Iranian Higher Education
Volume 15, Issue 4 (2024)
ihej 2024, 15(4): 1-22 |
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Sedighian Bidgoli A. Investigating The Necessity of Students Community Participation in Promoting Students Mental Health from an Interventionist Perspective: An Analysis of Global Experiences. ihej 2024; 15 (4) :1-22
URL: http://ihej.ir/article-1-1816-en.html
URL: http://ihej.ir/article-1-1816-en.html
Assistant Professor. Institute for Cultural, Social and Civilizational Studies of the Ministry of Science, Research and Technology, Tehran, Iran & Assistant Professor. Institute for Cultural, Social and Civilizational Studies of the Ministry of Science, Research and Technology, Tehran, Iran , sedighian@iscs.ac.ir
Abstract: (848 Views)
Purpose: Stigma associated with mental health disorders is a major societal issue. It can lead to social isolation. The consequences of this social issue can be severe, including violence, depression, suicide, self-harm, and other harmful behaviors. This study is based on a research that aimed to collect and analyze the mechanisms and patterns used by leading universities around the world in the field of student mental health. The intervention theory approach and its propositions on participation, awareness, and behavior modification were considered and used in data analysis.
Method: This descriptive-analytical study uses content analysis to review existing documents. The statistical population includes all programs and strategies that have been implemented in universities in the United States, Canada, the United Kingdom, and Australia in the context of prevention and proper coping with the stigma of mental health disorders. Based on this, about 127 related ideas were found, and after studying them, finally 53 programs were selected.
Results: The findings showed that the main variables in preventing and coping with the stigma of mental health disorders are awareness, behavior change, student participation, and software performance. One of the insights that can have important and practical implications for researchers and policymakers in this field is to address the fact that all of these programs ultimately focus on individual intervention, not structural intervention.
Conclusion: Despite the criticisms that can be made of this approach, a quick solution to reducing the stigma of these diseases is to change the attitudes of the general student population on the one hand (primary prevention) and to improve the attitudes of people at risk or with mental disorders on the other hand (secondary and tertiary prevention).
Method: This descriptive-analytical study uses content analysis to review existing documents. The statistical population includes all programs and strategies that have been implemented in universities in the United States, Canada, the United Kingdom, and Australia in the context of prevention and proper coping with the stigma of mental health disorders. Based on this, about 127 related ideas were found, and after studying them, finally 53 programs were selected.
Results: The findings showed that the main variables in preventing and coping with the stigma of mental health disorders are awareness, behavior change, student participation, and software performance. One of the insights that can have important and practical implications for researchers and policymakers in this field is to address the fact that all of these programs ultimately focus on individual intervention, not structural intervention.
Conclusion: Despite the criticisms that can be made of this approach, a quick solution to reducing the stigma of these diseases is to change the attitudes of the general student population on the one hand (primary prevention) and to improve the attitudes of people at risk or with mental disorders on the other hand (secondary and tertiary prevention).
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