Over the last decade the rate of mental illness has grown significantly among University students (Storrie et al., 2010). Though it may be rewarding to earn a University degree, students enrolled at a University are at an increased risk of mental health issues. University students often fall into a vicious cycle of stress, maladaptive coping, and compromised health (Storrie et al., 2010, Chao, 2011), all of which significantly impact the effective performance, and the likelihood they will be able to complete the degree (Chao, 2011, Rahmati, 2015, Storrie et al., 2010). Therefore, an increase of interventions aimed at reaching this population to achieve optimal mental well-being is warranted. This paper illustrates the importance of social and professional/academic support in managing one’s mental health, particularly stress among University students.
While academic responsibilities are proven factors contributing to the stress levels of University students, the additional roles individuals play outside of academics; the spouse; parent; and/or the worker—and the task of managing these “multiple roles,” may also increase stress levels (Collins et al., 2010, Mattanah et al., 2010). Holding roles other than the student role, which is quite common leads to higher levels of stress. This stress is then exacerbated by academic demand, internship/field placements, and lack of faculty support (Collins et al., Storrie et al., 2010, Mattanah et. al). This level of stress has been linked to increased risk of impairing cognitive functions, work pertinence and health related problems, particularly psychological distress (Rahmati, 2015, Chao, 2011). However, researchers have identified that having a strong social support system decreases the likelihood of being negatively effected by stress related to academics(Chao, 2011, Collins et al., 2010, Mattanah et al., 2010, Storrie et al., 2010).
Social support is defined as the perception of meeting the needs of the individuals specifically in the form of friendships, and faculty relations (Chao, 2011, Mattanah et al., 2010, Collins et al., 2010). Research has shown these relationships increase adaptability, self-esteem and expose individuals to coping strategies both of which protect one from the negative psychological well-being and functional status related to stress(Chao, 2011, Collins et al., 2010, Mattanah et al., 2010). Therefore, in order to help University students, who are at risk for higher rates of stress, college programs should require frequent advisor meetings that will foster conversations towards voicing personal concerns, as well as effective strategies for sustaining support in times of stress (e.g. seeking counseling, strategies to improve faculty-student relations, encouragement of peer support) (Regehr et al., 2013, Collins et al., 2010, Storrie et al., 2010, Mattanah et al., 2010).
It is not just one form of social support that is instrumental in my success as a student, but all forms. It is the combination of seeking and receiving help from family members, friends and professors that enables students to learn new coping strategies to best manage their time, resulting in a decrease in mental distress. According to the guidelines outlined by researchers, a system to bridge university health providers with mental health clinicians, increase the students’ knowledge of University offered support services as well as affordable external options through the training of academic staff in these resources(Storrie et al., 2010) will ensure the mental well being of the student body.
As you can see, several studies conclude that students’ mental health is negatively impacted by a lack of social and academic support. One’s cognitive functioning, quality of life and risk to depression and anxiety are at risk as a result of the demands of being a University student (Regehr et al., 2013, Storrie et al., 2010, Rahmati, 2015). In conclusion, the exploration of the efficacy of several intervention studies has revealed that social and professional support systems are key features to the remedy of mental health based problems that may decrease one’s chance to successfully graduate (Storrie et al., 2010, Chao, 2011, Mattanah et al., 2010).
References:
CHAO, R. C. L. 2011. Managing Stress and Maintaining Well‐Being: Social Support, Problem‐Focused Coping, and Avoidant Coping. Journal of Counseling & Development, 89, 338-348.
COLLINS, S., COFFEY, M. & MORRIS, L. 2010. Social work students: Stress, support and well-being. British Journal of Social Work, 40, 963-982.
MATTANAH, J. F., AYERS, J. F., BRAND, B. L., BROOKS, L. J., QUIMBY, J. L. & MCNARY, S. W. 2010. A Social Support Intervention to Ease the College Transition: Exploring Main Effects and Moderators. Journal of College Student Development, 51, 93-108.
RAHMATI, Z. 2015. The Study of Academic Burnout in Students with High and Low Level of Self-efficacy. Procedia-Social and Behavioral Sciences, 171, 49-55.
REGEHR, C., GLANCY, D. & PITTS, A. 2013. Interventions to reduce stress in university students: A review and meta-analysis. Journal of affective disorders, 148, 1-11.
STORRIE, K., AHERN, K. & TUCKETT, A. 2010. A systematic review: Students with mental health problems—A growing problem. International Journal of Nursing Practice, 16, 1-6.
