Jovan Fernandez
Theodore Taylor Hughes
ENC 3250
July 12, 2020
Mental Health Issues on College Campuses
The college years are often thought of as a time in life when life-long friendships are established, the foundation for careers are established, and the future looks bright for those that have the opportunity to better themselves through education. However, an alarming trend has emerged regarding college students and suicidal thinking. According to two extensive annual surveys of college undergraduates, incidences of severe depression and rates of self-injury among US college students have more than doubled over the past decade (Joseph). What is the cause of this disturbing trend at a time in life that is stressful yet rewarding? By examining studies on college students across the United States, a case study will reveal the rationale behind why this disturbing trend has occurred.
Colleges and universities across the nation keep close track of the mental health of their students. A study by Mei et al. revealed that generally, the tracking of behaviour of non-depressive and depressive students by colleges and universities is very accurate. Universities keep track of this information to monitor students and how they perform since depression is a common disorder that hinders an individual’s ability to perform and learn (Hysenbegasi, Hass and Rowland 145).
In many other developmental areas, the nexus of late adolescence and early adulthood are similarly challenging. Both males and females in this age group typically remain in the process of physical, cognitive, and emotional maturation. However, women are generally regarded to be at higher risk for depression than their male counterparts (Villatte, Marcotte and Potvin 114). Combined with the immaturity and inexperience that many bring to their first college experiences, the resulting uncertainty can leave students vulnerable to depression. Indeed, it is often asserted by depression researchers that the life phase most fraught with risk for the onset of depression is late adolescent years (Ebert et al. 2).
One of the most frequently cited factors that tend to contribute to or exacerbate depression in college students can be variably described as homesickness or culture shock (Thurber and Walton 416). College life can be regarded as a distinct culture that differs in almost every regard from that of secondary school. Shortly after students arrive at this new and unfamiliar milieu, they are expected to embark upon the most challenging academic curriculum they have ever encountered, which can serve to further compound the disorientation and alienation (Thurber and Walton 417). Furthermore, if the college environment is located in a regional culture that differs significantly from the student’s experience, the strain of navigating the minutiae of the new culture can be exhausting. Even dealing with seemingly trivial changes such as substantially different climates can represent a difficult challenge for college students.
Another factor that figures prominently in many scholarly discussions of depression among college students is the pressure of the rigorous academic course load that most college students require (Ebert et al. 2; Villatte, Marcotte and Potvin 117). While the course content of early courses may not be significantly different than that which most students encountered in high school, the academic environment is usually quite different. Most significantly, instructors at the college level usually adopt a much more laissez-faire approach to classroom management than their counterparts at the secondary level, who are often forced by regulations and circumstances to assume quasi-parental roles in overseeing students’ progress and achievement.
By contrast, students in college are forced not only to challenge themselves academically and intellectually, but also within an environment that demands their autonomy, motivation, and organization. Meeting these demands can prove to be a daunting and emotionally draining challenge that renders new college students vulnerable to depression (Bornstein 392). Other high-stress periods that can lead to a worsening of depressive symptoms include the final weeks of a semester when projects and exams are due. Also, junior and senior level students may tend to withdraw when the pressure of a formidable thesis or final project becomes overwhelming (Rawson and Bloomer 327).
As has been made clear by the evidence reviewed in this discussion, several factors render college students particularly vulnerable to depression. Although widespread awareness efforts and recent research have served to increase the understanding of the condition and its prevalence among college-age students, more awareness initiatives are necessary to ensure that everyone in the college environment is adept at identifying the possible signs of depressive symptoms and intervening effectively. Furthermore, students should be granted greater access to sufficient, low-cost counselling services to ensure that this significant challenge to the health of the college population can be managed.
Besides, studies have shown that depression and anxiety are the most common psychological problems college and university learners undergo. For instance, the nursing trainees face challenges in trying to adapt to the stressful situations every day in learning institutions and also struggle with anxiety related to clinical attachments. A systemic and a meta-analysis reported that the global prevalence of depression among nursing learners is 34% (Tung, Yi-Jung et al. 1754). However, Asia has been shown to surpass the rate of occurrence with depression being reported at 43% among nursing learners. The approximate prevalence rate of anxiety conditions in Asia is 11% among college learners.
A study conducted among college trainees in China reported that approximately 0.2% of students battle with various kinds of psychological disorders such as depression, anxiety and stress (Wei & Sang 153). Among the student population, the female learners are at a greater risk of developing psychological problems. Despite the high rates of mental problems among learners, some researches have shown a decline in the rates towards graduation up to 25%. Most of the students get stressed up in the first and second semester and the rates of decrease within a specified period.
However, in the USA, the rates of depression and anxiety have been increasing, unlike other countries. A comparison study between fresh students, juniors and senior learners showed that all of them had higher scores on depression, anxiety and stress scales (Beiter et al. 90). It is a clear indication that learners are mentally disadvantaged as these conditions affect their quality of life as well as their performance. Therefore, there is a great need to consider educational changes that promote the mental health of learners as they train. It is also crucial that learning institutions regularly examine the psychological well-being of their trainees and thus develop appropriate approaches to tackle their issues.
Works Cited
Beiter, R et al. “The prevalence and correlates of depression, anxiety, and stress in a sample of college students.” Journal of affective disorders vol. 173, (2015): 90-6. doi:10.1016/j.jad.2014.10.054
Bornstein, Marc H. Well-Being: Positive Development Across the Life Course. Mahwah, NJ: Erlbaum, 2003.
Ebert, D. D., Buntrock, C., Mortier, P., Auerbach, R., Weisel, K. K., Kessler, R. C., … Bruffaerts, R. “Prediction of Major Depressive Disorder Onset in College Students.” Depression and Anxiety. Depression and Anxiety, 36, 4: 2018. doi:10.1002/da.22867
Hysenbegasi, Alketa & Hass, Steven & Rowland, Clayton. “The Impact of Depression on the Academic Productivity of University Students.” Journal of Mental Health Policy and Economics, 8, 2005: 145-151.
Joseph, S. “Depression, Anxiety Rising Among US College Students.” Reuters.com. August 29, 2019. Online. https://www.reuters.com/article/us-health-mental-undergrads/depression-anxiety-rising-among-us-college-students-idUSKCN1VJ25Z
Mei, G., Xu, W., Li, L., Zhao, Z., Li, H., Liu, W., & Jiao, Y. (2020). “The Role of Campus Data in Representing Depression Among College Students: Exploratory Research.” JMIR Ment Health, 7(1), DOI: 10.2196/12503.
Rawson, Harvee E., and Kimberly Bloomer. “Stress, Anxiety, Depression, and Physical Illness in College Students.” Journal of Genetic Psychology 155, 3, 1994: 321-30.
Tung, Yi-Jung et al. “Prevalence of depression among nursing students: A systematic review and meta-analysis.” Nurse education today, vol. 63 (2018): 119-129. doi:10.1016/j.nedt.2018.01.009
Wei, J., and Z. Sang. “Research progress on family factors of depression for college students.” China J. Health Psychol 25 (2017): 1752-1756.