larger schools (p.275). NAME states, “Twenty-two per cent of small, 43% of medium, and 57% of large institutions indicated that they plan and coordinate mental health resources with community-based mental health services.” (p.256). Although the majority of post-secondary education institutions provide some form of mental health prevention, small and medium sized schools provide significantly less programing (p.252). This can create a gap in the education system regarding mental health awareness among young adults whom need it the most. Enforcing mandatory counselling in schools will provide a unified standard of mental health education, preparing all students within Ontario to combat depression, anxiety, or any other illness.
To conclude, I believe this proposal should be implemented within post-secondary institutions as it can reduce stigmatization on seeking help, encourage active participation within communities, and create an equal unified program allowing growth for all Ontario students. Although there are scepticism around whom will be leading counselling classes and what their biases are, it can be improved by creating frequent training programs for these health mentors. The construction stigmatization built within institutions can also become minimized by creating a standard curriculum enforcing that there is no one best way to be a successful student. All in all, I believe this policy will benefit a majority of students in post-secondary education and help to reduce common mental illnesses experienced, like depression and anxiety.