Beruflich Dokumente
Kultur Dokumente
Melissa K. Recht
College students today are experiencing skyrocketing rates of mental health diagnoses that directly
affect academic success, retention rates, and emotional and physical well-being (Watkins, Hunt and
Eisenberg, 2011). This epidemic of mental health disorders on campus has created a complex
situation for student affairs professionals, who often must deal with students in crisis. Student
affairs professionals, while often well-versed in student development and prepared to act with
empathy in many situations, are often unprepared to deal with the scope and seriousness of mental
health issues they may encounter. Without proper training to deal with anxious, suicidal, depressed,
and addicted students, student affairs professionals may be taxed beyond their limits (Reynolds,
2013). The increasing demand for resources for mental health issues also adds to the burden that
some student affairs professionals may face, causing burnout and stress. Counseling centers and
student activities offices are now acting proactively as well as reactively to the needs of students,
and it can be both costly and time-consuming to create programming, training opportunities,
Student affairs professionals are confronting this problem by seeking training and on the
job professional development (Watkins et al, 2011; Reynolds, 2013). Journals in the field are
addressing the change in mental health rates and researchers are sorting through the reasons why
young adults are experiencing this shift and how they can be supported in the university
environment. It is clear from the literature that the profession is aware of and reacting to the
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increase in mental health disorders with hopes of creating solutions that benefit students but do not
The stigma associated with mental health is dissolving as the rates of diagnosed students go
up. This means more students are coming forward on university campuses disclosing a mental
health issue and asking for help. Many of these students are newly diagnosed or seek a diagnosis in
college. Watkins et al (2011) point out that many lifetime mental health issues will appear before or
during college years. And the numbers are staggering. 45% of college students struggle to function
(Reynolds, 2013). Half of all college students have had at least one episode of suicidal thinking
(Watkins et al, 2011). And the severity of these problems is increasing as well--studies show that
the number of extreme emotional problems is on the rise (Watkins et al, 2011).
First year students experience a huge transition, and often experience increased stress as a
result. Moving from the family environment into a dorm, establishing new social groups, and
facing academic challenges can be difficult for many students and even more so for students with
mental health issues. Freidlander, Reid, Shupak and Cribbie (2007) suggest that the students are
surprised by the impact on their mental health, “University life has been reported to be more harsh
and stressful than students anticipate (p. 260).” The stress for these first year students can cause
health problems that interfere with academic performance, social activities, and more.
It is not just first year students experiencing stress, of course. The research shows that the
students in college now and in recent years are confronting college very differently than their
predecessors did. A number of factors translate to increased stress and mental health challenges,
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including what researchers say are high levels of perfectionism and anxiety, dependence on
technology, “helicopter” parents, and a lack of coping skills (Bland, Melton, Welle and Bigham et
The current generation of college students handles mental health differently than previous
ones. Today’s students have often received mental health care services before coming to college, in
a way that previous generations have not. This reduces stigma, and they are more likely to seek
services on their college campus (Watkins et al, 2011). Watkins also points out that some of the
students with more severe mental health issues would not have attended college in the past, but
with medication and therapy becoming more common, many of those students are now seeking a
Although students are struggling, universities are providing important resources and
supports to keep them in school (and keep them healthy and functioning). Stress tolerance and
coping skills trainings, increased counseling center hours and appointments, and other
interventions are now a part of the college experience. As Watkins (2011) writes, a university is a
“single integrated setting” encompassing the main activities of many students’ lives: eating,
Student affairs professionals must now confront the rising numbers of students who come
to campus with mental health problems that require care and attention. Staff working in housing,
student activities, identity centers, and other student-facing offices and departments are the
frontline and are often the first to notice or be made aware of mental health issues. They are often
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the first ones to address the issue, even before the student makes it to a counseling center or
hospital. According to Reynolds (2013), this creates an increased demand on the time, energy, and
resources of those frontline staff. Staff facing this challenging situation must consider how to
handle students experiencing an emergency, figure out how to allocate resources to address mental
health on campus, consider liability and risk, and think about their own mental health as they deal
Regardless of the challenges of dealing with such a momentous task, it is clear student
affairs professionals will need to be prepared to be a part of the solution. The American College
Personnel Association (ACPA) sums it up, “It is our jobs as representatives of college student
educators, administrators and student affairs professionals to help students thrive. ACPA will
continue to learn how to best serve communities impacted by mental health challenges, and will
continue to promote awareness for these conditions, specifically for students of marginalized
identities and backgrounds, who are often more prone to mental health conditions as a result of
Reynolds (2013) points out that many student affairs professionals are already concerned
about the mental health of the students they work with, and have personal concerns about how to
help or work with these students. Indeed, it was a top concern cited in a Delphi survey of APCA
members (Reynolds, 2013). Student affairs professionals, especially those new to the field or who
have not received training on how to handle situations with students in a mental health crisis,
should receive appropriate professional development and helper training (Reynolds, 2013). While