As college students, we are often swept up in a storm of tasks, due dates, and goals for the future. It’s easy to lose yourself in longing for the past or worrying about the future when things are so crazy. This makes it hard to fully enjoy the beauty of the present. But there’s a lot of value in living in the present and enjoying every moment and link that comes our way. The moving words and catchy harmonies of “Good Old Days” by Macklemore ft. Kesha are the perfect way to understand this idea.

Beginning with the first notes, “Good Old Days” makes you feel nostalgic and longing, making you think about how quickly time goes by and how important it is to enjoy the moment. The words paint a clear picture of longing for simpler times, for happy times with friends and family that are no longer with us. Even though people are missing the past, they are also hopeful and grateful for the present, for the chance to make new memories and connect with others more deeply.

At its heart, “Good Old Days” is a moving lesson to enjoy the present, accept that life is beautiful and short, and take advantage of the chances that come our way. The reflective mood of the song tells us to let go of our fears and regrets about the past and focus on living in the present. Macklemore says it so well: “I wish someone had told me, babe, that one day these will be the good old days.”

One of the best things about “Good Old Days” is how well it captures the mixed feeling of nostalgia. It’s normal to think about the good old days, but the song tells us that it’s just as important to find meaning and happiness in the here and now. It’s all too easy for college students to get caught up in trying to be successful and forget to enjoy the trip.

“Good Old Days” tells us to slow down, take a moment to breathe, and enjoy the beauty around us in a world that feels rushed and unknown a lot of the time. The song tells us to find happiness and purpose in the present, whether it’s by being with loved ones, following our dreams, or just enjoying the little things in life. It’s true what Kesha sings: “We’ll be looking back, laughing at ourselves.”

Let’s remember to enjoy the present moment and be grateful for each moment as we go through the ups and downs of college life. “Good Old Days” tells us that life is short and precious and that the most important things in it are the times we spend with other people. In the words of Macklemore and Kesha, “Live each day as if it were your last,” we should seize every chance we get and treasure the memories we make along the way.

Finally, Macklemore & Ryan Lewis’s “Good Old Days” One of Kesha’s most moving songs is about how beautiful it is to live in the present and how important it is to accept that life changes all the time. Let’s step back from the chaos of college life and allow ourselves to be fully present. Let’s enjoy every moment, connect deeply with those around us, and be grateful for the beauty all around us. It is true, as the song says, “These will be the good old days.”

Take a listen: https://www.youtube.com/watch?v=N4GUIlqSw0c

Mikayla Bowen 

Mental Awareness: 

Advancing Mental Health Awareness and Support at Penn State

______________________________________________________

Introduction

According to the American Psychological Association, “36.4% of college students and 41.6% of diagnosed anxiety students reported having depression in the previous year.” Concerns regarding the mental health of college students are becoming more widespread, which calls for immediate response from educational institutions. With that being said, despite its status as a preeminent university, Penn State is not exempt from these difficulties. At Penn State University alone, results of a 2020 Spring Assessment showed “19% of students have been diagnosed with anxiety (includes Generalized Anxiety, Social Anxiety, Panic Disorder, Specific Phobia). 14% of students have been diagnosed with depression (includes major depression, persistent depressive disorder, disruptive mood disorder).” Taking into consideration this number highlights how important it is for educational institutions to make mental health awareness and support programs a top priority. 

 The problem of mental health on campus is complex and involves several obstacles, including those related to stigma, fear of being judged, and a lack of understanding regarding the solutions that are accessible. In this problem brief, we delve into these obstacles, give facts and quotes from reputable sources, and propose complete initiatives for Penn State to implement in order to improve mental health awareness and support services across all of its campuses.

Challenges to Increasing Awareness and Support for Mental Health 

The stigma: However, the stigma that is associated with mental health continues to be a tremendous obstacle, which discourages students from seeking assistance and freely expressing the challenges they face. As stated in the Monitor published by the American Psychological Association (APA), stigma contributes to the perpetuation of the assumption that mental health difficulties are examples of personal weakness rather than experiences that are prevalent among people.

Fear of Judgment: The culture of silence that surrounds mental health on college campuses is made worse by the dread of being judged by one’s classmates, instructors, and family members. Students who are experiencing challenges with their mental health are unable to seek professional assistance because they are afraid of being perceived negatively, as stated by a meta-analysis that was published in the Journal of Counseling Psychology.

Lack of Awareness of Resources: A significant number of students are not aware of the mental health resources and support services that are available on campus, which hinders their capacity to seek treatment when it is required. In its 2023 Annual Report, the Center for Collegiate Mental Health at Penn State emphasizes the significance of closing this knowledge gap in order to guarantee that students have access to the necessary support.

Fig. 1: Mental Health Growth 

The chart above is based on the Penn State 2023 Annual Report by the Center for Collegiate Mental Health. Within the chart, we see rates of mental health-related issues that Penn State students reported that they had as of last year and all of these rates have risen each year since 2010 when this report first was administered. While the 2023 rates may not have been the highest point they are still close to that high percentile and according to the trend pattern, those numbers will only increase. Action needs to be made and Penn State’s contribution to rid of the stigma, fear of judgment, and lack of knowledge of resources that students have is a step in the right direction.

The significant barrier to open discussions about mental health is the notorious stigma that is associated with it. The stigma being the fear of being labeled as ‘weak’ or ‘incapable’ is a mindset that often turns students away from seeking help or even acknowledging their struggles. This stigma can be seen and related to life in campus culture, creating an environment where mental health concerns are viewed as a sign of personal failure rather than a common aspect of a human experience. In order for students to feel comfortable in speaking on their mental health and seeking help, the idea of this “stigma” needs to be brought to an end. To address the stigma surrounding mental health, colleges and universities should implement inclusive awareness campaigns. These campaigns should aim to normalize conversations about mental health, emphasizing that seeking help is a sign of strength rather than weakness. By fostering an environment that encourages open discussions, students will be more likely to reach out for support when facing mental health challenges.

The second barrier to open discussions about mental health is fear of judgment. College campuses, including Penn State, are full of diverse individuals with varying backgrounds and experiences. Unfortunately, this diversity can sometimes lead to judgment and misunderstanding. Students may fear that disclosing their mental health challenges will result in negative perceptions from peers, professors, or even family members. This fear of judgment further sustains the culture of silence surrounding mental health issues. Recognizing the challenges faced by college students in addressing mental health issues, universities should take active measures to foster inclusive and supportive environments. Peer support networks can play a crucial role in creating a supportive environment. Such as implementing mentorship programs, where experienced students guide newcomers; this can provide a valuable avenue for students sharing experiences and advice related to mental health. Peer-led support groups and initiatives can help break down barriers and create a sense of community, making it easier for students to open up about their struggles. 

One of the critical components of creating a supportive environment is ensuring that counseling and support services are readily accessible and well-promoted. Which leads to the third barrier to open discussions about mental health being the lack of awareness students many have on mental health resources.. Many students may not recognize the signs of mental health issues within themselves or their peers. Additionally, they might be unaware of the available support systems on campus, which is further limiting their ability to seek help when they need it. Addressing this lack of awareness is crucial in creating an environment where students feel comfortable discussing their mental health concerns openly. To create a step towards solving this lack of awareness and understanding, universities should prioritize mental health education programs. These programs should be integrated into the curriculum, ensuring that all students receive information about mental health, its common challenges, and available resources. Penn State, as a leading institution, can set an example by incorporating mental health education into various courses and orientation programs. At the end of every class syllabus the mental health awareness is noted yet more teachers should take time to mention it in class rather than only mention what is expected for their workload. Additionally, Faculty and staff members can possibly receive training on recognizing signs of mental health issues and responding appropriately. This training can allow them to offer support, direct students to available resources, and contribute to the overall campus culture of empathy and understanding. Furthermore, in the future, Penn State could invest in expanding its mental health services because while all students may not know or reach out to the mental health service center some students do. However, with such a large campus it is not always available right away to everyone, the Penn State Counseling and Psychological Services (CAPS) acknowledges there being an increased demand for their services, which is leading to longer wait times for appointments. Students tend to not want to wait so instead dismiss their health issues in terms of seeking help.

Extending to Branch Campus

The different student communities served by Penn State’s branch campuses each have their own set of demands and difficulties. The Penn State University Factbook indicates that thousands of students from a variety of backgrounds and demographics are enrolled at the branch campuses together. But even with these dispersed campuses, mental health is still a universal issue that has an impact on Penn State’s students overall well-being and academic achievement.

As mentioned as an issue within the last blog, stigma can be a significant factor in a student’s lack of seeking help and there is no difference at the branch campuses. The stigma associated with mental illness still creates a serious obstacle to students seeking assistance. Stigma was found to be a significant predictor of unfavorable attitudes regarding getting professional help for mental health difficulties, according to a meta-analysis published in the Journal of Counseling Psychology. Students’ misery might be worsened and their process toward mental recovery might be tampered by this stigma, which can cause delays in seeking therapy.

Additionally, there are resource limitations at Penn State’s branch campuses that affect the accessibility and availability of mental health services. According to data from the National Alliance on Mental Illness (NAMI), there is a shortage of staff and a high volume of demand at many counseling services on campuses. This leads to long appointment wait times and not enough people that can provide assistance for kids experiencing difficulties. Also, when COVID-19 happened all therapy sessions were shifted to virtual counseling which has made it more difficult to maintain the continuous treatment aspect and properly address student’s mental health issues because you can’t really tell from through a screen.

Furthermore, the organization of Penn State’s satellite campuses creates logistical obstacles to the implementation of uniform mental health programs in multiple locations. Because funding, staffing, and infrastructure may vary from university to campus, it can be challenging to guarantee that all students have equal access to resources and support services. The approach makes it more difficult for campus stakeholders to collaborate and coordinate, which impedes the development of comprehensive mental health policies. For example, Penn State University Park gets significantly more funding than other campuses which allows for more resources.

Studies indicate that mental health literacy and stigma reduction educational initiatives can be successful in altering help-seeking attitudes and behaviors. For instance, a study that was published in the Journal of College Student Development discovered that college students who took part in mental health awareness campaigns knew more about mental illness and experienced less stigma. A possible solution and spreading of this could be University Park mental health services being open virtually to branch campus students or monthly visits in person to branch campuses that allow students to come to counseling if they need to. Incorporating mental health education into already-existing curriculum and orientation programs can also assist in providing students with the abilities and information required to identify and address mental health concerns in both themselves and others. Programs for mental health education have the potential to enhance students’ perceptions of mental illness and boost their self-assurance in offering assistance to their peers, according to data from a review that was published in the Journal of Medical Education.

To fulfill the rising demand from students, Penn State’s branch campuses need to make investments in increasing mental health resources and services in addition to educational efforts. This can entail boosting financing for counseling centers, recruiting more personnel, and putting in place cutting-edge support initiatives catered to the needs of various student demographics. Peer-led programs, online support groups, and teletherapy options can assist in closing service delivery gaps and reach students who might not otherwise be able to get help. Additionally, maximizing resources and utilizing knowledge require establishing collaboration and partnerships among campus stakeholders, including as administrators, faculty, staff, and student organizations. Together, the branch campuses of Penn State can create comprehensive mental health programs that target the underlying causes of mental illness, encourage resilience, and cultivate a compassionate and caring environment.

Conclusion

In conclusion, the knowledge of mental health issues and the provision of help are essential components of the overall well-being and academic achievement of students. Penn State has the ability to create a more welcoming and encouraging atmosphere for its students by addressing obstacles such as the fear of being judged, the stigma associated with the issue, and the lack of understanding of available options. It is possible for Penn State to demonstrate its dedication to making mental health a priority on its campuses by utilizing data, quotes, and graphs to illustrate the incidence of mental health concerns and the effectiveness of focused therapies. In order to accomplish this goal, Penn State should conduct extensive campaigns to raise awareness about mental health, improve the accessibility of support services, and strengthen peer support networks. Penn State is able to demonstrate its dedication to prioritizing the well-being of its students and guaranteeing their academic success by implementing preventative efforts to address mental health concerns and cultivating a campus atmosphere that is supportive of its students.

As the world changes, so does our understanding of mental health. Mental health includes emotional, psychological, and social well-being. This enlarged perspective does not eliminate the stigma and misunderstanding surrounding mental health, especially among teens. However, education offers hope. Mental health understanding and acceptance in high school curricula can start a destigmatization and support journey for young brains.

For the past blogs, I strictly focused on implementing more Mental Health Awareness amongst Penn State campuses, such as University Park, Altoona, Brandywine, and more. I did this because it was relevant to us as students of Penn State and a topic we could closely relate to within a community we are all involved with. However, while doing more research on the topic and understanding how to truly implement something like Mental Health awareness goes beyond learning and introducing yourself in college but instead should start early on such as in the high school curriculum.

Western Governors University, located in Salt Lake City, Utah, states in their article “The importance of mental health awareness in schools”, “Mental health education should be part of the curriculum because kids spend most of their day at school. Students can get support when we empower them with knowledge and encourage dialogue.” This statement is crucial. Teenagers endure crucial growth in high school. They face identity formation, peer pressure, academic stress, and social expectations. With that being said mental health can easily be and often is very overlooked in the midst of academic difficulty and extracurricular activities.

The question that comes from this is what if mental health education was built into high school curriculums? Consider a curriculum that teaches algebra and history while also teaching about emotional intelligence and resilience. This method could change how we see and treat teen mental health issues.

Additionally, mental health education in high school has many benefits. First and foremost the most obvious of it all is that it educates students first. Students will be able to learn mental health jargon and insights to understand their own and others’ challenges. It also, which could arguably be most important, dispels myths and fosters empathy, creating a friendly environment where people can seek help without judgment.

There are so many things that can be promoted and brought to attention with this implementation. Let us look into a couple of them..

Education raises awareness. Openly discussing mental health in classrooms breaks down barriers and preconceptions. With that being said, mental health is a spectrum, and issues do not mean weakness or failure, but a way students can learn. This normality encourages honest interactions and destigmatizes seeking assistance for mental illness that students face.

High school mental health education promotes early intervention. Teenage mental health development is crucial, with many illnesses arising during this time. By teaching kids stress management, coping skills, and how to get help, we empower them to avoid problems from worsening.

Mental health education also promotes wellness. Students are encouraged to focus on self-care and balance by emphasizing mind, body, and soul. Students develop resilience and mental health through mindfulness, relaxation, and healthy relationship conversations.

Implementing mental health education in high schools is difficult. Skeptics may question the viability of adding another component to a full curriculum. Budget limits, teacher training, and conservative opposition are major obstacles. The cost of inaction exceeds the investment. Teenage mental health concerns can include academic underachievement, substance misuse, self-harm, and suicide if left untreated.

Collaboration is essential to overcome these obstacles. School, parent, mental health professional, and policymaker collaboration is needed to prioritize mental health education. Teacher training, mental health collaborations, and internet outreach can help implement. Mental health destigmatization demands cultural change. It requires questioning social conventions, fostering inclusivity, and lobbying for mental health policy improvements as a fundamental well-being issue.

To a conclusion, high school education truly should include mental health understanding and acceptance within their school curriculum. Western Governors University is right—when we educate and foster dialogue, students will obtain help. We foster empathy, resilience, and well-being in high school by including mental health education. We foster an emotionally intelligent, mentally resilient, and intellectually adept generation. These benefits and changes seem to create a “no-brainer” when questioning whether to implement this in schools. It is time to start this transforming journey where education takes on mental health advocacy and every student’s well-being is respected.

If this is something that truly interests you and you feel you connect with I recommend you read more about it and learn how truly important it is. Here is the link to the article from Western Governors University: https://www.wgu.edu/blog/importance-mental-health-awareness-schools1810.html#:~:text=Because%20teens%20spend%20most%20of,get%20the%20help%20they%20need. but there are also so many more you can read from. I hope you all learned more about this from this blog and continue to dive deeper into it.

The past couple of weeks during the month of February our CAS 138T class was separated into four groups to present Deliberation Projects. My group chose to deliberate on the college affordability crisis. The first week or two of the project focused on choosing our topic, finding research and sources to support our argument, come up with three approaches as potential solutions, and decipher which member in our group will have what role. After all these aspects of the project was finalized we met in the library to record, finalize the powerpoint, and create questions for the deliberation. My group presented our deliberation last allowing us to watch each and every other group before us. I found this very beneficial and was able to learn from watching my peers. To state what specifically went well throughout the project was collaboration amongst my group members. Each member conducted research for their approach or introduction role and did so well and efficiently. This collaboration and teamwork allowed us to have success when it was time to present on this past Tuesday. We each contributed by asking questions to the class and providing good feedback to concerns and questions. I found the project to be much easier with a group of people who all contribute. In terms of what could have been better throughout the project would have to be engagement from class members. I understand that often times people do not have much to contribute but it can be daunting when asking a question to get no response. But that could be better on everyone’s part, even for myself when other groups are presenting. However, overall this was a good project and done well and I feel not just my group did a great job presenting but all the other groups as well.

Hello blog, I hope you all are doing well. This week for the passion blog I want to introduce a new song I heard from a television show I am currently watching. Even though this show has been on the air for a while I recently started watching the series “This is Us” since it came out on Netflix a couple of weeks ago. As I was watching the series an emotional scene came on and a song with beautiful lyrics started playing, I Shazammed the song and found the title “Breathe Again” by Joy Oladokun. Besides the beautiful melody and tune of the song, I took a deeper listen to the lyrics. The song creates the message that through life there are many ups and downs and most of them will be out of our control. However,  we must take on everything the world has to give with all we have and never give up. I feel this message truly embodies a message in life that all should live by. Specifically for those of you reading this blog who are students in college, our lives currently can be filled with ups and downs that feel lonely. With this feeling and overwhelming burden within our lives, it is important to find an outlet and/or something that we could use to feel a little less alone in this world. For some people, it could be going to the gym, talking to someone, seeking professional help, or drawing, and for some people, it could be resorting to music. The song “Breathe Again” can be the true epitome of a song that allows people to feel connected and not alone in their struggles. Additionally, the song could be used for a strong sense of motivation, allowing all those to hear it to retain the message that although life is hard with hard work and with the mindset that life will get better there will truly be a light at the end of the tunnel. One lyric specifically in the song that I feel truly stood out to me was “When the worlds so heavy I can’t stand. I’ll close my eyes and start again.” This lyric alone captures everything that is being stood for. There is no task or burden so overwhelming or in harm’s way that you can not close your eyes collect your thoughts and start again. With that being said it is easier said than done which is why it is so helpful to find something such as music to remind you and push you towards bettering the mindset that it will get better. I recommend you all take a listen to “Breathe Again” by Joy Oladokun, here is the link: https://www.youtube.com/watch?v=1mCrGN_6PaI. If you take a listen to the song and feel that it is not catering to your needs or not within your forte of music genre then I recommend you take time and find a song that best fits within your interest but hopefully one that you feel not only has a good tune and melody but one that provides motivation and allows you to grow.

On college campuses, mental health awareness is a very important public concern. In my previous blog post on civic issues, I discussed Penn State University Parks’ efforts to raise mental health awareness such as by eliminating stigmas and making mental health resources more known. However, since we started doing research on our deliberation projects in class my group’s topic entailed me doing research that involves research on Penn State branch campuses, with that I wanted to concentrate on the availability of mental health resources and awareness on these campuses as well this week for my blog instead of solely University Park. No matter what college or school the well-being of students is crucial for their academic performance and general growth. However, issues including stigma, a lack of services, and the dynamics of campuses might make mental health issues less successful. This blog post aims to investigate the importance of mental health awareness at Penn State’s branch campuses, as well as current obstacles and strategies for addressing this important public health issue.

Studies show that college student’s mental health is continuously rising and according to the American Psychological Association research, 36.4% of college students and 41.6% of diagnosed anxiety students reported having depression in the previous year. In a similar matter, a survey carried out a decade ago by the Center for Collegiate Mental Health found that demand for counseling services on college campuses had increased significantly. This emphasizes how critical it is to give mental health awareness and support programs a top priority, especially in academic settings. With so many students struggling it is important to supply with the demand.

The different student communities served by Penn State’s branch campuses each have their own set of demands and difficulties. The Penn State University Factbook indicates that thousands of students from a variety of backgrounds and demographics are enrolled at the branch campuses together. But even with these dispersed campuses, mental health is still a universal issue that has an impact on Penn State’s students overall well-being and academic achievement.

As mentioned as an issue within the last blog, stigma can be a significant factor in a student’s lack of seeking help and there is no difference at the branch campuses. The stigma associated with mental illness still creates a serious obstacle to students seeking assistance. Stigma was found to be a significant predictor of unfavorable attitudes regarding getting professional help for mental health difficulties, according to a meta-analysis published in the Journal of Counseling Psychology. Students’ misery might be worsened and their process toward mental recovery might be tampered by this stigma, which can cause delays in seeking therapy.

Additionally, there are resource limitations at Penn State’s branch campuses that affect the accessibility and availability of mental health services. According to data from the National Alliance on Mental Illness (NAMI), there is a shortage of staff and a high volume of demand at many counseling services on campuses. This leads to long appointment wait times and not enough people that can provide assistance for kids experiencing difficulties. Also, when COVID-19 happened all therapy sessions were shifted to virtual counseling which has made it more difficult to maintain the continuous treatment aspect and properly address student’s mental health issues because you can’t really tell from through a screen.

Furthermore, the organization of Penn State’s satellite campuses creates logistical obstacles to the implementation of uniform mental health programs in multiple locations. Because funding, staffing, and infrastructure may vary from university to campus, it can be challenging to guarantee that all students have equal access to resources and support services. The approach makes it more difficult for campus stakeholders to collaborate and coordinate, which impedes the development of comprehensive mental health policies. For example, Penn State University Park gets significantly more funding than other campuses which allows for more resources.

Studies indicate that mental health literacy and stigma reduction educational initiatives can be successful in altering help-seeking attitudes and behaviors. For instance, a study that was published in the Journal of College Student Development discovered that college students who took part in mental health awareness campaigns knew more about mental illness and experienced less stigma. A possible solution and spreading of this could be University Park mental health services being open virtually to branch campus students or monthly visits in person to branch campus that allow students to come to counseling if they need to. Incorporating mental health education into already-existing curriculum and orientation programs can also assist in providing students with the abilities and information required to identify and address mental health concerns in both themselves and others. Programs for mental health education have the potential to enhance students’ perceptions of mental illness and boost their self-assurance in offering assistance to their peers, according to data from a review that was published in the Journal of Medical Education.

To fulfill the rising demand from students, Penn State’s branch campuses need to make investments in increasing mental health resources and services in addition to educational efforts. This can entail boosting financing for counseling centers, recruiting more personnel, and putting in place cutting-edge support initiatives catered to the needs of various student demographics. Peer-led programs, online support groups, and teletherapy options can assist in closing service delivery gaps and reach students who might not otherwise be able to get help. Additionally, maximizing resources and utilizing knowledge require establishing collaboration and partnerships among campus stakeholders, including as administrators, faculty, staff, and student organizations. Together, the branch campuses of Penn State can create comprehensive mental health programs that target the underlying causes of mental illness, encourage resilience, and cultivate a compassionate and caring environment.

In conclusion, a concerted and evidence-based strategy is needed to address mental health awareness across Penn State’s branch campuses. Penn State can establish a campus climate where students feel empowered, supported, and able to flourish by emphasizing mental health, lowering stigma, and increasing access to resources and support services. Penn State’s branch campuses have the potential to set the standard for fostering resilience and mental health awareness in their communities by working together and using creativity.

Sources:

https://www.apa.org/monitor/2013/06/college-students

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9975862/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10217808/

Life can be scary and daunting and growing up comes with a lot of uncertainty and change. Often times this change and overwhelming feeling can be hard to describe and put into words. I know personally I have struggled many times to find the words to describe truly how I feel and I am sure most of you have as well. But have you ever heard a song that so perfectly depicted the words you were unable to grasp? a song that made it seem as if the artist took all the thoughts in your head and turned them into a beautiful melody? But most importantly in times of feeling down and upset is there that one song that automatically gives you a burst of happiness and all seems to fade in the three minutes the song lasts? I recently heard a song for the first time in a long time and was brought to this place of happiness and forgetting all the bad. I am part of the THON R&R committee here at Penn State and sometimes we get together outside of meetings. At one of our events we all shared our favorite songs and one person recommended Sunday Mornings by Maroon 5. The second the music began you could see the smiles on all our faces as we sang along to the lyrics of the music. The song speaks about the feeling of comfort and security that you feel when you are with someone that you love and how even the simple moments with them can be some of the best and most priceless memories. Thinking of this message of the song beyond the romantic relationship aspect, it can be closely related to all aspects of life with family and friends. With life being so crazy at times it is important to have moments of comfort and security with people and create lifelong memories of good. Although I do understand in certain circumstances such as being away at college finding that comfort and security here may take a while, so, in the meantime maybe tune into a song that can create that temporary feeling of comfort for you, such as Sunday Mornings. I recommend to you all to just take a listen and see how you feel during a bad day; see if it brings a smile to your face or allows you to sing along and forget whatever negativity may be clouding your head. So take a listen here: https://www.youtube.com/watch?v=to5Sg2KeEnU. If Sunday Mornings does not do the happy trick for you I am sure another song out there will. Turn on any happy and good-feel song, start singing along, and watch everything in your mind seem to disappear but in the meantime until you find your song I lent you mine!

The transition from high school to college is a transformative period in a student’s life. The newfound independence, coupled with a rigorous academic workload and social pressures can lead to high stress levels and mental health challenges. Mental health challenges among college students have become a rising concern in recent years. Many students struggle with issues that range from academic pressures to social and personal issues, leading to a significant impact on their mental well-being. Unfortunately, with mental health being an issue so prevalent in society today, students often dismiss or feel uncomfortable discussing their struggles openly. This essay delves into the reasons why mental health is important to be discussed despite the stigma, fear of judgment, and knowing of available resources and the importance of creating a more inclusive and supportive environment within universities, especially at Penn State.

The chart above is from the Penn State 2023 Annual Report by the Center for Collegiate Mental Health. Within the chart, we see rates of mental health-related issues that Penn State students reported that they had as of last year and all of these rates have risen each year since 2010 when this report first was administered. While the 2023 rates may not have been the highest point they are still close to that high percentile and according to the trend pattern, those numbers will only increase. Action needs to be made and Penn State’s contributing to rid of the stigma, fear of judgment, and lack of knowledge of resources that students have is a step in the right direction. 

The significant barrier to open discussions about mental health is the notorious stigma that is associated with it. The stigma being the fear of being labeled as ‘weak’ or ‘incapable’ is a mindset that often turns students away from seeking help or even acknowledging their struggles. This stigma can be seen and related to life in campus culture, creating an environment where mental health concerns are viewed as a sign of personal failure rather than a common aspect of a human experience. In order for students to feel comfortable in speaking on their mental health and seeking help, the idea of this “stigma” needs to be brought to an end. To address the stigma surrounding mental health, colleges and universities should implement inclusive awareness campaigns. These campaigns should aim to normalize conversations about mental health, emphasizing that seeking help is a sign of strength rather than weakness. By fostering an environment that encourages open discussions, students will be more likely to reach out for support when facing mental health challenges.

The second barrier to open discussions about mental health is fear of judgment. College campuses, including Penn State, are full of diverse individuals with varying backgrounds and experiences. Unfortunately, this diversity can sometimes lead to judgment and misunderstanding. Students may fear that disclosing their mental health challenges will result in negative perceptions from peers, professors, or even family members. This fear of judgment further sustains the culture of silence surrounding mental health issues. Recognizing the challenges faced by college students in addressing mental health issues, universities should take active measures to foster inclusive and supportive environments. Peer support networks can play a crucial role in creating a supportive environment. Such as implementing mentorship programs, where experienced students guide newcomers; this can provide a valuable avenue for students sharing experiences and advice related to mental health. Peer-led support groups and initiatives can help break down barriers and create a sense of community, making it easier for students to open up about their struggles. 

One of the critical components of creating a supportive environment is ensuring that counseling and support services are readily accessible and well-promoted. Which leads to the third barrier to open discussions about mental health being the lack of awareness students many have on mental health resources.. Many students may not recognize the signs of mental health issues within themselves or their peers. Additionally, they might be unaware of the available support systems on campus, which is further limiting their ability to seek help when they need it. Addressing this lack of awareness is crucial in creating an environment where students feel comfortable discussing their mental health concerns openly. To create a step towards solving this lack of awareness and understanding, universities should prioritize mental health education programs. These programs should be integrated into the curriculum, ensuring that all students receive information about mental health, its common challenges, and available resources. Penn State, as a leading institution, can set an example by incorporating mental health education into various courses and orientation programs. At the end of every class syllabus the mental health awareness is noted yet more teachers should take time to mention it in class rather than only mention what is expected for their workload. Additionally, Faculty and staff members can possibly receive training on recognizing signs of mental health issues and responding appropriately. This training can allow them to offer support, direct students to available resources, and contribute to the overall campus culture of empathy and understanding. Furthermore, in the future, Penn State could invest in expanding its mental health services because while all students may not know or reach out to the mental health service center some students do. However, with such a large campus it is not always available right away to everyone, the Penn State Counseling and Psychological Services (CAPS) acknowledges there being an increased demand for their services, which is leading to longer wait times for appointments. Students tend to not want to wait so instead dismiss their health issues in terms of seeking help. 

In conclusion, fostering an inclusive and supportive environment for mental health on college campuses, such as Penn State is very important. By addressing the stigma, fear of judgment, and lack of awareness surrounding mental health, universities can create spaces where students feel comfortable speaking out about their struggles. Actions such as awareness campaigns, educational programs, expanded counseling services, and peer support networks are vital steps in building a culture that prioritizes mental well-being. As institutions of higher learning, universities have the responsibility to not only educate students academically but also nurture their development of things such as mental health. Penn State, with its high university status, has the potential to set an example for other institutions by prioritizing the mental well-being of its students and fostering an environment where seeking help is not only accepted but encouraged.

Sources:

https://ccmh.psu.edu/assets/docs/2023_Annual%20Report.pdf

https://studentaffairs.psu.edu/counseling

Hello Bloggers! Welcome to the first blog back, now as some of you may know this past weekend the long-awaited 2024 Academy Award Oscar nominations were announced. Among the numerous amounts of categories listed is “Best Original Song”, nominated under that category is Billie Eilish’s new top hit song from the summer 2023 Barbie movie entitled “What Was I Made for?” The title being a universal question that many people ask at least once in their life….. “what was I made for?” Finding one’s identity can often be very hard, especially in a society where there tends to be a clear black-and-white and a very small gray area in between. People find themselves essentially lost in this big world and question everything they may seem to think they already know. In Billie Eilish’s song, the lyrics take the listener through a journey inside Billie Eilish’s head as she expresses her feelings of when she asks herself the question of “What was I made for?” and allows all those who listen to think to themselves “I feel that way too.” In this day of age of clear black and white people also tend to have trouble finding words to express how they feel or expressing themselves to others in general and this song opened up doors for many men and women to feel that it is okay to feel a little lost in this life and that does not mean you feel this way alone or that you will not find what is meant for you. The only issue with this question is people are often trying to find one definitive answer when in reality the answer is simply “everything and now.” Everyone is made to do so much in this world and they just have to find the one spark in their life that separates them from the rest. This spark truly could be anything; maybe you are an amazing dancer, a beautiful writer, a talented singer, or a star athlete, or maybe you can draw and paint for hours on end to create something extraordinary … these are all things you are made for. Outside of talents and sports maybe when people think about what in life they are made for they resort to a family person, someone with a stable job, or maybe someone with neither but they are happy and all of that is okay. There is no correct or wrong way to live life there is only now and what you make of it. We all know that life is a scary and daunting thing at times but we will miss all the beautiful things sent our way if we only choose to keep searching for more. Life is meant to be lived in the present and when asked “What was I made for?” the answer should be everything and now. So, live life the way it is meant to be lived and do not worry about the past or future or you will sure enough miss the present.

Passion and Civic Blogs:

For my passion blog, I have decided to write about the power of music. As I stated in my previous blog, Music is something that I am very passionate about and I gravitate to it during angry, sad, or happy times; additionally, music is something that brings people together and I am excited to write each week about music as such a powerful tool and finding songs with new messages to write about. I hope these blogs will motivate people and possibly introduce them to new music. For my civic ideas blog, I am choosing to write about mental health. More specifically I am writing about mental health in college students. I will focus on how college students often dismiss or do not feel in an environment comfortable speaking out on their struggles and how creating an environment in universities that is more inclusive and open to making people struggling with mental health feel comfortable reaching out for help and guidance or simply having someone there that they can talk to will prove to be extremely beneficial. These are two topics I am very passionate about and feel that I can write about well and in a respectful and captivating way.

TIB Speech Draft Outline: 

Title: Deserving What You Get: A This I Believe Speech

Introduction

1. Attention getter:
   1. How many of you have heard the saying you get what you get and you don’t get upset. Most of the time if we’ve ever been told this it’s usually by our parents after we threw a fit over something we didn’t like. Throughout life we often encounter moments where we question the fairness of the outcomes we face. These moments, whether positive or negative, are related to the belief that we get what we deserve. 
2. Context/ethos:
   1. In a world where success and challenges are part of the human experience, the notion of deserving what you get holds a unique place. As someone who has witnessed the impact of hard work and faced both triumphs and setbacks, I am compelled to share my belief in the profound significance of this motto.
3. Thesis:
   1. I believe in the principle of “getting what you deserve,” a belief that resonates in the varied experiences of our lives, shaping our perceptions and responses to the world around us.
4. Preview:
   1. In the body of my speech, I will delve into personal experiences and narratives to express by belief. Finally, I will conclude by summarizing these points and leaving you with a memorable reflection on the power of deserving what you get.

Body

Cause, non-belief, Reason #1

1. Subpoints:
   1. The unpredictability of life can lead some to question the idea that outcomes are directly related to deserving them. Life’s twists and turns may seem arbitrary and unrelated to one’s efforts. Some situations are influenced by external factors beyond an individual’s control. The belief that everyone gets what they deserve may overlook the systemic challenges that some individuals face. 
   2. Switching schools led to better, a change unexpected but led to a good outcome. 

[Transition to MP B]

Effect, belief, Reason #2

1. Subpoints:
   1. Embracing the principle of deserving what you get fosters accountability. It motivates individuals to work hard, make ethical choices, and strive for excellence, knowing that their actions contribute to the outcomes they receive. Believing in getting what you deserve can empower individuals to face adversity with resilience. It encourages them to learn from setbacks, adapt, and continue working towards their goals.
   2. Positive: internship 
      1.  work very hard for an internship and devote their time to working, studying, and preparing for it then ultimately receiving the internship
   3. Negative: field hockey story 
      1. In high school, I used to play field hockey and before a game, the captains line up with the captains from the opposing team to shake hands and flip a coin to see who receives the ball first. The captain from the opposing team made a point to express how much “better” she was than our team and told us to forfeit and save ourselves from embarrassment. However, within the first half of the game, she received two yellow cards for unsportsmanlike conduct on the field and my team ultimately won.

[Signal closure]

Conclusion

1. Summarize main points:
   1. We delved into the power of the belief that you get what you deserve and highlighted its role in fostering accountability, motivation, and resilience.
2. Restate thesis:
   1. In conclusion, I reaffirm my belief in the principle of “getting what you deserve” as a guiding force in our journey through life.
3. Memorable conclusion:
   1. By believing in getting what we deserve, we empower ourselves to navigate the challenges and celebrate the triumphs, for in this belief lies the compass that guides us towards a life of purpose and fulfillment.