Normalize Help-Seeking

Normalize help-seeking behavior; reduce the stigma commonly associated with seeking mental health services

Despite access to campus therapy services, many students experiencing mental health or substance abuse concerns do not seek professional help. Common barriers to care in a university student population include stigma associated with mental illness and lack of knowledge of available services. Normalizing help-seeking is one method of overcoming these barriers. Ideally, students will be comfortable with and knowledgeable about asking for help.

Support students with mental illness

There is demonstrated need for normalizing help-seeking, as over half of college students who meet the criteria for moderate to severe depression and/or anxiety are not utilizing therapy services (Eisenberg et. al, 2007). Research has shown that students who hold higher personal stigma of mental illness are significantly less likely to seek therapy services (Eisenberg et. al, 2009). Based on these findings, researchers have called on practitioners to develop methods to encourage college students with mental illness to seek treatment, with particular attention towards reducing stigma.

Expert Opinion: Credible organizations specializing in suicide prevention (i.e. Jed Foundation, Active Minds) indicate that normalizing the help-seeking process is a key early intervention step for people experiencing the challenges associated with mental illness. However, strategies for implementing this approach have not been widely tested for efficacy in a college student population. The implementation section below reflects methods to promote help-seeking based on emerging research (i.e. literature reviews, practitioner guides, and qualitative research).

The following implementation options outline what steps professors can take to normalize help-seeking behavior within their classroom. The list begins with the simplest strategy and the subsequent strategies become more rigorous and timeintensive.

USC policy requires inclusion of the statement on academic conduct and support systems in course syllabi. However, many syllabi either omit this section or include outdated resource information. It is important for faculty to include updated resource information, as students often refer to their course syllabus regularly throughout the semester. Professors and TAs can use syllabus review as an opportunity to verbally highlight support resources, reinforcing the importance of maintaining mental wellbeing.

Beyond syllabus review, you can take steps to further normalize help-seeking by regularly communicating mental health resources and encouraging students to take advantage of them. When possible, resources should be communicated both in written and verbal form. For example, many university staff have created footers for departmental newsletters or personal email signatures referencing commonly accessed support resources. Resources can be communicated verbally in class during times of increased stress in the semester; for example, prior to midterms and final exams. Discussing resources in person reinforces that help-seeking is normal and encouraged in the USC community.

The resources you choose to share can and should be customized based on the students in your course. For example, professors who have classes with a majority international students should take care to specifically reference programs being offered by the Office of International Students and group therapy sessions tailored to international students.

You can find an up-to-date list of current on-campus mental health resources here.

Talking about personal experiences with mental health challenges can further normalize help-seeking behavior. Relaying personal stories about your own mental health can help dispel myths and labels others may hold. A self-disclosure helps break down harmful stereotypes by allowing the listener to make a connection between what may seem like an abstract mental illness and you, a person they know and respect. In addition to reducing stigma, telling a personal story can provide hope for students dealing with similar challenges (Wood et. al, 2014).

Of course, everyone has their own boundaries and you should not feel obligated to share if you do not want to. Self-disclosure works best when the person sharing is comfortable with doing so. Self-disclosures do not have to involve in-depth details about one’s mental illness. On the contrary, emerging research suggests it is best to engage in positive self-disclosure (Cayanus, 2004). For example, you can share a story about a very stressful time in your life and what coping strategies were most helpful for you.

The following list offers techniques for incorporating self-disclosure in a classroom setting:

• Review your lecture content - jot down opportunities where experiences or examples related to mental health are relevant to the course material • Share an anecdote when reviewing campus mental health resources during syllabus review • Set aside a few minutes of class time prior to a major exam - share with students how you coped with stress when you were a student

Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.

Eisenberg, D., Golberstein, E., & Gollust, S. (2007). Help-Seeking and access to mental health care in a university student population. Medical Care, 45(7), 594-601.

Eisenberg, D., Downs, M., & Golberstein, E. (2009). Stigma and help-seeking for mental health among college students. Medical Care, 66, 522-541.

Wood, B., Bolner, O., & Gauthier, P. (2014). Student mental health self-disclosures in classrooms: Perceptions and implications. Psychology Learning and Teaching, 13(2), 83-94.