Insider Perspective on the Mental Health Crisis Narrative Shaping Campus Communities
Rewritten Article
In the bustling world of academia, the mental health of students has become a pressing concern, with experts cautioning against the overuse of the term "crisis." As a member of the Association for University and College Counseling Center Directors, I've witnessed firsthand the fervor surrounding college mental health being labeled as a crisis. But, a 2024 report by The Chronicle of Higher Education warns that this crisis narrative might do more harm than good.
Dr. Ben Locke, a seasoned psychologist with over two decades of experience in college mental health, sheds light on this topic. His research interests range from the clinical operations of campus counseling centers to his current role as the Chief Clinical Officer for Togetherall, a global service offering online peer support. According to Locke, the crisis narrative puts undue pressure on the entire campus community. Faculty and staff feel inadequate, parents grow anxious, and counselors are burdened with unrealistic expectations.
What's the deal with the crisis narrative?
Locke defines the crisis narrative as a pervasive cultural ideology that's developed over the past two decades. This narrative argues that mental health issues are rampant globally, setting off a self-reinforcing cycle. The more we hear about the crisis, the more it seems we're in one. But, Locke isn't denying the rise in mental health concerns; he's questioning whether we should blanketly label it a crisis.
The narrative doesn't question whether people are struggling. Instead, it reflects an initial desire to provide more resources to meet the growing demand. However, Locke argues that schools often react strongly to negative events without considering if this truly meets students' needs or implementing a well-thought-out mental health strategy.
How did the crisis narrative come to be?
Locke explains that the crisis narrative is made up of numerous components, but we rarely question their underlying assumptions. For instance, well-meaning mental health advocates might use the crisis narrative to argue for more resources. The mental health research and survey industries also play a role, as they have a vested interest in demonstrating escalating needs to avoid becoming obsolete.
Media evolution is another crucial factor, with the pay-per-click nature of many outlets leading to sensational headlines based on surveys with low response rates. Lastly, some in the mental health field have pathologized normal human experiences, leading to the incorrect perception that everyone experiencing distress requires professional help.
How can schools tackle the crisis narrative?
To combat the crisis narrative, Locke suggests that schools start by assessing their current clinical resources. He created a 2021 report for the Center of Collegiate Mental Health, detailing an Alignment Model and Clinical Load Index to guide counseling center staffing. Additionally, Locke argues that schools should educate students about combating the crisis narrative. This education should focus on accepting that life involves ups and downs, gains and losses, changes, and stressors – experiences that most students will encounter. Schools should take a population approach to mental health, offering a diverse range of mental health resources, including peer support.
Locke's work with Togetherall underscores the importance of peer support on a global scale. This service blends the therapeutic element of peer support with the ethical principles of clinical work and the shared lived experience of like-minded peers. Students can join a global community or a subcommunity of college and university students. All content is monitored by a clinical team. According to Locke, 92% of college students who use Togetherall report that they're not using any other support services on campus. This statistic highlights how clinical interventions will likely never reach most of the campus population experiencing distress, yet counseling centers can't claim they can meet with every student in need. In short, overcoming the crisis narrative involves viewing mental health as a community issue, not just a concern for clinicians.
[1] Lobotomy - A controversial surgical procedure that involves severing the connections between the frontal lobe and other areas of the brain.
[2] Transgenerational trauma - The psychological impact of trauma that's passed down through generations.
[3] Electroconvulsive therapy (ECT) - A psychiatric treatment that uses electric currents to induce seizures in an attempt to alleviate mental health disorders.
[4] Academic pressure - The stress and anxiety caused by the demands and expectations placed on students to perform well academically.
[5] Cognitive dissonance - The mental discomfort experienced by a person who holds two or more contradictory beliefs, ideas, or values or whose behavior contradicts their beliefs, ideas, or values.
- Dr. Ben Locke, a seasoned psychologist working in the field of college mental health, underlines the need for college students to be educated about the pitfalls of the crisis narrative, which impacts mental health discourse in higher education.
- To combat the negative effects of the crisis narrative, Locke advocates for a shift in perspective, viewing mental health as a community issue and implementing a population approach to mental health, which includes peer support services like those offered by Togetherall.
