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Unformatted text preview: Andrea Foster Review of Literature Introduction The growing number of college students facing mental health illness is crippling academic performance and student success. This decline in student success, student retention, and graduate rates has caused for collegiate institutions to hone in on the mental health crisis in academia. Through examination and research study groups, there are contributing factors that are associated with students battling mental illness. This review of literature provides the underlying foundation that is used as an assessment to provide new implications and intervention strategies to combat the overwhelming mental battle. The proposed questions: What are the associated factors that contribute to mental health crisis? What challenges do first-generation or first year students face that contribute tot mental health? How has COVID-19 had an impact on college student’s mental health and academic performance? What intervention strategies can be developed to support students battling with mental illness? Research and an extensive review of literature will explain through descriptive, experimental, and correlational approaches how internal and external stakeholders can utilize methods to help students overcome depression, stress, and anxiety. Contributing Factors & Implications for New Strategies Though there are more than six factors that contribute to mental health, it is important to narrow down the great number of associated factors with depression among college students. Narrowing the factors will provide precise information for each contributing factor. This information will be specific, yet general. Financial hardships, increased use of technology, increased female to male ratio, academic pressure, and dramatic change in lifestyle of university and college students are the six factors contributing to mental health crisis (Kruisselbrink, 2013). As it relates to COVID-19, the increased use of technology directly aligns with the resource that tackles the challenges and concerns that the pandemic has created for students. Due to closures of colleges and universities, the entire faculty, staff, and students transitioned to a virtual world. Because of this, this caused a major problem for students. Some of those who aren’t tech savvy struggled with this transition. Not only did the students struggle, but the professors also struggled as well. It was a sudden transition with no warning or preparation. Students were unable to access mental health services amid the pandemic (Nahal et. al, 2021). This is significant as it relates to navigating mental health crisis in academia. If students are unable to receive mental health counseling or services, then they are not able to receive therapeutic methods to challenge their mental illness. The contributing factors and the global pandemic create the need for the REDFLAGS model. The REDFLAGS model will indicate which students are facing mental illness. Recurrent class absences, extreme and unusual emotional reactions, difficulty concentrating, frequent display of anxiety or worry about class assignments, late or incomplete assignments turned in abruptly and with increasing frequency, apathy towards personal appearance and hygiene, gut feeling that something doesn’t seem right, sudden deterioration in quality of work or content of work become negative or dark. These components of the REDFLAGS model can prevent students from spiraling out of control or entering a dark place. This would allow faculty to refer students to counseling services which would increase a positive response from faculty student interaction. Utilizing this model would explain the behavior of college students suffering. Not only would it generally describe their behavior, but it will also specifically describe first year and first-generation student’s behavior as well. The relation of literature aligns with the proposed research questions. For implications of new practices, culture, and intervention strategies, this model would be a primary example for the first step in decision-making. If the faculty is unaware of what to look for, no students will be referred. It is similar to the faculty member becoming an advocate for the student. This will become an intervention strategy. Students shows these signs as a result of the previously mentioned associated factors and COVID-19. Lastly, a developmental approach is significant to navigating mental health crisis. This would provide the understanding the stakeholders need to possess to assist students appropriately and effectively. The social, culture, and relational challenges on campus are used as gateway to introduce healthy methods and practices to overcome mental illness. It will explain diverse backgrounds, student populations, and the overall young adult transition. This literature provides the theories, models, and strategies to determine why a student is battling mental illness and how they can heal. Considering the contributing factors, COVID-19, and the REDFLAGS model, this developmental approach will list different types of therapy that address the problem statement, research questions, and its significance. These areas of therapy ultimately provide the solutions that students need. It provides the decisions and process that stakeholders can utilize to combat this issue and increase the number of healthy and healing students. Conclusion Each piece of literature within this analysis works together as a system to introduce who battles depression, why students are depression, examines how faculty/staff can intervene, and when the path to healing can begin. This dynamic will push for better relationships, healthy ways to combat mental illness which would prevent self-harm, eating disorders, and substance abuse (Degges-White, 2013). This is significant because mental health crisis operates as falling dominos. One component factor into another component and so on. There are general factors of “the suffering generation” which is maximized by the global pandemic which leads to the utilization of the REDFLAGS model to be used as a method of practice which ultimately leads to higher retention rates, better academic performance, increased student interaction, and increased graduation rates. References Degges-White, S. P. L. L. N., & Borzumato-Gainey, C. P. L. (Eds.). (2013). College student mental health counseling: A developmental approach. Springer Publishing Company. Kalkbrenner, M. Carlisle, K. (2021). Faculty Members and College Counseling: Utility of the REDFLAGS Model. Journal of College Student Psychotherapy. 35(1), 70-86. Kruisselbrink Flatt, A. (2013). A Suffering Generation: Six Factors Contributing to Mental Health Crisis in North American Higher Education. College Quarterly, 16(1). Nahal, S., Bryan, G., William, T., Bridget, I. (2021). College Students Mental Health Challenges: Concerns and Considerations in the COVID-19 Pandemic. Journal of College Student Psychotherapy. 35(1), 1-13. ...
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