Lessons in Censorship (original) (raw)
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University educators increasingly manage situations where students disclose serious mental health issues. This is a significant issue, particularly for health and human service professions, as the importance of valuing the lived experience of mental illness lies alongside concerns for professional practice standards. Thus the responsibilities of students to disclose their mental health status and the responsibilities of Universities to provide appropriate support within established disability frameworks must be clear. However, students often do not know who they should disclose to, what will happen to disclosed information, and who has access to this information. Student's often fear embarrassment, stigma, and shame about disclosing mental illness, which is compounded by the diverse attitudes, experiences, and beliefs of educators. Consequently, this paper will review existing literature on university responses to, and students' experiences of, mental illness in order to set a research agenda for this topic. The authors argue that such research must be undertaken urgently, in a context of inclusivity in higher education that gives voice to the experiences of students, their families and carers, university staff, and practitioners in the field.
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2022
This paper examines students with disability's access to mental health resources in postsecondary institutions (PSIs). In recent decades, there has been a growing concern about the increase in mental health conditions in PSIs (Pascoe et al., 2019). With the increasing representation of students with disabilities in PSIs, little evidence exists on their accessibility to mental health resources. Moreover, some researchers have noted the negative impacts of mental health conditions on academic performance, learning environments, and withdrawal rates in PSIs (Eisenberg et al., 2009). This paper demonstrates that post-secondary students with disabilities experience significant barriers that impact their mental health and academic performance. Moreover, PSIs must create practical solutions and ease access to mental health resources for students with disabilities. This paper also offers practical strategies for addressing some identified barriers to mental health resource uptake.
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Poised to have the highest number of young people in the world, India will have the onus of providing adequate mental health resources to a demographic considered among the most vulnerable with regard to mental well-being. While the Mental Healthcare Act 2017 pushed for greater accountability and care in supporting individuals with mental illness, these directions were specific to services provided by the state and did not address the care required in non-hospital settings. Since many manifestations and repercussions of mental health issues in young people occur in educational institutions, it becomes vital to address ways in which we can formulate ethical mental health services at those sites. This article is a reflective case study of the ethical dilemmas and challenges around issues of confidentiality and quality of care in relation to demand, contributing to a larger mental health ecology involved in providing mental health resources at the Student Support Centre, Manipal, that ...
University students’ perspectives on mental illness stigma
Mental Health & Prevention, 2019
Mental health issues are increasingly prevalent among North American post-secondary students and often impede academic progress. However, students appear reluctant to seek help and access mental health services due to stigma associated with mental health issues. Our study explored university students' perspectives on and experiences of mental illness stigma on campus with the ultimate aim of working towards building more inclusive communities. Drawing on a participatory action research approach, we recruited 24 Canadian university students and conducted 13 semi-structured interviews, three focus groups, and three Photovoice sessions. Thematic analysis of the transcribed narratives and discussions derived from the data-collection process generated three themes. First, students identified academic pressure, the concealed nature of mental illness, and mistreatment of people with mental illness as sources of stigma. Second, stigma threatened three aspects of student life: being, doing, and belonging. Third, enhancing awareness of students' mental health issues and improving mental health service delivery were indicated as critical to addressing stigma. The university's abilityfocused culture appeared to contribute to reinforcing stigma and to students being threatened with losing or damaging their academic competence status. Universities should initiate dialogue with students and faculty to communicate the relationship between students' mental health and academic success.