Mental Health Issues and Incidents that May Impact College Students

Pre-existing Mental Health Issues

If your student is coming to college with a diagnosed mental health issue, it may require some special planning, ongoing support, and identifying treatment plans. As your student plans his/her schedule, your role is important, because you can engage in a discussion about realistic social and academic expectations. Also, you can help your student research the support systems provided by the institution as well as other local/community support resources.

Tip for supporting your student:

  • Set up meetings with the campus support systems that are set in place for your student. Get to know their processes while they get to know your student before your student’s college journey begins.
  • If your student was actively seeing a therapist before entering college, help him or her locate a therapist close by with whom he or she is able to engage in a trusting relationship during their college years. This is especially important if your son or daughter is not going to be attending school near home.
  • Visit local support systems that are near the college. This will give your student comfort in knowing there are options available if needed.
  • Take measures to maximize your student’s ability to excel in college such as creating a plan for treatment, making sure he or she has proper insurance, going over insurance restrictions, and discussing what to do in case of an emergency.
  • If your student takes medication for their mental illness and you have been the one to monitor the dosage in the past, be sure your student begins taking on this responsibility before arriving at college. Be sure prescription(s) will be available to him or her, while at college. Please keep in mind that institutions do not have the ability to monitor dosage or dosage taking.

Anxiety/Anxiety Disorders

Anxiety is defined as a feeling of apprehension, fear, or worry. The feeling of anxiety is actually quite common and generally short lived. An anxiety disorder tends to be chronic and can have a significant impact on one’s daily function. Anxiety disorders tend to begin in childhood, adolescence, or early adulthood. College can be a stressful time for almost all students. Many students are just beginning to figure out how to balance the many elements of college life.  Anxiety can be a natural reaction to big life changes, and some level of anxiety may be necessary to help individuals take action toward achieving the goals they have set for themselves. As a parent or guardian, understanding the differences between anxiety and an anxiety disorder can have a large impact on how you can support your student if he or she is are experiencing a severe case of anxiety.

Tips for supporting your student:

  • Help your student research methods of coping with stress/anxiety (i.e. journaling, exercise, meditation, eating a balanced diet) even if your student has not even commented on having such experiences. Modeling a lifestyle that includes engaging in stress relief methods can often encourage your student to try them as well.
  • Let your student know that you are interested in his or her college experience, and remind them you are there to listen if he/she ever needs you. Acknowledge that you understand that college life can be stressful. Just knowing that your son or daughter has someone to turn to can help alleviate some of the stigma behind anxiety.
  • If your student does begin to experience anxiety and it becomes frequent, encourage your student to seek professional help and support him or her with researching self-help strategies for dealing with anxiety.
  • If your student is experiencing anxiety, it is important to research what causes anxiety and/or an anxiety disorder. Knowing what triggers anxiety is the first step in helping prevent it from happening again. It is also important to research the different types of anxiety disorders and to learn what type of professional help is most beneficial for each type.
  • Help your student connect with the resources on their campus, such as the Counseling Center and Health Center, so that they can begin to create another support system. If your student lives on campus, encourage him or her to inform housing services of what he/she is experiencing.

Resources

  • Anxiety Disorders of America promotes the early diagnosis, treatment, and cure of anxiety disorders. This is a great resource for parents who may have a student in need of treatment.

Harmful Relationships (Domestic Violence/Stalking)

While your student is in college, it may be more difficult to “keep tabs” on any relationships your student may enter into. Creating lines of communication with your student and engaging in dialogue about the differences between a healthy and harmful relationship prior to entering college can play a significant role in your student’s decision making in regards to this issue. Showing that you take an interest in the relationships your student chooses to engage can create an open door if he/she needs someone. If your student experiences a harmful relationship, having a conversation with your student can be difficult. Nearly 38% of victims say they do not know how to get help if this were to happen. As a parent or guardian, it is important to be prepared to support your student if this was to happen  and know about some resources to guide him/her towards in order to get the help needed.

Warning Signs:

  • Your student’s partner is excessively jealous and emails and/or texts frequently
  • Signs of depression or anxiety
  • Your student stops spending time with other friends and family
  • Your student begins to dress differently
  • Your student no longer is participating in extracurricular activities
  • You notice unexplained marks or bruises

Tips for supporting your student:

  • Become familiar with signs/symptoms of harmful/abusive relationships.  Often individuals in these relationships struggle to identify/see the signs because of the love/care he/she may have for his/her partner.
  • Engage in dialogue with your student about what he/she believes a healthy relationship entails. Also, discuss the characteristics of an abusive relationship and if your student knows what to do if your son or daughter ever finds him or herself in such a relationship.
  • If your student experiences a harmful relationship, the most important thing you can do for your student is to be supportive and communicate that the abuse is not his/her fault and that he or she is worthy of respect and love.
  • If your student needs help getting out of an abusive relationship, work with him or her to establish a plan, involving campus police, the administration or the authorities when necessary.

Sexual Assault/Rape

Sexual assault usually involves force upon a person without consent or is inflicted upon a person who is incapable of giving consent. Rape is a type of sexual assault and is any act of sexual intercourse that is forced upon a person without consent. Other types of sexual assault include unwanted sexual touching, sexual harassment, or other methods of forcible penetration. Sexual assault can happen on any college campus, even if the campus is known to be safe. The risk of sexual assault may increase when alcohol or drugs are involved and/or having numerous sexual partners, especially on a college campus. Talking openly with your student about the risks of sexual assault due to excessive alcohol/drug consumption is an important step when preparing your student before entering college.

Sexual assault can likely come from an acquaintance, which can make it more complicated, confusing, and traumatic for your student if it were to happen. Also, it is common for a student who has experienced sexual assault to keep it to him/herself instead of reporting it. This means that as parents, guardians, and family members of a college student, you must be proactive in becoming aware of the signs and symptoms of sexual assault and the treatment of such an occurrence. It is important to know that those who experience sexual assault may also develop post-traumatic stress disorder at a later date.

Warning Signs

  • Social withdrawal
  • Depression
  • Loss of Self-Esteem
  • Loss of appetite
  • Irritability
  • Increase in substance use

Tips for supporting your student:

  • Have conversations with your student about the definition of consent.
  • Have conversations about safe sex, alcohol use, and the types of “date rape” drugs that exist (such as rohypnol, ketamine, and GHB).
  • Remind your student to always use the “buddy system” when he/she attends a college party. If your son or daughter is going to engage in drinking alcohol, remind your student to never leave his/her drink unattended.
  • If your student informs you of being assaulted, avoid placing blame and do not judge him/her. Provide your student with a safe space to talk, encourage counseling, encourage him/her to seek medical care (as needed), and remember that the student may need time to process.
  • Return control to your student; let him/her make the decisions abut how to handle the situation.
  • Be familiar with what the college or university offers in the way of support and counseling so that your student can feel empowered to take action.
  • If your student is experiencing shame or guilt due to being a survivor of sexual assault, reassure him/her that it is not his/her fault.

Resources

Substance Abuse

Some experimentation with drugs and drinking may be within the range of normal experience for college students. Engaging in conversations around safe levels of alcohol consumption and the risks of experimenting with drugs is an important conversation to have with your student, especially during this transition period. If you begin noticing that it seems to be causing an issue in your student’s quality of life and/or is interfering with his/her ability to complete daily activities or other school work, then you may want to gently address the issue. It is important to note that many college students begin abusing drugs as a coping mechanism for other struggles or hardships, and it is important for parents or guardians to recognize unusual patterns of behavior and intervention tools if necessary.

Warning Signs

  • Tolerance for the substance over time (increased amounts)
  • Problems with withdrawal?
  • Problems in cutting down or controlling use?
  • Reduces time spent on other activities
  • Continues using even though he/she is aware of negative side effects?
  • Use of larger amounts over time?

Tips for supporting your student:

  • Prior to going off to college, honestly and openly discuss your views and your student’s views around alcohol and other substances and the risk factors.  Use this as an opportunity to have an open discussion versus a “you better not” talk.
  • Regardless of your view or their view on alcohol and other substances, is important to be familiar with the college/university policies around alcohol and other substances. Level of strictness and consequences will vary at each institution, especially the alcohol policy. It will be important for you and your student to understand how the university will/may respond.
  • Look at your student’s college website and research what programs/workshops on being offered that create awareness to students about drug and alcohol abuse.
  • While some experimentation and use may happen, it is important for parents to be familiar with signs of dependency or abuse. If it gets to this point, seek advice and/or help from a professional.

Resources

Eating Disorders/Body Image Issues

An eating disorder is defined as an obsessive attitude to food and is classified as an emotional disorder that manifests itself in an irrational craving for, or avoidance of, food. Types of eating disorders include anorexia nervosa, bulimia, binge eating, and compulsive overeating. Eating disorders tend to result from other underlying issues someone may be going through and often result from a need to control. Furthermore, the college environment can also bring added pressures, which can bring on a development of disordered eating and body image concerns, if one does not already exist. Many eating disorders may tend to emerge between the ages of 18 and 20. Also, because there are different types of eating disorders, some are not as noticeable as others. One way to help prevent your student from developing an eating disorder is to try and be a positive and healthy role model for your student with your own dietary habits.

Warning Signs

  • Fasting and/or calorie counting
  • Binge eating
  • Purging
  • Obsessive exercise patterns
  • Avoidance of eating meals in social settings
  • Obsession on body shape and weight
  • Distorted view on oneself
  • Weight fluctuations
  • Swelling around cheeks or jaw

Tips for supporting your student:

  • Discuss the dangers of dieting with your student. As an alternative, promote an overall healthy lifestyle. When discussing this, put an emphasis on health, not the physical characteristics of his/her body.
  • If you sense your student has developed an eating disorder, try to use “I” statements when talking with your student about what you have observed. For example, “I am concerned about you.” Stay away from sounding accusatory by using “you” statements, such as, “You are making me concerned.”
  • Be ready for your student to be defensive and/angry if you approach him/her. This is a common reaction, and it is helpful if you remain calm even if your son or daughter becomes upset.
  • Give your student hope for recovery. Positively reinforce improvements he/she makes in their journey to recovery.
  • Encourage your student to speak with a counselor on campus while at college, especially if they live on-campus and do not have easy access to family members. Promote professional help as a positive step in the right direction.

Resources

Depression

Depression is defined as a disorder showing symptoms such as a constant feeling of hopelessness, lack of energy, poor concentration, and/or a lack of sleep or excessive sleep. Depression is a treatable condition; however, it is important to know that not all forms of depression can be prevented. While in college, some level of difficulty, instability or even mild depression may be normal at a period when so many things are in a state of change or instability. However, if it seems like your student is having trouble managing his/her daily life or is increasingly overwhelmed, it may be a sign for help.

Warning Signs

  • Excessive sadness, anxiety, guilt, or anger
  • Excessive self-criticism and pessimism
  • Withdrawal from others and loss of motivation
  • Excessive crying
  • Use of alcohol and other drugs
  • Sleeping too much or too little
  • Lack of energy
  • Past family history of depression

Tips for supporting your student:

  • Be aware of your family’s mental health history and engage in an honest conversation surrounding this topic. This can play a role in early intervention or detection.
  • If you believe your student may be experiencing depression, address your student and express your concerns and observations in a caring and loving tone.
  • Despite the potential for differing perceptions, the most important thing is to communicate with your student is to try and make sure he/she understands he/she does not have to manage everything alone.
  • Avoid phrases such as “cheer up” or “pull yourself together.” This will only make him/her feel worse and become less likely to open up to you.
  • Most schools offer free counseling sessions and other support that may help to prevent more serious problems from forming. Familiarize yourself with what your student’s college campus offers in regards to counseling and wellness programs.
  • If your student lives on-campus and you notice signs of depression, relay your concerns to the residential life department, so they can also look out for signs.

Resources

  • 1-800-273-TALK: The National Suicide Prevention Lifeline is a hotline that is available 24 hours a day, even for family and friends. They will be able to talk to a trained professional who can guide them in their intervention.

Suicidal Ideation (SI) (Suicidal Thoughts)

Suicidal ideation refers to wanting to take one’s own life or thinking about completing suicide without actually having a plan to carry out one’s thoughts. It is also a symptom of major depression. If you suspect your student may be having suicidal thoughts, it is important to ask your student directly, and if he/she is, take it just as seriously as someone who has plan. Many times, when a student expresses having suicidal thoughts, he/she is seeking help because of feelings of not being worthy of life and a desire to the end the pain he/she is experiencing. Carefully responding to a student with suicidal ideations is key, in order to provide your student with the appropriate professional help.

Warning Signs

  • Talking or writing about death or dying
  • Expressing hopelessness
  • Looking for ways to kill him or herself (access to pills, weapons, etc.)
  • Dramatic changes in mood
  • Increase in alcohol or drug use
  • Threatening to hurt oneself

Tips for supporting your student:

  • Because suicidal ideation is a symptom of major depression, it is important to support your student in seeking professional help early on in hopes to prevent the depression from reaching this point.
  • Become familiar with the protocol of your student’s institution when it comes to addressing someone with suicidal ideation. Find out what preventative measures it has in place to support your student.
  • Use your intuition as a parent or family member. If your student seems to be exhibiting strange behavior, he/she talks as if they will not be around for much longer, show signs of giving away possessions, or resists making plans for the future, then you may want to discuss this.
  • If you suspect that your student may be experiencing suicidal thoughts: ASK. Sometimes people worried that by asking they will push someone over.  This is not the case. Often by directly asking, the opportunity is created to help or get help. If they do have suicidal thoughts, then ask if they have a plan in order to follow through on their ideations.
  • When asking questions, show you genuinely care about your student and seek as much clarification as possible about what they are experiencing.
  • If your student is struggling with suicidal thoughts, work with his/her college/university to discuss whether the student is better served by taking a break from school and focusing on getting help for mental well being.

Resources