Authors present the content, delivery, and benefits of a one-semester honors college lecture series on college student mental health

Bischof, Gary H.

Hamilton, Alexander J.

Hernandez, Adrian J.

English

UNL | Libraries

University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
Honors in Practice -- Online Archive National Collegiate Honors Council 
2020 
Mental Health Matters: College Student Mental Health in the 
Twenty-First Century 
Gary H. Bischof 
Alexander J. Hamilton 
Adrian J. Hernandez 
Follow this and additional works at: https://digitalcommons.unl.edu/nchchip 
 Part of the Curriculum and Instruction Commons, Educational Administration and Supervision 
Commons, Gifted Education Commons, Higher Education Commons, and the Liberal Studies Commons 
This Article is brought to you for free and open access by the National Collegiate Honors Council at 
DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Honors in Practice -- 
Online Archive by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 
Mental Health Matters:  
College Student Mental Health in the  
Twenty-First Century
Gary H . Bischof, Alexander J . Hamilton, and  
Adrian J . Hernandez
Western Michigan University
Abstract: Authors present the content, delivery, and benefits of a one-semester 
honors college lecture series on college student mental health .
Keywords: mental health of college students; lectures and lecturing; well-being; 
psychological stress; National Alliance on Mental Illness (organization)
Student mental health is a growing concern on college campuses . Large national samples through the Healthy Minds Study (2019) reveal that 
39% of college students struggle with anxiety, depression, eating disorders, 
self-injury, or suicidality (Eisenberg, Lipson, et al, Promoting behavioral 
health, 2018) . These data also demonstrate increased incidences and sever-
ity of mental health challenges . For example, 11% of students in 2016–17 
reported past-year suicidal ideation compared to 6–8% in earlier surveys 
(2005–2013) . Further, 21% reported non-suicidal self-injury compared to a 
previous 14–17% . Campus counseling center usage rates are also increasing, 
often stretching center capacity and leading to wait lists (LeViness, Bershard, 
et al ., <https://www .aucccd .org/director-surveys-public>, 2018) .
Although research comparing honors and non-honors students is limited, 
several studies indicate that honors students are at greater risk of experiencing 
mental health issues because they are highly aspirational and perfectionistic 
(e .g ., Owens & Giazzoni, JNCHC, 5(1), 2010) notes an association between 
the anxiety of perfectionism and negative emotional, social, and academic 
228
performance . Research also suggests that school administrators and mental 
health professionals often overlook honors students, assuming that academic 
excellence or higher intelligence equates to an increased ability to handle 
mental health challenges (e .g ., Owens & Giazzoni) . Alternatively, other stud-
ies indicate that honors students are well-positioned to demonstrate greater 
levels of psychological wellbeing compared to their peers, assuming that 
these students engage in initiatives and services that promote positive char-
acteristics and wellbeing (e .g ., M . Kelleher, JNCHC, 18(2), 2017) notes the 
inter-disciplinary nature of honors colleges is well-suited to address mental 
health needs, and the role of mental health is emphasized in an article on hon-
ors students’ thriving (Cuevas, Schreiner, et al ., JNCHC, 18(2), 2017) .
In an effort to raise awareness about mental health issues among college 
students, we developed a semester-long lecture series . Those who arranged 
the series included honors college personnel, an honors student, faculty with 
expertise in mental health, the campus counseling center director, and a com-
munity representative from a local crisis call center . We held public one-hour 
lectures weekly and an evening event in the community with a movie by L . 
Klein (2017, The S Word) profiling stories about young adults who survived 
a suicide attempt . Here are the thirteen lecture topics and the presenters’ 
backgrounds:
1 . Mental Health as a Public Health Issue: Local Initiatives and Resources . 
Local leaders of mental health and substance abuse organizations, and 
a faculty member in public health policy .
2 . Depression: Symptoms and Strategies . Psychology professor .
3 . 13 Reasons Why Not . Faculty member and director of the campus-
wide suicide prevention program .
4 . Healthy Minds Study: Current Issues and Trends on Campus Mental 
Health . Staff member of Healthy Minds .
5 . What to Do When Someone You Know is Struggling . Case manager, 
Student Affairs .
6 . The Pulse of Anxiety is Rising . Psychology professor .
7 . The Somebodiness of African American Men (P . D . Johnson, 2016) . 
Counseling professor .
8 . How Can Good Enough Be Enough: Perfectionism in Perspective . 
Two graduate assistants .
briEf idEas
229
9 . Technology and Mental Health: Challenges and Resources . Faculty 
member and researcher, Center Behavioral Intervention Technolo-
gies, Northwestern University .
10 . Medications 101 and Mental Health Treatment Options . Health 
center psychiatrist .
11 . Healthy Relationships . Marriage and family therapist and family 
studies professor .
12 . Grit, Resiliency, and Self-care . Campus counseling center director .
13 . Stories of Recovery and Resilience: Panel of students who have dealt 
effectively with mental health challenges during college .
Many lectures had interactive components and offered practical strate-
gies to maintain wellness, and counseling professionals were present if anyone 
needed support . We invited student organizations of the National Alliance 
on Mental Illness (NAMI) and Active Minds to have information tables at 
the lectures . Attendees completed a brief survey following the lectures; sat-
isfaction and usefulness both averaged 4 .5 on a 5-point scale . The three most 
useful lectures were on anxiety, grit, resiliency and self-care, and perfection-
ism . The series helped raise awareness of college students’ mental health and 
available resources, and it emphasized that the honors college takes these 
matters seriously . For more information, visit <https://wmich .edu/honors/
spring-2018-lyceum-lecture-series> .
__________________________________________________________
The authors may be contacted at
gary.bischof@wmich.edu.
briEf idEas
230


Mental Health Matters:
College Student Mental Health in the
Twenty-First Century

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Honors in Practice -- Online Archive National Collegiate Honors Council 2020 Mental Health Matters: College Student Mental Health in the Twenty-First Century Gary H. Bischof Alexander J. Hamilton Adrian J. Hernandez Follow this and additional works at: https://digitalcommons.unl.edu/nchchip  Part of the Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Gifted Education Commons, Higher Education Commons, and the Liberal Studies Commons This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Honors in Practice -- Online Archive by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Mental Health Matters:  College Student Mental Health in the  Twenty-First CenturyGary H . Bischof, Alexander J . Hamilton, and  Adrian J . HernandezWestern Michigan UniversityAbstract: Authors present the content, delivery, and benefits of a one-semester honors college lecture series on college student mental health .Keywords: mental health of college students; lectures and lecturing; well-being; psychological stress; National Alliance on Mental Illness (organization)Student mental health is a growing concern on college campuses . Large national samples through the Healthy Minds Study (2019) reveal that 39% of college students struggle with anxiety, depression, eating disorders, self-injury, or suicidality (Eisenberg, Lipson, et al, Promoting behavioral health, 2018) . These data also demonstrate increased incidences and sever-ity of mental health challenges . For example, 11% of students in 2016–17 reported past-year suicidal ideation compared to 6–8% in earlier surveys (2005–2013) . Further, 21% reported non-suicidal self-injury compared to a previous 14–17% . Campus counseling center usage rates are also increasing, often stretching center capacity and leading to wait lists (LeViness, Bershard, et al ., <https://www .aucccd .org/director-surveys-public>, 2018) .Although research comparing honors and non-honors students is limited, several studies indicate that honors students are at greater risk of experiencing mental health issues because they are highly aspirational and perfectionistic (e .g ., Owens & Giazzoni, JNCHC, 5(1), 2010) notes an association between the anxiety of perfectionism and negative emotional, social, and academic 228performance . Research also suggests that school administrators and mental health professionals often overlook honors students, assuming that academic excellence or higher intelligence equates to an increased ability to handle mental health challenges (e .g ., Owens & Giazzoni) . Alternatively, other stud-ies indicate that honors students are well-positioned to demonstrate greater levels of psychological wellbeing compared to their peers, assuming that these students engage in initiatives and services that promote positive char-acteristics and wellbeing (e .g ., M . Kelleher, JNCHC, 18(2), 2017) notes the inter-disciplinary nature of honors colleges is well-suited to address mental health needs, and the role of mental health is emphasized in an article on hon-ors students’ thriving (Cuevas, Schreiner, et al ., JNCHC, 18(2), 2017) .In an effort to raise awareness about mental health issues among college students, we developed a semester-long lecture series . Those who arranged the series included honors college personnel, an honors student, faculty with expertise in mental health, the campus counseling center director, and a com-munity representative from a local crisis call center . We held public one-hour lectures weekly and an evening event in the community with a movie by L . Klein (2017, The S Word) profiling stories about young adults who survived a suicide attempt . Here are the thirteen lecture topics and the presenters’ backgrounds:1 . Mental Health as a Public Health Issue: Local Initiatives and Resources . Local leaders of mental health and substance abuse organizations, and a faculty member in public health policy .2 . Depression: Symptoms and Strategies . Psychology professor .3 . 13 Reasons Why Not . Faculty member and director of the campus-wide suicide prevention program .4 . Healthy Minds Study: Current Issues and Trends on Campus Mental Health . Staff member of Healthy Minds .5 . What to Do When Someone You Know is Struggling . Case manager, Student Affairs .6 . The Pulse of Anxiety is Rising . Psychology professor .7 . The Somebodiness of African American Men (P . D . Johnson, 2016) . Counseling professor .8 . How Can Good Enough Be Enough: Perfectionism in Perspective . Two graduate assistants .briEf idEas2299 . Technology and Mental Health: Challenges and Resources . Faculty member and researcher, Center Behavioral Intervention Technolo-gies, Northwestern University .10 . Medications 101 and Mental Health Treatment Options . Health center psychiatrist .11 . Healthy Relationships . Marriage and family therapist and family studies professor .12 . Grit, Resiliency, and Self-care . Campus counseling center director .13 . Stories of Recovery and Resilience: Panel of students who have dealt effectively with mental health challenges during college .Many lectures had interactive components and offered practical strate-gies to maintain wellness, and counseling professionals were present if anyone needed support . We invited student organizations of the National Alliance on Mental Illness (NAMI) and Active Minds to have information tables at the lectures . Attendees completed a brief survey following the lectures; sat-isfaction and usefulness both averaged 4 .5 on a 5-point scale . The three most useful lectures were on anxiety, grit, resiliency and self-care, and perfection-ism . The series helped raise awareness of college students’ mental health and available resources, and it emphasized that the honors college takes these matters seriously . For more information, visit <https://wmich .edu/honors/spring-2018-lyceum-lecture-series> .__________________________________________________________The authors may be contacted atgary.bischof@wmich.edu.briEf idEas230

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1304&amp;context=nchchip

Mental Health Matters: College Student Mental Health in the Twenty-First Century

Abstract

Similar works

Full text

Available Versions

UNL | Libraries

DigitalCommons@University of Nebraska