INTRODUCTIO5

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INTRODUCTION & DEFINITIONS OF MENTAL HEALTH AND MENTAL ILLNESS The concepts of mental health and mental disease are fundamental to the study of human well- being and the elements that influence an individual's psychological condition. Yet, the precise definitions of these categories remain elusive due to their subjective character and the influence of cultural, societal, and individual perspectives. Although there is no single, all-encompassing definition of mental health, the World Health Organization (WHO) gives valuable context by describing it as "a state of complete physical, mental, and social wellness." A key aspect of this definition is its emphasis on mental health as a positive condition of well-being rather than merely the absence of disease or disability. In this condition, people are able to take care of themselves, get along well with others, and have a positive view of who they are as a person. A person's values, beliefs, and cultural setting all have a role in how they evaluate their own mental health, hence the concept itself remains very subjective. Some behaviors that are socially accepted in one culture may be seen as dysfunctional in another. Therefore, mental health involves a range of issues, including those at the individual, interpersonal, and social/cultural levels. Instead, mental health should be viewed as a combination of factors, including but not limited to, positive self-concept, healthy relationships with others, the ability to handle stressful situations, and resilience in the face of adversity. These factors interact dynamically, shaping an individual's mental well-being. Quoting from the material, "Individual, or personal, factors include a person's biologic makeup, autonomy and independence, self-esteem, capacity for growth, vitality, ability to find meaning in life, emotional resilience or hardiness, sense of belonging, reality orientation, and coping or stress management abilities." Due to the complex nature of mental health, it is important to diagnose and treat the whole person, taking into account their relationships with others and their environment. The term "mental illness" encompasses a diverse range of diseases that impact an individual's mood, behavior, and cognitive processes. These disorders may include several ailments, including but not limited to depression, schizophrenia, anxiety disorders, and addiction disorders. Mental disorders frequently result in notable anguish and compromised performance, leading individuals to encounter dissatisfaction in regard to their self-perception, interpersonal connections, and adaptive strategies. The demands of everyday existence can potentially become overpowering or intolerable, resulting in a profound feeling of despair. Mental diseases are characterized by complex etiology, encompassing individual, interpersonal, and social/cultural factors. Various individual elements have a role in the development of mental illness, encompassing genetic predispositions, exaggerated anxieties or phobias, compromised perception of reality, and a sense of existential purposelessness. Interpersonal variables encompass various elements that might impact individuals' relationships and social interactions. These factors may include inefficient communication patterns, an overreliance on or avoidance of interpersonal connections, a diminished sense of belonging, insufficient social support networks, and challenges in regulating emotions. Social and cultural issues comprise a range of phenomena that influence individuals and communities. These factors include resource shortages, violence, homelessness, poverty, and societal prejudices, such as stigma, racism, classism, ageism, and sexism.

The field of psychiatry uses the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) to define and diagnose mental health and mental illness. The diagnostic process for mental illness begins with this taxonomy, developed and published by the American Psychiatric Association. It was initially released in 2013 and updated as necessary since then. The DSM-5 serves three crucial functions. First, it offers a common language and terminology for the field of mental health that is known internationally. Second, based on clinical experience and research, it lays out detailed diagnostic criteria for each mental condition. Last but not least, it helps pinpoint what triggers these illnesses in the first place. By using this framework, medical professionals can assess a patient's health in its whole, taking into account any and all relevant information. Depression, schizophrenia, anxiety disorders, and substance use disorders are only some of the primary mental health issues addressed. The DSM-5 also acknowledges that a person's medical history may be relevant to diagnosing and treating their mental disorder, further underscoring the complex interaction of factors involved in mental health and mental disease. THEORETICAL PERSPECTIVES The topic of mental health has been a subject of examination for society, the psychiatric field, and sociology has also contributed a substantial body of theoretical knowledge on this matter. The reasons for this are subject to ongoing debate, and numerous sociological theories regarding mental health emphasize the significance of societal and professional attitudes towards mental health, in addition to the experiences of individuals affected by mental health issues (Cockerham, 1992). The sociological theories that have garnered significant attention in the field of mental health are social reaction or labelling theories, and social constructivism. Social Reaction The emergence of this critical theory in the 1960s might be seen as indicative of the wider critical tendencies that were prevalent in society throughout the time of its formulation. The theoretical framework of labelling theory operates on the fundamental assumption that attributing the label of "mentally ill" to an individual imparts a stereotyped perception onto them, subsequently influencing their behavior. The theoretical foundation of this perspective may be traced back to the symbolic interactionism paradigm in sociology. Consequently, the primary objective of this theory was to investigate the dynamics of interactions and the manifestation of roles among individuals involved in the context of mental illness (Pilgrim and Rogers, 1999). In the context of labelling theory, the analysis of mental illness is around the interplay between the patient (and the one identified as being unwell), their family, medical professionals, and society at large. The basic paradigm utilized by labeling theorists in the analysis of mental illness is the examination of primary deviance and secondary deviance as twin notions. Primary deviance refers to behaviors or situations that involve actual violations of rules or actions that may be considered wrong (Pilgrim and Rogers, 1999). Labeling theorists find it particularly intriguing to examine how individuals rationalize and overlook such behavior until a certain threshold is reached (Ineichen, 1979:11). One notable investigation that sheds light on this phenomena is the research conducted by Yarrow, Schwartz, Murphy, and Deasy (1955). Their study effectively demonstrated the different strategies employed by wives to rationalize and overlook peculiar behavior, until a threshold of deviant behavior was achieved. However, according to the labelling

theory, secondary deviance is considered to be the more troublesome form of deviance. Additionally, this is where the strongest connections between the second theories we have explored are also found. Secondary deviance is a concept that holds significant importance for labeling theorists, as it encompasses several crucial elements. In essence, secondary deviation pertains to the display of symptoms that are unrelated to the underlying physical occurrence. Therefore, it can be argued that the etiology of secondary deviance is influenced by the societal situations that surround individuals, rather than being solely determined by intrinsic variables inside the individuals themselves. According to Rosenham (1973), it is stated that... The inquiry regarding the discernment between individuals of sound mind and those with mental illness can be approached with relative ease: the crucial factors that contribute to diagnostic classifications are rooted in either the inherent traits of the patients themselves or the external circumstances in which observers encounter them (250).In Rosenham's study, the question of whether eight pseudo-patients successfully gained admission to hospitals by feigning insanity was primarily dependent on the perspective of the observers involved. Although initially well-received and supported by several studies validating its concepts, labelling theory has not waned in popularity. On the contrary, it has faced significant criticism as a result of subsequent investigations and ongoing research. The labelling theory posited a connection between primary and secondary deviation, suggesting that the occurrence of one would likely lead to the occurrence of the other due to the subsequent interaction between the individual engaging in deviant behavior and those who assign the deviant label. However, empirical research has failed to support this hypothesis. Rosenham's investigation revealed that the designation of deviant, while initially causing discomfort and distress, did not endure for an extended duration among the pseudo-patients involved in the experiment (Pilgrim and Rogers, 1999).Another flaw that is highlighted in labeling theory pertains to the correlation between the stereotypical perceptions of individuals deemed mentally ill and the general public's beliefs. If one were to attribute the responsibility of labeling individuals with mental illness to society, it would be anticipated that the perceptions held by the general public would align with diagnostic criteria. However, empirical studies have demonstrated that this assumption is unfounded. The study conducted by Pilgrim and Rogers (1999:18) has shown that there is only a limited correlation between popular beliefs about mental illness and the visual representations commonly linked with medical diagnoses. Labelling theory acknowledges and critiques the notion that a differentiation can be made between physical disorders, initial deviance, and the subsequent societal response that leads to secondary deviance. In the second hypothesis under consideration, we explore the notion that the existence of both categories is contingent upon societal factors, implying that mental illness is essentially a subjective construct. Social Constructivism The works of French philosopher Michel Foucault are likely the best representation of this in terms of comments on mental health, though it refers to a wide spectrum of social critiques across many disciplines. In particular, his groundbreaking research. The extreme worldview connected with social constructivism is laid out in The Birth of the Clinic. Here, Foucault argues that the classification concept of insanity originates in the subjective characterization of medical expertise. Or, the mad became a problematized group, which prompted the development of ways

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to control them, (Foucault, 1976), which in turn led to the objectification of insanity. On the surface, these two theories appear to share many similarities, particularly the view that society plays a crucial role in defining mental disease. While social reactionaries and labeling theorists distinguish between primary (bodily) and secondary (society-based) deviance, social constructivists place all responsibility for one's mental health on society as a whole. As a result, the subjectivity of mental illness is determined through the objectifying process of psychiatric or medical knowledge in general, drawing on the theoretical framework of discourses (Pilgrim and Rogers, 1999).Foucault's writings are the most well-known and significant in shaping this theoretical perspective, while many contemporary works have taken social constructivist ideas in regard to medical knowledge. For Foucault, the development of a distinct body of knowledge that pathologizes mental states according to a classificatory system related to madness and what were the strategies which emerged as a result of this knowledge towards the control and management of the insane were central concerns (Foucault, 1972, 1976).This idea has far- reaching consequences when thinking about mental health and how it is defined in and by society. Therefore, this theoretical framework can be interpreted as a critique of not only psychiatric treatment but also of psychiatric knowledge and, more specifically, of the processes by which psychiatric knowledge is formed. According to social constructivists, the definition of insanity and the factors that contribute to it are both products of the knowledge production that led to those labels in the first place. The lack of a normative basis in social constructivism's analysis is perhaps the strongest criticism that can be leveled against it. Despite the validity of the criticism, social constructivist theories can be quite hazy on the subject of counter-discourses to the dominant ones they describe and analyze. Social policy formulation based on the critique may also be constrained (Rogers and Pilgrim, 2001: 175). It has been argued that social constructivism deconstructs mental illness too much, and that some mental illnesses may be better understood as physical manifestations of what we might actually be able to call a disorder (Zinberg, 1970). PREVALENCE OF MENTAL ILLNESS IN COLLEGE STUDENTS THE UNITED STATES In recent times, there has been a growing recognition of the significant impact that mental health has on the attainment of global development objectives, as exemplified by the incorporation of mental health within the framework of the Sustainable Development Goals. Depression stands as a prominent contributor to the prevalence of disability. The prevalence of mental health concerns among college students has escalated to concerning proportions in recent years, presenting a substantial obstacle to the overall welfare and scholastic achievements of young individuals. The National Institute of Mental Health (NIMH) has reported that a significant proportion, namely 75 percent, of mental health issues that individuals suffer during their lifetime emerge before the age of 24. This finding highlights the need of recognizing the crucial period during which many persons first encounter these difficulties (NIMH, 2022). According to available data, suicide ranks as the fourth most prevalent cause of mortality within the age group of those aged 15 to 29 years. Individuals diagnosed with severe mental health issues experience premature mortality, with a potential reduction in life expectancy of up to twenty years, primarily attributable to avoidable physical health conditions. Despite advancements in many nations, individuals with mental health disorders frequently encounter significant infringements on their human rights,

discriminatory practices, and societal stigmatization. Many mental health disorders can be efficiently managed at a comparatively affordable expense; nonetheless, a significant disparity persists between individuals requiring treatment and those who possess the means to obtain it. The extent of treatment coverage remains significantly limited in terms of effectiveness. The rising rate of mental illness among U.S. college students is a serious issue that needs more research. Statistics showing the prevalence of mental health problems and their detrimental effects on students' educational and professional development have prompted a heightened awareness of the topic in recent years. To begin with, it's vital to realize the complexity of mental health problems and their varied origins. Complex interplay between genetic predisposition and environmental stressors produce mental disorders. It's critical that the idea that mental illness is a matter of personal responsibility be put to rest. Recognizing mental health as an important aspect of overall health is the first step in providing for the needs of persons with mental health issues. The National Alliance on Mental Illness (NAMI) reports that a quarter of all college students have mental health issues. The sheer enormity of the problem is highlighted by this figure, which shows that a sizeable percentage of the student body is dealing with mental health issues. During the 2009 COVID-19 epidemic, 37% of high school students reported regular challenges with mental health, according to a poll conducted by the Centers for Disease Control and Prevention. The prevalence of adult mental health problems in Malaysia has increased from 10.7% in 1996 to 29.2% in 2015, a worrying trend that has been documented by statistics. This trend indicates an increasing requirement for extensive mental health support across the United States and the rest of the world. Students' mental health is crucial because of the important role they play as the future contributors to society. The wide variety of difficulties college students may confront is reflected in the prevalence of three distinct mental illnesses: bipolar disorder, anorexia, and panic disorder. Particularly concerning is the impact that bipolar disease has on a student's ability to succeed in school, pursue meaningful work, and maintain their health. Early detection and intervention are critical in reducing the consequences associated with untreated bipolar illness. There needs to be a sophisticated approach to college students' mental health because of the identified differences between racial and ethnic groupings. In terms of health and socioeconomic factors, the CDC found that people of color (Blacks, Hispanics, and American Indians and Alaska Natives) fared worse than Whites. The difficulties minority students confront are exacerbated by inequalities in health insurance, access to care, and social determinants. Mental health has been seriously affected by the COVID-19 pandemic. According to a poll conducted by the CDC, many high school students are experiencing mental health issues as a result of the pandemic. Because of this, specific interventions and support systems are required to deal with the pandemic's peculiar problems. The interconnectedness of mental health concerns is shown by the gender and sexual orientation gaps in high school students' experiences of mental health. Lesbian, gay, and bisexual (LGB) pupils have reported more severe mental health problems than their heterosexual classmates. Gender inequalities, with greater rates among females, further emphasize the significance of taking into account a wide range of student perspectives.’ The American College Health Association (ACHA) reports that one in four young persons between the ages of 18 and 24 suffer from a mental health disorder that requires professional treatment (ACHA, 2021). Beyond the numbers, this pervasiveness is seen in the daily lives of

college students. The fact that more than a quarter of college students have received a mental health diagnosis or treatment in the past year is indicative of the pervasiveness of these problems in schools (ACHA, 2021). More than 40% of college students in the past year had stress levels above average (ACHA, 2021). This tendency has been exacerbated by the academic setting, with its demanding curriculum and lofty standards. With over 80% of college students reporting feeling overwhelmed by their workload in the previous year and 45% reporting feeling hopeless, it's clear that academic duties can be a lot to handle. The National Alliance on Mental Illness (NAMI) reports that an alarming 73% of students living with a mental health illness have encountered a crisis on campus (NAMI, 2020). The fact that 34.2% of these kids said their school didn't know about their problem calls into question the efficacy of current support services on campuses across the country. The rising number of students enrolled in universities across the country has been accompanied by a similar rise in the number and intensity of students reporting difficulties with their mental health. This double tendency is a serious problem for schools and necessitates a reevaluation of mental health services. The American College Health Association published a report in 2015 highlighting the far-reaching repercussions of untreated mental health issues, finding that students cited sadness and anxiety as substantial barriers to academic achievement. Mental health issues clearly have a negative effect on scholastic achievement. More than half of college students have experienced overwhelming anxiety, making academic accomplishment a daunting job, and 31% of college students had felt so depressed in the past year that it impeded their ability to function (ACHA, 2021). Without sufficient treatment, young adults with mental health concerns are more likely to obtain lower GPAs, drop out of college, or experience unemployment compared to their peers without such challenges. It is alarming that numerous adolescents with mental health problems refuse to get help. Seven percent of college students have seriously considered suicide in the past year (ACHA, 2021), with the fear of stigma emerging as the key barrier. Because of people's hesitation to reach out for help, suicide has risen to the second or third largest cause of mortality among college students. Mental health issues have repercussions well beyond the university years. Sixty-four percent of young adults who have dropped out of college give mental health issues as the explanation. The most common mental health illnesses for this age group are anxiety, depression, and PTSD (NAMI, 2020). An alarming gap in post-college mental health treatment is revealed by the fact that more than 45% of these people did not ask for accommodations and 50% did not use mental health services and supports (NAMI, 2020). CAUSES OF MENTAL ILLNESS College is stressful since you are in a new atmosphere with new students and new stuff. College students' mental health has played a significant role in this since they confront numerous hurdles, such as making new friends, learning new things, and being away from home. Depression, anxiety, suicide, and new relationships have all influenced how college students deal with their mental health. Suicide is one of the main causes of death among American college students. "Suicide" is defined as "the act or instance of taking one's own life voluntarily and intentionally" by Merriam-Webster. Suicide among college students is a persistent issue since, according to

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cdc.gov, "the rate of suicide among college students is currently between.5 and 7.5% per 100,000 students." According to studies, one out of every 10 college students plans to commit suicide." Students can experience sentiments of remorse, hopelessness, and despair, which can affect their speech, mood, and conduct. Depression is another reason for college students' mental health. "Depression is a mood disorder that causes a persistent feeling of sadness and loss of interest," according to mayoclinic.org. For a long time, depression has been a major problem among college students. According to data from apa.org, 36.4% of students have experienced some form of depression. Some of the symptoms of depression in students include loss of interest in specific hobbies, restlessness, sadness all the time, insomnia, and difficulty thinking. Anxiety is another reason a student may struggle with mental health. Anxiety, according to dictionary.com, is "mental distress or uneasiness caused by fear, danger, or misfortune." Starting a new school is both stressful and frightening. "Anxiety disorders affect 40 million adults over the age of 18, but only one-third seek and receive treatment," according to adaa.org. "Nearly 75% of people with anxiety disorders will have their first episode before the age of 22." College students are susceptible to a variety of anxiety disorders, including panic disorder, obsessive- compulsive disorder, and post-traumatic stress disorder. Anxiety causes students a lot of stress and can be harmful to their academic growth. EFFECTS OF MENTAL ILLNESS Students' mental health is severely impacted by mental illness. First, students with mental illness may feel the suffering that impacts their health. Students with mental illness may experience vague pains in their arms, legs, and back. Some students may suffer from incapacitating or chronic widespread pain. These kids may develop symptoms such as neck and back pain that make daily activities difficult. Secondly, mental illness may damage the gastrointestinal area therefore interfering with their health. Nausea, bloating, diarrhea, and constipation are common complaints among students with mental illness. Serotonin, a type of neurotransmitter found in both the brain and the intestines, is responsible for this effect. Because of its presumed role in mood regulation and intestinal health maintenance, Neuronstrammiter has been linked to mental disorders. If the student does not maintain a healthy lifestyle with a balanced diet and regular medicine intake, their health may decline. Students who suffer from mental illness are at a higher risk for cardiovascular and immune system disorders. Hormones produced by mental illness increase heart rate and constrict blood vessels, putting the student's body in a chronic state of emergency. This may cause heart disease in the long run. A history of mental health concerns increases the risk of developing cardiovascular disease, diabetes, high blood pressure, and high levels of saturated fat. Students' health could deteriorate as a result of this. Students with mental health issues may be at a higher risk of contracting infectious diseases because of compromised immune systems. Students' health and well-being may be negatively impacted by mental illness if they have trouble sleeping. Students with mental health issues are more likely to have insomnia or other sleep problems. This mood may make individuals feel weary making it challenging to regulate their physical wellbeing. Lack of sleep, according to experts, can lead to a variety of health issues. Some of the long term lack of sleep difficulties are high blood pressure, weight gain, some forms of cancer, and diabetics. Consequently, this has a negative

impact on student health (Hirsch et al., 2019).Finally, a student's weight may be affected by mental illness, which might prevent them from gaining or losing weight normally. Appetite changes in students with mental illness can cause either weight loss or gain. Numerous medical problems, including heart disease, have been linked by doctors to weight gain that is excessive. Conversely, being underweight has been linked to cardiac problems, reduced fertility, and exhaustion. As a result, the student's physical health will suffer. RECOMMENDATIONS The maintenance of mental health holds significant importance in relation to one's holistic well- being, particularly for individuals enrolled in institutions of higher education who encounter distinct challenges. Acknowledging the need of timely identification and intervention, the subsequent research digs into a series of detailed suggestions aimed at enhancing mental health care within college settings. The ideas presented are based on fundamental principles that emphasize the importance of precise evaluations, customized interventions, and a dedication to promoting inclusion and maintaining consistent care. Principle 1: Early Identification and Intervention The first principle emphasizes the significance of early identification and intervention through comprehensive assessments. Early detection of mental health issues enables timely support, fostering positive outcomes for individuals with mental illness diagnoses (Mowbray et al., 2003). Comprehensive diagnostic, psychosocial, and functional assessments should be the cornerstone of campus-based mental health services, ensuring a holistic understanding of students' needs (Mowbray et al., 2003). Recommendations include: • Complete Assessments for All Students: Every student entering campus-based mental health services should undergo a thorough diagnostic, psychosocial, and functional assessment (Chisolm, 1998, cited in Stone et al., 2000). • Prevention of Psychiatric Crises: Establishing a well-developed system to prevent psychiatric crises and respond effectively when they occur is essential. This involves proactive measures and accessible resources for students in need. Principle 2: Tailored and High-Quality Campus-Based Services The second principle advocates for comprehensive, high-quality mental health services specifically designed to address the unique needs of college students. Recommendations include: • Integration of Career Counseling: Recognizing that career concerns can be intertwined with mental health issues, colleges and universities should integrate career counseling with mental health services. Staff providing career counseling should be trained to identify students with underlying psychiatric problems (Blacklock et al., 2003). • Collaboration with Residence Life: Coordination with residence life is crucial for educating resident advisors on identifying and managing psychiatric issues, ensuring a holistic approach to student well-being.

• Accessibility of On-Campus Services: On-campus mental health services should be geographically centralized, widely accessible, and well-publicized to ensure all students can easily access the support they need (Blacklock et al., 2003). Principle 3: Continuity of Care The third principle underscores the importance of continuity of care to optimize outcomes following the onset of psychiatric problems. Recommendations include: • Established Procedures for Crisis Response: Campus-based mental health services should have established procedures for responding to students in psychiatric crises, ensuring the safety of individuals and the campus community. • Debriefing Mechanisms: In the aftermath of traumatic events or suicide attempts, campuses should implement debriefing mechanisms within the limits of confidentiality to support the affected community. Principle 4: Inclusive and Responsive Services The fourth principle focuses on inclusivity and responsiveness, acknowledging that involving students in the design and implementation of mental health services enhances their quality. Recommendations include: • Consumer Participation: Actively involve students in the design, implementation, evaluation, and management of mental health services to ensure they meet actual needs. • Affirmative Employment Practices: Utilize affirmative employment practices to hire qualified counselors representing diverse populations, promoting cultural competency within the staff (Bishop, 1990). • Self-Help and Mutual Support Programs: Integrate self-help and mutual support components into mental health services, acknowledging their effectiveness in community contexts. • Follow-Up Contacts: Establish an organized system of follow-up contacts to ensure that referrals are completed, and care received is satisfactory. • Recovery-Oriented Approach: Embrace a recovery-oriented approach, recognizing the evolving nature of long-term options for individuals with serious mental illnesses. CONCLUSION Write a conclusion using the below prompt; Summarize first paragraph in 2-3 sentences Summarize each subsection in 2-3 sentences Minimum of 800 words.

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INTRODUCTIO5

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