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ERIC Number: EJ1180070
Record Type: Journal
Publication Date: 2018
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0363-4523
Yes, and … : Continuing the Scholarly Conversation about Mental Health Stigma in Higher Education. Wicked Problems Forum: Mental Health Stigma
Rudick, C. Kyle; Dannels, Deanna P.
Communication Education, v67 n3 p404-408 2018
The issues surrounding mental health stigma in higher education are complex and multipronged; perfectly classifying the topic as a "wicked problem" Approximately 55% of students stated they have been diagnosed or treated by a professional for some form of mental illness while in college (American College Health Association, 2017a). The National Survey of College Counseling Centers (Gallagher, 2014) reported that 52% of students who sought treatment for mental illness were diagnosed with severe psychological problems, an increase from 44% the year before. Furthermore, 94% of center directors reported an increase in services used over the past five years addressing the following issues: anxiety disorders, crises requiring immediate response, psychiatric medication issues, clinical depression, learning disabilities, sexual assault on campus, self-injury issues (e.g., cutting to relieve anxiety), and problems related to earlier sexual abuse. Students are increasingly utilizing counseling centers' rapid-access resources (e.g., suicide intervention) and less routine-service resources (e.g., long-term counseling), signaling a changing landscape for how centers can plan and respond to student mental health issues (Center for Collegiate Mental Health, 2016). Overall, these reports point to the reality that many of the students with mental illness are struggling within the current system of higher education, and many are seeking out resources to help with that struggle. In this article, the authors who are communication and scholars, examine how their field can offer unique contributions to studying the communicative processes by which mental health and stigma are communicatively identified, navigated, ignored, and resisted within the higher education environment.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A