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Rooham Kazi
Jordan Green
English 102
11/13/2018
Introduction
Issues of mental health have recently become a growing predicament among students as well as
academic. It can be quite stressing to go to university, especially for students from first-infamilies. Frequently, one loses their established support networks; relocate to a new region of the
country in addition to taking on huge debts. Occasionally, the results are not appealing and end
in tragedy. Students entering universities need to understand that there is available support and
that any issues can be shared. In addition, it vital that they know seeking assistance is normal.
The university support services, students unions, the NHS, academic tutors as well as other
students can all help with the problem. However, we are required to do more in the case where
the demand is to be met.
Background
Over the last decades, several measures have reported a decrease in the emotional health among
students in universities. There has been a growth in the demand for services for counseling
centers, as well as, the complexity along with the severity of the emotional problem which
students classically present. During the time frame, American universities have also become
more corporatized which means that the issue has formed the basis for attention. Complex and
costly solutions have been more valued compared to the expedient solutions (Savery & John 10).
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Customer service solutions have been implemented including the dorms being kept clean to
mental health. However, quality of care has not been captured in the metrics of the customer
service which envisions no place set up for clinicians who present hard questions which makes
one feel worse before one can feel better. There is a possibility of a rise in the generation which
lacks knowledge of how to frame questions concerning what constitutes satisfaction regarding
good mental health
Research Questions
1. What measures have universities put in place to deal with mental health>
2. What is the severity of the issue of mental health in universities?
3. Are the current solutions to dealing with mental health feasible?
Thesis
The issue of mental health disorders is not granted sufficient attention and course of actions by
universities. Universities are giving the problem less focus and considering it similar to a nonfactor.
Stakeholders and Audience
The issue of mental of mental health among the universities is a significant factor and has
stakeholders and the audience involved in it. The primary stakeholders being the universities’
management board who are entitled to ensure the curriculum constitutes solutions to mitigate the
severity of the issue and to handle the present victims to improve their health in general. Another
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group of stakeholders is the students’ unions and lastly the medical fraternity of the university.
The students’ union possesses the primary influence and power in the issue since they are in
direct contact with fellow students and can easily identify victims and factors which relate to the
same. However, the group mentioned has expressed problems regarding openness of the victims
and the general acceptance by the victims (Auerbach et al. 2960). The students’ unions have
explained the need for further and increased funding in the area since it is an increasing demand
for attention due to the increased rate of growth of the problem. The school management is a
group of stakeholders which tends to be the most difficult to influence to direct their full focus
on the problem. They seem to focus on other larger matters at the expense of the expanding
severity of mental health. However, the students’ unions can attempt to carry out surveys and
approach the board with facts from the medical department to urge the management board to
address the matter quite urgently.
Causes of issues of mental health among university students
1. Students who suffer from mental health issues direct their blame on their university workload
as the cause of the illness.
2. Isolation, heavy workloads and lack of support are the key elements which contribute to
mental illness. According to academics all over the world, they suggest that workload has
massive impact on their mental status. Lack of support also poses a great challenge and is felt
among younger university students.
3. University jobs have been realized as the direct link to mental illness among targeted
academics where it holds a higher percentage of the total causes. Senior lecturers, as well as the
elderly, feel a strong connection of the factor with the illness.
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4. Some small percentage of university students also raises concerns over isolation, job security,
bullying culture and the custom of long hours of work. The pressure to deliver is felt more by the
students who tend to affect their mental health.
Resolutions
The issue of mental health is quite delicate to handle due to several competing factors. The
solutions put forward to face a lot of challenges due to non-workable plans and inadequate
funding as a result of the problem being deemed a non-factor or not a significant cause of alarm.
However, the students’ union can undertake a self-review of the situation at their universities and
create a workable action plan to handle the problem. Universities can gain knowledge from each
other through surveys by the students union and establish good schemes (Auerbach et al. 2969).
A comprehensive action plan can then be followed to combat the matter at hand. Collecting
information on the problem is also important as well as having ambulances for call outs figures
from suicide attempts and self-harm.
The university management can conduct training of all staff concerning mental health policy
along with awareness. There are few universities which strategized and funded for full training
of staff on mental health although they would soon realize the significance of the intervention.
The management could employ trainers on mental health first aid as well as on their sites.
Training accommodation staff regarding mental health is also crucial since when a student
struggles, they tend to recoil to their accommodation (Holm-Hadulla et al. 3). The medical
fraternity could organize for students to be allocated with doctors at their premises as well as the
university. However, the above resolution is among the hardest to achieve in as much as it is
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essential. The continuity of care is critical rather than the one which is present only at the time of
need.
It is worth considering increasing funding for support as well as counseling services. According
to research, some universities spend much for the incoming year although not all universities.
The universities which are presently spending could consider reviewing the funding of mental
health treatment. They have an economic advantage. I would think of providing support to
students who have a history concerning mental health problems. It is utterly essential and up to a
student to disclose their problem. However, universities need to encourage the victims to declare
their problems upon entry into the school (Pedrelli et al. 510). Nevertheless, the majority of
students still have worries about disclosure if it hinders their entry. It is difficult since a
university cannot force care strategy on a student. However, the solution could be feasible after
clarification of policies and better communication to the students.
It is important for clinical care to be provided to college, professional and graduates university
students for those that present problems of relationship issues, mood swings and anxiety by a
psychiatrist. They should also be considered as patients and students rather than customers. It is
vital for the students to be treated as patients instead of customers in issues relating to mental
health since the latter takes a twisty route in some occasions (Ketchen et al. 393). The treatments
take a lot of time and might even lead to side effects before the benefits are realized. The latter is
a workable solution since first-hand care is offered to students by professionals and there is
prioritized and monitored.
It is also essential to build a good relationship as part of the process of healing wounds/
The above solution helps to resolve future incidences of recurrence of mental health problems
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among former victims. The potential advantages of university counseling centers could be
diluted by directives meant to provide customer satisfaction due to the emphasis of the attendant
on immediate success. In addition, the framing of the process of healing regarding marketplace
terms could also reduce the effects of the treatment (Pedrelli et al. 507). In as much as the rapid
availability of success is essential, particularly in urgent situations, the latter is not the single
measure of quality. Customer service increasingly spells the recognition and reference model of
care in which students are jumbled up from one medic to another. This solution is among the
most viable since it focuses on the after-effects of the treatment model to ensure there is no
recurrence of the problem which helps to mitigate the population and rate of growth of the
problem. However, most solutions put forward do not include the above although it is of utmost
importance. The building of relationships with former victims of mental health problems and
allocating doctors to students at homes are the most viable solutions since they extend the
services for a longer time and area.
Conclusion
University students are intelligent and quite to gain knowledge when given opportunity. They
can understand how a relationship between them and a psychiatrist varies from one in
marketplace interactions. The research faces with challenges of disclosure from victims of
mental health issues and the ignorance of the university community at large concerning the
problem. In case of more time, I would consider educating the students that mental health is a
major crisis which calls for attention and helps victims gain confidence and accept their problem
to get treatment. Universities are on the other hand not taking enough measures to help students
suffering from mental health problems. There is a need for mental health disorders to be focused
on as a growing issue among the young generations for a better future. This research is crucial
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since it pays attention to a problem that affects the next generation of world leaders and mentors
and is recently on the rise which can
Works Cited
Auerbach, Randy P., et al. "Mental disorders among college students in the World Health
Organization world mental health surveys." Psychological medicine 46.14 (2016): 29552970.
Holm-Hadulla, Rainer Matthias, and Asimina Koutsoukou-Argyraki. "Mental health of students
in a globalized world: Prevalence of complaints and disorders, methods and effectivity of
counseling, structure of mental health services for students." Mental Health &
Prevention 3.1-2 (2015): 1-4.
Ketchen Lipson, Sarah, et al. "Variations in student mental health and treatment utilization
across US colleges and universities." Journal of American College Health 63.6 (2015):
388-396.
Kluegel, James R., and Eliot R. Smith. Beliefs about inequality: Americans' views of what is and
what ought to be. Routledge, 2017.
Pedrelli, Paola, et al. "College students: mental health problems and treatment
considerations." Academic Psychiatry39.5 (2015): 503-511.
Ross, Catherine E. Social causes of psychological distress. Routledge, 2017.
Savery, John R. "Overview of problem-based learning: Definitions and distinctions." Essential
readings in problem-based learning: Exploring and extending the legacy of Howard S.
Barrows 9 (2015): 5-15.
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Eng102 (F2018)
Editorial-Guidelines & Criteria (v.01)
Guidelines
An Editorial is a brief statement of your position on an issue on which, due to your
continuing research, you now have a measure of expertise. An editorial is focused on an
urgent problem or Question-at-Issue raised by your research and offers specific, concrete
ideas to resolve it.
Title
An effective editorial title asserts a position on a specific issue. A title should also make
the reader interested in learning more. Review the title-crafting strategies in JAC (41). At
times, writers may use a “Title: Subtitle” format in which the Title is creative and
compelling and the Subtitle is specific and informative.
Opening
Think about how to create a compelling opening (a hook) that raises a Question-at-Issue
(What question or problem will you address and why is it important?). In addition to the
ideas in JAC, you might consider:
● Describing a current event that is an example of your issue.
● Describing a person dealing with your issue.
● Posing a question about what may reasonably happen if your issue is not addressed.
Thesis: An editorial is an argumentative essay. Instead of explaining what your research
suggests is most important about the issue (which was the goal of the Research Report), an
editorial tries to persuade or convince your audience that your position is well-informed and
reasonable.
Organization/Format:
In our final paper this semester, we will use the knowledge we have acquired over the course
of the term, about rhetorical appeals (ethos, pathos, logos) and argumentation, to compose a
persuasive argument. Our purpose in writing this editorial is to persuade a general audience
(imagine the editorial would be published in a major newspaper like the New York Times or
Washington Post) that a) the problem we have been researching needs to be addressed and
solved as soon as possible, and b) our proposed solution is the most effective and efficient
plan to resolve this problem.
When writing this paper, keep in mind the genre conventions of an editorial. Because
editorials are published in newspapers and magazines, they must be written in a way that
grabs the attention of a casual reader of the newspaper. Therefore, the title should not only
convey your main point, but also work to catch the attention of a casual reader. Likewise,
your opening must catch the attention of a casual reader, so you will need to consider the best
way to do this; and, end memorably to ensure readers will continue to think about the issue.
Because column space in most news outlets (more so in print form) is limited, another
convention of editorials is their conciseness. The length requirement for this paper is 2+
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Editorial-Guidelines & Criteria (v.01)
pages, not including a Works Cited list, so you will need to think about what evidence and
appeals are the strongest and most effective to persuade your audience in a short amount of
space/time to accept your solution.
Finally, another important genre convention of an editorial is to use the first person “I”
throughout to establish your ethos and gain credibility with readers. As you will recall from
the Source Analysis assignment, establishing credibility is a crucial aspect of persuading an
audience to accept your proposal.
Organization
Paragraph 1 – Introduction
Provide background on the overall issue, then transition into the specific problem within the
issue that you will propose a solution to. Remember that the opening sentence or two should
be attention-grabbing and draw the reader in.
Paragraph 2 – Central Point (Thesis)
In a short paragraph, articulate and explain your solution to the problem and why it will
work.
Paragraphs 3-5 – Supportive Arguments for your proposal
These paragraphs are where you support your solution. You must use examples, strong facts,
and details to support your stance. Each paragraph should contain a different argument for
your solution.
Paragraph 6 – Address Counterarguments
In this paragraph, address any counter-arguments or concerns with your proposed solution.
Who – ie what stakeholders or stakeholder groups – would take issue with your proposed
solution? Why? What is their argument against your solution? Do they have a valid point?
Why/why not? Why is your solution the best option overall?
Paragraph 7 – Conclusion
End with a final appeal to readers: What specifically do you want them or officials to do?
Where can readers go online to learn more about the problem? How can readers act to help
solve the problem? Please provide specifics.
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Assignment Criteria
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Compelling title that accurately conveys your position on the issue.
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Opening sentences catch readers’ attention and engage them in the topic; first
paragraph introduces necessary background and context.
___
Clear statement of your main argument (thesis) that explains why it is important to
understand the issue or problem more thoroughly; includes your potential solution in
the second paragraph.
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Editorial-Guidelines & Criteria (v.01)
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Generally follows provided outline and progresses logically to a sound conclusion.
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Provides 2+ specific examples and refers to 2+ credible sources (via summary,
paraphrase, quotation) that show and explain the issue and your position on it; try to
include your strongest and most persuasive evidence from the Research Report; and,
remember that the quality of your sources contributes to your ethos.
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Employs rhetorical appeals of ethos (by establishing knowledge of the issue and
using “I”), pathos (using emotionally charged word choice and examples meant to
evoke emotion in readers), and logos (by making logically sound points and using
credible evidence as support) to persuade a general audience to accept your solution.
___
Demonstrates awareness of audience (general newspaper readers) through semiformal tone: moderately sophisticated (not jargony) language, moderate use of
colloquialism, judicious use of first person “I,” and strategic, moderate use of second
person “you” to establish common ground with your audience.
___
Addresses what other reasonable writers and speakers have argued on the other side
issue.
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Editorial focuses on showing an audience of stakeholders that existing measures have
not resolved an issue or problem and offers specific, practical solutions.
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Closing reiterates your position on the issue and reminds readers why it deserves
attention; ends with an effective final appeal to the audience to pursue a fair
resolution; may include a “mic drop” ending for extra pathos.
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Adheres to genre conventions: introduces sources by author, title, publication; refers
to sources by author’s last name, in present tense; uses direct quotation; maintains
semi-formal tone; title calls out for readers’ attention while conveying your main
point; opens with an attention grabber, ends memorably on a strong point; uses first
person ‘I’ to establish your ethos.
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Document formatted in MLA 8 style (font, line spacing, margins); titles of short
works (articles) in “quotation marks,” titles of long works (books) and publications
(newspapers, magazines, journals, movies) are italicized; parenthetical citations
provide author’s last name (or the title of the piece), and punctuation goes after the
parenthetical citation.
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Length: 2+ (not including Works Cited).
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Includes Works Cited page (formatted in MLA 8) at end.
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Demonstrates careful proofreading for spelling, grammar, and punctuation; has no
distracting errors in SAE (Standard Academic English)
Eng102 (F2018) 4/4
Editorial-Guidelines & Criteria (v.01)