سکوت مسائل مربوط به بهداشت روانی در محیط دانشگاه: مطالعه کمی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|30943||2014||6 صفحه PDF||سفارش دهید||4260 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Archives of Psychiatric Nursing, Volume 28, Issue 5, October 2014, Pages 339–344
A descriptive study was used to examine the attitudes and experiences of staff and students towards mental health problems. Staff completed the "Attitude towards mental illness survey", and students who self-identified having a mental health problem completed the "Stigma scale". Using an online collection process, data from 270 staff and 201 students showed that the "silence" surrounding mental health problems permeates the university environment and impacts on help seeking behaviors, the provision of support and on the recovery and wellbeing of affected individuals. Universities must decrease stigma and foster social inclusion to build self-esteem in people who have mental health problems. International research into self-reported and objectively rated levels of psychological distress in university students confirms that mental health problems are common in this population (Bayram and Bilgel, 2008, Burris et al., 2009, Field et al., 2008, Khawaja and Dempsey, 2007, Leahy et al., 2010, Stallman, 2010, Wynaden et al., 2013 and Yorgason et al., 2008), and appear to be increasing (Hunt & Eisenberg, 2010). An Australian study identified that more than 50% of students across three universities had levels of psychological distress indicative of mental illness in the 4 weeks prior to accessing professional help. Their level of distress was greater than reported data for the general population (Stallman & Shochet, 2009) and was significantly associated with the number of days they were unable to meet their work and study commitments (Stallman, 2008). Despite the interference to their capacity, young people continue to delay or fail to seek help for their problems. Therefore, at any one time there are students trying to complete their studies while managing an existing or emerging mental illness or high levels of psychological distress that are causing them increasing concern (Wynaden et al., 2013). In managing the distressing symptoms associated with a mental health problem, students may draw on past coping mechanisms. For example, they may use alcohol and drugs or access health care services with somatic expressions such as headaches, general malaises, and/or sleep disturbances (Ahern, 2009 and Mori, 2000). However, if the underlying cause remains unresolved, it may continue to impact on the individual, interfere with social interactions with others and reduce their overall level of functioning (Raunic & Xenos, 2008). Unresolved problems may also affect students' ability to meet educational goals and lead to increased levels of stress, lowered productivity and/or increased absenteeism (Cook, 2007). Low treatment rates for mental health problems in a study of 955 tertiary students suggested that traditional models of support might not be adequate or appropriate for tertiary cohorts (Leahy et al., 2010). Furthermore, the increasing numbers of domestic and international students from Indigenous and culturally and linguistically diverse backgrounds require culturally sensitive and safe models of support. Attitudes and stigma determine help seeking intentions (Wynaden et al., 2005) and one of the most cited reasons why people do not seek help for mental health problems is the fear of experiencing discrimination and stigma (Michaels et al., 2012 and Zartaloudi and Madianos, 2010). Mental health-related stigma can be separated into: discrimination (being treated unfairly/differently) and prejudice (stigmatizing attitudes) (Clement et al., 2013). Stigma and discrimination also reduce students' initiative to engage in help seeking behavior (Henderson, Evans-Lacko, & Thornicroft, 2013). It is important that universities facilitate early intervention for, and improved support to these students (Kim, Coumar, Lober, & Kim, 2011). While it is unrealistic to expect all university staff to have the level of expertise to provide effective support, university environments need to foster more supportive and accepting attitudes and improved pastoral care to reduce the impact of the unwanted consequences on students' long term level of wellbeing (Galbraith, Brown, & Clifton, 2014) and academic outcomes (Storrie, Ahern, & Tuckett, 2010). To increase awareness of the impact of mental health problems on student educational outcomes, research was conducted at two Australian universities during mental health week in October 2013. Emails with information about the study and an invitation to participate were sent. Staff were asked to complete the “Attitude towards mental illness survey” (Health & Social Care Information Centre, 2011); and students who self-identified as having a mental health problem were asked to report their stigma experiences using the Stigma Scale developed by King et al. (2007).