Reducing stigma associated with mental health problems among university students in the Asia-Pacific

A video content analysis of student-driven proposals

Bibliographic Data

ID19273192
AuthorsM Withers (0000-0001-7754-0206, University of Southern California, corresponding author), Tasfia Jahangir (0000-0001-9642-2379, University of Southern California), Ksenia Kubasova (0000-0001-7505-2524, Thammasat University), Mao‐sheng Ran (0000-0001-7343-3729, Department of Social Work and Social Administration, University of Hong Kong, China)
Year2022
Volume68
Issue4
Pages827-835
Publication date2022-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Social Psychiatry (JOURNAL)
Journal identifiersISSN: 0020-7640 • E-ISSN: 1741-2854
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00207640211007511
PMID33827300
OpenAlexW3148606044
LanguageEN
Citations received3
References cited51

INTRODUCTION: Studies have demonstrated that mental health problems among university students may be increasing in both prevalence and severity. This study aimed to identify ways to reduce stigma and improve students' utilization of mental health services. METHODS: We performed a content analysis on video proposals to address stigma and mental health at universities, submitted by 15 teams from nine Asian-Pacific countries as part of a case competition. We examined five domains: (1) tone; (2) cultural context; (3) mental health issue of focus; (4) prevention versus secondary prevention; and (5) main intervention strategies. RESULTS: Five main intervention strategies emerged: (1) educational campaigns; (2) peer interaction and support; (3) counseling; (4) screening; and (5) self-management. The results suggest that mental health literacy is low among students. Educational campaigns and events to increase awareness and reduce stigma were the most commonly incorporated strategy, through film screenings, mental health days, and social media. Building empathy through personal stories from celebrities and other students was also highly recommended. Second, counseling was incorporated in 80% of proposals, with a preference for peers and staff support, and web-based therapy over professional counselors, except in severe cases. Programs to increase social contact were the third most common strategy, suggesting students may feel isolated and disconnected. Creating common spaces for students to interact and pairing of students with and without mental health issues were widely suggested. The use of technology was recommended for self-management of mental health and for mandatory mental health screening, which was generally only recommended for incoming students. CONCLUSIONS: Our analysis provides insight into student-generated intervention approaches to prevent and address stigma associated with mental health issues among students. A greater university commitment is needed to provide a range of resources, including education and counseling, to leverage technology, and to foster stronger support networks among students

Content analysis · Context (archaeology) · Intervention (counseling) · Medical education · Mental health · Mental health literacy · Mental illness · Psychiatry · Sociology · Stigma (botany) · Child and Adolescent Psychosocial and Emotional Development · Digital Mental Health Interventions · Medicine · Mental Health Treatment and Access · Psychology

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