This document discusses a research paper on college students' perceptions of mental health accessibility in the U.S. It provides background on the high rates of mental illness among college students and barriers to treatment. Studies discussed found that social stigma, lack of knowledge, and views that mental health issues are normal stress lead many students to not seek help. Perceptions of bringing shame to families, especially in some ethnic groups, and fears about peers' views also impact treatment-seeking. Limited availability of services on campuses and medication misuse are additional challenges. The Affordable Care Act has helped address some issues through community outreach programs. Improving awareness and support from families, peers, and the healthcare system could help students access necessary mental health

1. Running head: THE PERCEPTION OF COLLEGE STUDENTS TOWARD MENTAL HEALTH
ACCESSIBILITY IN THE U.S. 1
The Perception of College Students Toward Mental Health Accessibility in the U.S.
Linh P. Vu
Department of Psychology, Central Washington University, Des Moines

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The positive collaboration between social stress and mental illness has been well proven
in so many literatures in the past. It is emphasized in Weitz’s (2013) text that the chronic stress is
more likely to affect individuals’ mental health compared to acute stress such as life events.
According to National Alliance of Mental Illness (NAMI) (2015), in the U.S., there is 50% of
mental illness cases begin at the age of 14, and 75% cases begin by the age of 24. Surprisingly,
due to the lack of effectiveness in treatment and professional mental health resources from the
very beginning, students’ symptoms tend to increase as greater academic is obtained (Meilman et
al., 2015). Research has shown that by the time reaching college, one in every four college
students was diagnosed with mental illness; half of the students reported suffering mood
disorders-anxiety, depression, stress; 40% do not seek help; 80% reported to be under heavy
responsibilities (NAMI, 2015). Future generation’s health lies at an urgent cliff, so does mental
health care service in institutions for higher education. This paper will further explore the
barriers of the issue and from there showing the importance of college students’ perception
toward mental health accessibility in the U.S.
Findings in previous literature indicate that students reported to prefer dealing with
mental problems by themselves, time-consuming to seek for treatments, and perceiving problems
as usual chronic stress (Miranda et al. 2015). Interesting statistics show that 58% of students
think they could handle their problems on their own; 36% hesitate to get help regarding social
barriers; and 24% do not know where to find mental counseling access (Miranda et al., 2015).
Bower et al. (2012)’s research implies that stigmatized views are increased as students have less
knowledge toward mental health. They further emphasize that students’ perception of stigma and
the feelings of fear, and embarrassment are the most two common social barriers which college

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students face while they seek for mental health services. There are two main themes appear
within students’ perception of stigma.
First, college students are reported to feel more shame to their family due to the negative
perception, especially among racial/ethnic minorities groups (Bower et al., 2012). For example,
major mood disorders like depression have concerned many researchers as its general simply
symptoms yet numerous serious outcomes. Depression has been considered as a common serious
illness which individuals would feel despondent and helplessness, detach from the world for a
long period of time. This disorder has been becoming a social issue as not all culture view it as a
serious mental illness (Leung et al. 2012). According to data from 16 National Violent Death
Reporting System, over 23.8% of people in the U.S. decided to commit suicide for antidepressant
in 2010 (CDC, 2015). Although depression is not the main cause of suicide attempts among
Americans, the majority of suicide attempts is from adolescents who have been suffering from
depression (Strongman, 2006). Most adolescents with depression are reported to prefer trying to
maintain positive health image rather than admit have been affected by mental health problem
(Leung et al., 2012). Leung et al. (2012) further stated in their research that the most common
stereotype they might face would be mental illness is normally controlled by some unknown
spiritual forces. For instance, Chinese American parents held a strong “sense of shame” as their
children present psychological problems following reducing motivation to seek for help in the
children (Lou & Takeuchi, 2001). Findings on help seeking behaviors in Leung et al.’s research
(2012) also showed that this ethnic group reported little attention toward mental health services.
Social supports such as family are proven to have moderate to high effectiveness in reducing
anxiety, stress, and other related psychological problems over time (Renner et al., 2012). It is
important for parents to be more active in help-offering attitudes. Flexibilities in cultural

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adaptive behaviors combine with flexibilities in parenting methods might break the gap between
miscommunication of the two generations in the family. Therefore, help-seeking attitudes in
students with mental issues might increase.
Second, peer’s behaviors and instructors’ behaviors are the most two concerning
problems regarding stigmatization of students in term of school (Bower et al. 2012). The gap
between communication between students and mental health care providers tells somewhat about
mental health resources of U.S institutions for higher education. Statistics about mental
accessibility shows that only one third of U.S.’s institutions for higher education available for
counseling services, the other one-third do not have psychiatrist services available for students,
and 13% of campuses among these institutions serve only general health service (Meilman et al.,
2015). Then question would be addressed: What makes the U.S. health care system struggle in
providing mental health services for colleges? Meilman et al. (2015) indicates in their study that
the Americans with Disabilities Act (ADA) is yet still wrestling with balancing and sustaining
models for funding mental health services. In addition, mental health providers also cope with
medication management issues among students. Side-effects of some medication for mental
issues might lead to possibility of substance abuse for those students with poor mental health
conditions. Past literature reported that students regularly seek for prescription stimulant drugs in
order to focus better in a competitive academic environment (Meilman et al., 2015). In other
words, there is a number of students who do not actually care about their mental conditions but
seeking for counseling services for prescription to these drugs. New research has found that 17%
of adolescents that ages of 18 to 25 reported abusing at least one prescription stimulant drug once
in their lifetime (Feliz, 2014). Drugs such as Adderall, Ritalin, and Vyvanse which are widely
prescribed for ADHD patients are generally misused and abused by college students nowadays.

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Meilman et al. (2015) suggested that practicing both physical and mental health service should
be broadened in those institutions for higher education to develop access for medical
consultation, specialized therapy, community outreach and many other services within the
system.
Perhaps, students who decide the future economic of a nations deserve to have better
mental health service. Kranke et al. (2010) found that stigmatization associated with mental
illness can be reduced by communication with peers and supportive attitudes from family.
Vulnerable students need to acknowledge that they don’t have to suffer the illness themselves.
More than that, they need to know that they are listened. Financial concerns for therapeutic
treatments could be solved by parents or insurance companies. Flexible scheduling options or a
timeline-limited basis should be offered for students during their sessions. Public education
campaigns about substance abuse among young adults should be widely held. Although some
research about mental health access for college students might show several limitations, it is not
fair to deny the efforts of the U.S. system put in some projects for students. In 2010, the
Affordable Care Act (ACA) opened an implementation for college students in order to improve
community engagement of college students toward health care service. ACA emerged on what
students needs within the community and then explored their interest in providing enrollment
assistant as a learning and volunteer opportunity (Greens et al., 2014). By 2013, they successful
recruited a number of college students and some faculty members for Certified Application
Counselors. Tasks for the projects including enrollment assistance, expanding network by
connecting faculty in nursing and other social work programs from many other local institutions,
and from then, forming a strong reliable cross-institutional relationship. Students and faculty
members enrolled for the project were trained to apply sociological concepts to practical research

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process. This action of ACA was considered commendable as the use in teaching health
professions was increasing (Green et al., 2014). A stronger bond between health care
organizations and institutions within the community has been made across the states and region.
The perception of college students toward mental health accessibility in the U.S. need to
be reinforced with more help from the government and deserve to be paid more attention from
the parents and the community. A person needs social supports such as professionals, family,
friends to help him/her point out the potential of self-development he/she already earned or the
problems he/she needs to solve. Depending on theoretical strategies, help from professional
psychological experts, and social support, group of college students can grow and change in
order to pursue a healthy life and productive academic experience.

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