EXAMINING PERCEPTIONS OF MENTAL HEALTH SERVICES AMONG COLLEGE
STUDENTS: A QUALITATIVE EXPLORATION
CLARRISE BACANI
ZARAHLINE M. BANCIONG
MELISSA BAO-IN
CHERILYN HOPE
SUBMITTED TO THE FACULTY OF THE SECONDARY LABORATORY SCHOOL,
BENGUET STATE UNIVERSITY, LA TRINIDAD, BENGUET IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR PRACTICAL RESEARCH I
MAY 10, 2024
INTRODUCTION
Background and Rationale
In years, mental health issues among college students have received much
attention due to the increasing cases of mental health problems that students face in
their everyday lives, particularly in their academic and social lives. College life can
be overwhelming, with students facing a range of stressors and transitions including
adapting to new academic challenges and navigating social changes. (Torrano et al.,
2020) There is a significant need to better understand college students' perceptions
of mental health services and the factors that influence these perceptions. Research
has shown that a substantial portion of mental health disorders first emerge during
the traditional college years of 18-24 (Kessler et al., 2005). Additionally, problematic
behaviors like binge drinking are common among college students, indicating an
increasing need for mental health and substance abuse counseling on campuses
(NIAAA, 2012).
According to the 2020–2021 college year, more than 60% of the students met
all the criteria for at least one or more mental health issues. (Abrams, 2022)
Depression, anxiety, and suicidal thoughts have gone up steadily on college
campuses over the course of the past ten years. (Janota, 2022) College students are
reported to have a very high number of mental health problems. The survey found
that 44% of the respondent students were suffering from anxiety or depression
issues. This has raised concerns over the high prevalence of mental health problems
among college students because of the high level of stress and challenges they face.
(Lipson et al. 2019) These can bring on mental health problems whose side effects
can be severe and can greatly impact their academic performance if not properly
addressed. (Liu et al. 2019) Nowadays, mental health problems are a critical issue
among students in colleges, it is, therefore, vital to have strong and effective mental
health services available.
Mental health services refer to a broad array of interventions and resources
that are provided to promote mental wellness, preventing mental health conditions,
and treating and assisting persons who are experiencing mental health disorders.
Such services include counseling and therapy, psychiatric services, support groups,
crisis support systems, and other educational programs specifically designed to
reduce stigma around the issue. (Wilfong, 2022) However, studies have found that
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these critical mental health services are often underutilized by students (Watkins,
Hunt, & Eisenberg, 2012) Many college students experience significant mental
health concerns, but they often avoid treatment from mental health professionals.
(Jennings et al, 2017)
Despite mental health services being available on college campuses, (Marsh
& Wilcoxon, 2015) utilization of these services among college students faces
challenges due to many different factors that may affect their decision to prevent or
delay help from approaching mental health services. Perceptions of mental health
services are a key factor that can impact whether students seek help. If students
perceive certain providers as less effective or competent, they may be less likely to
engage with those services. A current national survey of college students discovers
that only 50% of students with mental health care conditions and disabilities did not
receive mental health services. This underutilization of mental health services is
concerning as it can worsen mental health issues and hinder students' ability to
thrive academically and personally. To address and understand these potential
barriers and improve mental health support on college campuses, it is very important
to understand the perceptions of college students regarding mental health issues.
Knowing and understanding college students' opinions and attitudes towards
mental health services is vital when we want to develop effective interventions and
strategies to make the service more acceptable. The perception of such students on
the role of their parents, teachers, and other institutions will be systematically
investigated to identify factors that affect their help-seeking behaviors, satisfaction
from support, and accessibility and effectiveness of the services. This research aims
to add to the improvement of mental health services and offer some valuable insights
into college students' experience with mental health services that can be used as a
base for academic success amongst college students and future research and
development of health policies in the future.
Moreover, mental health services to be offered will be all the time a key
element in helping the development of student health. The role of the service in the
college community is based on the perceptions of the college students about mental
health services. Hence, the gathering of information and understanding are important
to guide this role. This research proposal, hence, will investigate and evaluate
different mental health attitudes and opinions of college students. These findings will
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be used to guide interventions and enhance mental health service delivery in the
community.
Research Questions
This study aims to understand and examine the perceptions of mental health
services among college students. Specifically, the researchers sought answers to the
following research questions:
1. What are the perceptions of college students regarding mental health
services?
2. What are the factors that influence college students' attitudes toward
seeking mental health services?
3. How do college students perceive the effectiveness and accessibility of
mental health services?
Objectives of the Study
This study focuses on understanding and examining the perceptions of
mental health services among college students. Particularly, the objectives of this
research project aim to….
To explore and describe the perceptions of college students regarding mental
health services, including their attitudes, beliefs, and experiences.
To identify the factors that influence college students' attitudes toward seeking
mental health services, including stigma, social norms, personal experiences,
and cultural factors.
To examine how college students perceive the effectiveness and accessibility
of mental health services, including their beliefs about the benefits of seeking
help and the barriers they perceive in accessing these services.
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LITERATURE REVIEW
There has been a marked increase in both the number of students with
serious psychological problems on campus and the number of students seeking
counseling services (Aslanian & Roth, 2021). Literature has shown an increase in
the severity of psychological problems that college students to their
college/university counseling center, and these findings only reflect individuals
seeking treatment (Nobiling & Maykrantz, 2017). College students and campuses
across the country face growing mental health challenges that have only been
exacerbated by the COVID-19 pandemic (Gravely, 2021). A March 2021 report from
the Center for Disease Control and Prevention found that 57% of adults ages 18-29
had recently experienced symptoms of anxiety and depression (Gravely, 2021). This
is a gloomy picture that shows the need to address the growing mental health issues
facing college students. Studies have also found that college students may be
unaware that they are suffering from psychological distress and/or how to seek help
for this distress (Nobiling & Maykrantz, 2017). This is one of the main reasons that
mental health services are underutilized and the number of students seeking help is
proportionally small compared to those who do not seek help.
In recent years according to Smith et al., (2018), there has been a growing
interest in understanding the perceptions of mental health support services among
college students. Scholars have conducted qualitative explorations to delve into the
nuanced experiences and perspectives of students regarding the availability,
accessibility, and effectiveness of these services. Through in-depth interviews, focus
groups, and thematic analysis, researchers have sought to uncover the factors that
influence students' utilization of mental health support services and their satisfaction
levels with the care received.
One recurring theme in the literature is the stigma surrounding mental health
issues, which often acts as a barrier to seeking help among college students.
Studies have highlighted the fear of judgment, embarrassment, and negative
consequences associated with disclosing mental health concerns to peers, faculty, or
counseling services. This stigma not only impedes help-seeking behavior but also
perpetuates feelings of isolation and shame among students struggling with mental
health issues (Eisenberg et al., 2009).
Furthermore, researchers have examined the role of institutional factors in
shaping students' perceptions of mental health support services. Factors such as the
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availability of resources, the responsiveness of counseling centers, and the
integration of mental health promotion initiatives into campus culture have been
found to influence students' attitudes towards seeking help. Institutions that prioritize
mental health awareness and provide comprehensive support services are perceived
more favorably by students, fostering a conducive environment for help-seeking
behavior (Reetz et al., 2021).
Overall, the literature underscores the importance of addressing the
multifaceted challenges that college students face in accessing and utilizing mental
health support services. By understanding the diverse needs and experiences of
students, institutions can develop tailored interventions and policies to promote
mental well-being on campus. However, Turner et al., (2020) says that further
research is needed to explore the intersectionality of identity, cultural factors, and
socioeconomic status in shaping students' perceptions of mental health support
services.
Peer support programs within college campuses have emerged as a
promising avenue for promoting mental health awareness and facilitating help-
seeking behavior among students. Research has shown that peer-led initiatives,
such as peer counseling, support groups, and peer mentoring, play a crucial role in
shaping students' perceptions of mental health support services. Through shared
experiences and empathetic understanding, peers create a supportive environment
where students feel comfortable expressing their concerns and seeking assistance
(Lefkowich et al., 2017).
Peer support programs also contribute to reducing the stigma associated with
mental health issues by fostering open dialogue and normalizing help-seeking
behavior. Studies have found that students are more likely to seek support from
peers who have undergone similar struggles, as they perceive them to be more
empathetic, nonjudgmental, and relatable compared to professional counselors or
faculty members (Vogel et al., 2013). By promoting peer-led initiatives, colleges can
help bridge the gap between formal mental health services and the diverse needs of
students, thereby enhancing the overall accessibility and effectiveness of support
systems on campus. Furthermore, peer support programs offer unique benefits
beyond traditional counseling services, such as increased social connectedness,
empowerment, and skill-building opportunities.
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THEORETICAL FRAMEWORK
Bandura's Social Cognitive Theory posits that individuals' behaviors, including
seeking support for mental health concerns, are influenced by their perceptions of
self-efficacy and outcome expectations (Bandura, 1986). This theory suggests that
students' beliefs in their ability to navigate and utilize support services, as well as
their expectations of the outcomes of seeking help, will impact their utilization and
perceptions of mental health support services.
Additionally, the Health Belief Model (Rosenstock, 1974) emphasizes the role
of perceived susceptibility, severity, benefits, and barriers in shaping health-related
behaviors. Applied to mental health support services, this model suggests that
students' perceptions of their vulnerability to mental health issues, the severity of
potential consequences, the benefits of seeking support, and the barriers they face
(e.g., stigma, accessibility) will influence their perceptions and utilization of available
services.
Furthermore, the Ecological Systems Theory (Bronfenbrenner, 1979)
highlights the multiple levels of influence on individuals, ranging from the
microsystem (e.g., individual characteristics) to the macrosystem (e.g., cultural
norms). Within the college context, this theory suggests that students' perceptions of
mental health support services are shaped not only by individual factors but also by
interpersonal relationships (e.g., peer and family support), institutional factors (e.g.,
campus culture and resources), and societal factors (e.g., cultural attitudes towards
mental health).
Lastly, the Theory of Planned Behavior (Ajzen, 1991) emphasizes the role of
attitudes, subjective norms, and perceived behavioral control in predicting behavioral
intentions and actions. Applied to perceptions of mental health support services, this
theory suggests that students' attitudes towards seeking help, perceptions of social
norms regarding help-seeking behavior, and perceived ability to access and utilize
support services will influence their intentions to seek help and their actual utilization
of services.
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METHODOLOGY
Research Design
Using a qualitative approach will be the best way to understand how college
students view mental health support services because it will let us get into their
thoughts and feelings. We'll use methods like interviews, focus groups, or even just
watching how they behave to learn more. This will help us see all the different
reasons behind why students think the way they do about mental health support. It
will be like peeling back layers to find out what's going on in their minds.
For our study, we're going with a phenomenological research design. This
means we'll be looking at how college students experience and see mental health
support services. Through interviews and focus groups, this research design will
enable us to know and understand what it's like for them, how they feel, and what
they think when they use these services. It's like diving into their personal stories to
find out what's important to them when it comes to mental health support.
Sampling Strategy
The researchers are targeting 30 college students from different backgrounds,
ages, and majors at Benguet State University. This will include students from
different ethnicities, socioeconomic statuses, and geographical locations. To make
sure we get a good mix of perspectives, we're using a purposive sampling approach.
This means we'll carefully choose participants who have direct experience with
mental health support services. Recruitment efforts will include collaborating with
college counseling centers and student organizations to reach a diverse range of
participants.
Data Gathering Methods
In a future qualitative study, the perceptions of college students regarding
mental health support services will be examined. The researchers will interview
some participants to share their thoughts and experiences during their college life.
Focus groups will encourage group discussions to explore shared experiences and
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social dynamics. These methods will provide a platform for participants to share their
personal stories, feelings, and thoughts related to mental health support services.
Data Analysis
In this study, the researchers will use thematic analysis, a process of
identifying patterns or themes within qualitative data (Braun & Clarke, 2006), to
analyze the collected data on college students' perceptions of mental health support
services. Through this analysis, we will review and refine the data, organizing it to
interpret the patterns and relationships within. To ensure the reliability of our findings,
the researchers will employ multiple data sources, seek feedback from peers,
validate our findings with participants, and reflect on our own biases. This analysis
aims to provide valuable insights into the participants' perceptions, experiences, and
needs concerning mental health support services.
Data will be coded using descriptive coding to analyze my collected data.
Descriptive coding requires the researcher to read through qualitative data and
categorize it within several themes (Creswell, 2018). This process is most effectively
completed when done concurrently while data collecting involves multiple rounds of
coding (Creswell, 2018).
After analyzing the data collected from the participants' interviews, the
researchers plan to employ triangulation, which involves utilizing diverse information
from multiple sources to gain a comprehensive understanding of the research topic
(Patton, 1999). Our intended approach involves conducting a thorough examination
of documents that contain information regarding mental health support available to
students. These documents include materials found on the university's website, as
well as materials distributed by student and university organizations. The researcher
plans to compare and contrast the ideas and themes that arise from reviewing the
materials. By doing so, we aim to identify evidence that supports the research and
data analysis (Creswell, 2018).
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ETHICAL CONSIDERATIONS
The process of obtaining Consent consists of the following: consent should
be given freely (voluntary), subjects should understand what is being asked of them,
and involved persons must be competent to consent. This means, that to participate
in a research study, participants need to be adequately informed about the research,
comprehend the information and have the power of freedom of choice to allow them
to decide whether to participate or decline.
The process of ensuring that participants are fully informed before they
consent to participate in the study involves detailing what the study is about, what
participation entails, and what risks might be involved. This is particularly vital in
mental health research as discussing sensitive topics could potentially lead to
emotional distress. Participants need to understand these aspects fully to make an
informed decision about their involvement.
The participants and respondents of the study were informed of their right to
withdraw at any time without providing a reason. Withdrawal from the study will not
result in any penalty or loss of benefits to the participant. Any data collected up to the
point of withdrawal will be retained for analysis unless the participant requests
otherwise.
The anonymity and confidentiality of the participants were preserved by not
revealing their names and identities in the data collection, analysis, and reporting of
the study findings. Privacy and confidentiality of the interview environment were
managed carefully during the interview session, making participants feel safe to
express themselves openly without fear of being overheard or interrupted.
To further ensure confidentiality and anonymity. After completion of the
research project, the questionnaire, spreadsheets, interview recordings, and
transcriptions will be stored for a few months before disposal. The interview
recordings and transcriptions will be deleted along with the backup after the research
is done.
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TIMELINE
Research Section Activity Estimated Date
Introduction -Formulate background
and rationale
-Write research questions April 11 – 15, 2024
-State research objectives
Literature Review and -Search, capture, and
Theoretical Framework synthesize relevant local
and foreign studies
-Prepare a draft literature April 16 - 20, 2024
review
-Searching for theories
relevant to the study
Methodology -Choose research
methods
-Formulate target April 21 – 26, 2024
population
-Develop data collection
instrument
-Formulate data analysis
Ethical Considerations -List all the possible April 27 – 28, 2024
ethical issues
Budget -List all the possible April 29 – 30, 2024
resources while
conducting the research
References -List all the sources May 1 – 3, 2024
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Appendices -Formulate consent forms May 4, 2024
and interview guides
Written up -Final draft of report and May 5 – 6, 2024
final editing
Submission of Research -Submission of final draft May 10, 2024
Defend research proposal -Proposal Defense May 11 – 15, 2024
Sending and Approval of -Sending letters and
letters and consent forms consent forms August 7 – 16, 2024
-Approval
Conducting of Interview -Interview College
students of Benguet State August 27 - September
University (BSU) 12, 2024
Data Collection -Carry out data collection September 13 - 27, 2024
-Write up data collection
Data Analysis -Prepare for data analysis September 28 -
-Analyze data November 12, 2024
Result and Conclusion -Formulate Result and November 13 – 24, 2024
Conclusion
Recommendation -Formulate November 25 – 30, 2024
Recommendation
Revision and Finalization - Revision and December 3 – 10, 2024
Finalization of Research
Submission -Submission of research December 11, 2024
Defend Research -Research defense December 16, 2024
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BUDGET
Category Quantity Estimated Price Subtotal
Snacks for 15 pax 30 Pesos 450 Pesos
Participants
Travel expenses 4 Individuals 11 Pesos 44 Pesos
Bond Paper 250 per ream 2 reams 500 Pesos
Printer Ink 170 per unit 3 units 410 Pesos
Total 1404 Pesos
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REFERENCES
Abrams, Z., (2022) Mental health on campus: care and challenges. APA Monitor on
Psychology, 53(9). https://www.apa.org/monitor/2022/10/mental-health-
campus-care
Janota, M., Kovess-Masfety, V., Gobin-Bourdet, C., & Husky, M. M. (2022). Use of
mental health services and perceived barriers to access services among
college students with suicidal ideation. Journal of Behavioral and Cognitive
Therapy, 32(3), 183-196. https://doi.org/10.1016/j.jbct.2022.02.003
Lattie, E. G., Lipson, S. K., & Eisenberg, D. (2019). Technology and College Student
Mental Health: Challenges and Opportunities. Frontiers in psychiatry, 10, 246.
https://doi.org/10.3389/fpsyt.2019.00246
Hernández-Torrano, D., Ibrayeva, L., Sparks, J., Lim, N., Clementi, A.,
Almukhambetova, A., Nurtayev, Y., & Muratkyzy, A. (2020). Mental Health and
Well-Being of University Students: A Bibliometric Mapping of Literature.
Frontiers in psychology, 11, 1226. https://doi.org/10.3389/fpsyg.2020.01226
Liu, C. H., Stevens, C., Wong, S. H. M., Yasui, M., & Chen, J. A. (2019). The
prevalence and predictors of mental health diagnoses and suicide among
U.S. college students: Implications for addressing disparities in service use.
Depression and anxiety, 36(1), 8–17. https://doi.org/10.1002/da.22830
Cleary, M., Walter, G., & Jackson, D. (2011). “Not Always Smooth Sailing”: Mental
Health Issues Associated with the Transition from High School to College.
Issues in Mental Health Nursing, 32(4), 250–254.
https://doi.org/10.3109/01612840.2010.548906
Jennings, K. S., Goguen, K. N., Britt, T. W., Jeffirs, S. M., Wilkes, J. R., Brady, A. R.,
Pittman, R. A., & DiMuzio, D. J. (2017). The role of personality traits and
barriers to mental health treatment seeking among college students.
Psychological services, 14(4), 513–523. https://doi.org/10.1037/ser0000157
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Clifton, C., & Clifton, C. (2022, July 14). Mental health service providers: college
student perceptions of helper effectiveness - the professional counselor. The
Professional Counselor - The official journal of the National Board for Certified
Counselors, Inc. and Affiliates (NBCC). https://tpcjournal.nbcc.org/mental-
health-service-providers-college-student-perceptions-of-helper-effectiveness/
Wilfong, S., (2022). What does campus mental health services do?
BestColleges.com. https://www.bestcolleges.com/blog/what-mental-health-
services-do/
Marsh, C. N., & Wilcoxon, S. A. (2015). Underutilization of Mental Health Services
Among College Students: An Examination of System-Related Barriers.
Journal of College Student Psychotherapy, 29(3), 227–243.
https://doi.org/10.1080/87568225.2015.1045783
Kamimura, A., Trinh, H. N., Johansen, M., Hurley, J., Pye, M., Sin, K., & Nguyen, H.
(2018). Perceptions of mental health and mental health services among
college students in Vietnam and the United States. Asian journal of psychiatry,
37, 15–19. https://doi.org/10.1016/j.ajp.2018.07.012
Weissinger, G., Ho, C., Ruan-Iu, L., Van Fossen, C., & Diamond, G. (2022). Barriers
to mental health services among college students screened in student health:
A latent class analysis. Journal of American college health: J of ACH, 1–7.
Advance online publication. https://doi.org/10.1080/07448481.2022.2104614
Sapadin, K., & Hollander, B. L. G. (2022). Distinguishing the need for crisis mental
health services among college students. Psychological services, 19(2), 317–
326. https://doi.org/10.1037/ser0000526
Vogel, D. L., Wade, N. G., & Hackler, A. H. (2013). Perceived public stigma and the
willingness to seek counseling: The mediating roles of self-stigma and
attitudes toward counseling. Journal of Counseling Psychology.
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Aslanian, S., & Roth, A. (2022, May 4). Inside the college mental health crisis. Under
Pressure APM Reports.
https://www.apmreports.org/episode/2021/08/19/under-pressure-the-college-
mental-health-crisis
Lefkowich, M., Richardson, J., & Goudreau, J. (2017). Peer support interventions for
individuals with serious mental illnesses: A review of the literature. Journal of
Psychosocial Nursing and Mental Health Services.
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APPENDICES
Consent Letter
May 2024
Dear Respondents,
Greetings! The undersigned is conducting a research study on “Examining
Perceptions of Mental Health Services among College Students”. May we seek your
help in providing the necessary information for this study through your honest
answer. Rest assured that all information will be strictly treated with high
confidentiality.
Your valuable time, effort and cooperation regarding this matter are highly
appreciated.
Thank you very much,
Respectfully yours,
The Researchers
Interview Guides
1. Can you tell me a bit about your current status in college? (Year, major, etc.)
2. Have you ever used or considered using the college's mental health services?
3. How did you first learn about the mental health services offered at your
college?
4. In your opinion, how accessible are these services?
5. Have you heard of any experiences (positive or negative) from peers who
have used these services?
6. If you have used the services, can you describe your experience from start to
finish?
7. What aspects were satisfactory/unsatisfactory?
8. Were there specific barriers or facilitators that impacted your experience?
9. How effective do you believe the mental health services are in addressing
student needs?
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