Chapter 12 Online University Mental Health Tools: Definitions and Narratives as Interventions
Barbara George and Rachael Blasiman
What is the most important takeaway from your chapter?
We have found that online mental health supports can be helpful for undergraduate students. We suggest that universities be intentional about how these resources are shared with students. For instance, faculty who have already developed rapport with students can integrate university mental health supports into the course and raise awareness of mental health and wellbeing.
If you were making discussion questions for students (advanced undergraduates or early graduate students) to go along with your chapter, what would they be?
What online mental health supports are available at your university? Who tells students about these resources?
What do you notice about the way online mental health resources are communicated to students? Is there an effort to address an audience who might understand mental health seeking in stigmatized ways?
In your opinion, should faculty be asked to promote online mental health resources offered by the university?
What questions do you feel your chapter leaves un-examined or where would you go with it next?
If faculty are asked to engage in sharing mental health supports, what kind of training should they receive?
How are online design features (UX, usability studies) part of the way students navigate mental health supports?
Is there anything that you want those considering doing work in MHR to know?
Situated empirical research can reveal patterns that are helpful for MHR research.