The fundamental aspect and contributor to depression and stress in the Compass is a result of the extensive academic participation that involves diving deeper into the world of academics (NIMH, 2001). The concept of stigmatization and lack of enough resources to facilitate mental health is one of the significant challenges that are associated with the ideas.
The study of the mental disease study is one of the most reluctant aspects that college students are not willing to subsequently undertake the research (Kosyluk et al., 2016). In this aspect, this is due to a higher chance of neglecting that individuals are profoundly shying away from the reality or others are not ready for the mental test and study.
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The basic concept of the study has been resolved and acknowledged due to the survey conducted regarding a couple of students (Rohde et al., 2016). In the research conducted by the 168 students, a couple of them had previous recodes of drug abuse such as alcohol. In support of the hypothesis, the mentally challenged students were profoundly confirmed as harmful to the rest of the student within the college (Phelan and Basow, 2007). In this aspect, the study of these idea seems to be challenged by the results which lead to fear of increased stigmatization of the students.
The study opened a new chapter of biases to the mentally-ill student. Furthermore, this only cartelized and propelled the magnitude of divergence between the two different groups.
On the other hand, the project has faced a significant problem that only ties it to focus only on the college students (Day et al., 2013). In this aspect, the idea of focusing only on the research towards the student limits the capabilities of research as this interferes with the mental treatment program as well (Wallace et al., 2017). There are a higher social divergence and reduced number of students seeking the treatment due to their exposure. During the analysis of the project.
References
Day, V., McGrath, P. J., & Wojtowicz, M. (2013). Internet-based guided self-help for university students with anxiety, depression and stress: A randomized controlled clinical trial. Behaviour Research and Therapy, 51(7), 344-351.
Kosyluk, K. A., Al-Khouja, M., Bink, A., Buchholz, B., Ellefson, S., Fokuo, K., & ... Corrigan,P. W. (2016). Challenging the stigma of mental illness among college students. Journal of Adolescent Health, 59(3), 325-331.
National Institute of Mental Health. (2001). The numbers count: Mental disorders in America.Retrieved April 7, 2004, from www.nimh.nih.gov/ publicat/numbers.cfm
Phelan, J. E., & Basow, S. A. (2007). College students' attitudes toward mental illness: Anexamination of the stigma process. Journal of Applied Social Psychology, 37(12), 2877-2902.
Rohde, P., Stice, E., Shaw, H., & Gau, J. M. (2016). Pilot trial of a dissonance-based cognitive-behavioral group depression prevention with college students. Behaviour Research and Therapy, 8221-27.
Wallace, D. D., Boynton, M. H., & Lytle, L. A. (2017). Multilevel analysis exploring the links between stress, depression, and sleep problems among two-year college students. Journal Of American College Health, 65(3), 187-196.
