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Abstract
Despite the high prevalence of mental health concerns in university populations, students are unlikely to seek formal help. The current study examined help-seeking behaviors among emerging adults in a university setting using a mental health literacy framework. Responses from 122 university undergraduates were examined. Students ranged in age from 17 to 25 years (M = 20.67 years, SD = 2.03 years). Quantitative data were collected to determine students’ knowledge and use of campus services and to compare students’ awareness and appraisal of common mental health symptoms. Narrative data were collected to identify the key symptoms that are appraised to be “early warning signs” versus “early action signs,” and to identify barriers and facilitators to help-seeking. Mental health symptoms were more likely to be assessed as warning signs than signs warranting action. Lack of knowledge and stigma were barriers to help-seeking, while urging from family and friends, increased knowledge, and confidentiality were identified as facilitators to help-seeking. Emerging adults in a university setting tend to make distinctions between warning and action signs. Although demonstrating good awareness of the signs of declining mental health, students may respond reactively rather than proactively to symptoms.
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Author Biographies
Michelle M. Gagnon is a doctoral student in clinical psychology at the University of Regina. Her research focuses on how knowledge translation and literacy can be used to improve patient outcomes and health and mental health service delivery.
Bethany L. Gelinas is a doctoral student in clinical psychology at the University of Regina. Her research interests include non-suicidal self-injury and other self-destructive behaviors, with a focus on the experience of help-seeking and recovery.
Lindsay N. Friesen is a doctoral student in clinical psychology at the University of Regina. Her research focuses on access to mental health treatment, Internet delivered therapy, and knowledge translation.
