Active Minds Blog
Sharing stories, actionable ideas, and topics on mental health
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5 Ways to Fund Your Trip to the Active Minds Mental Health Conference
So you want to come to Active Minds Hill Day + Mental Health Conference 2026? That is amazing! Whether you're a first-time attendee or a returning advocate, the experience of being surrounded by hundreds of young people who care deeply about mental health is genuinely unlike anything else. However, we do recognize that a possible hurdle, especially as a student on budget, is having the financial resources to attend. The good news is that there are funding possibilities available to you that may not be on your radar. Here are four ideas for finding the resources needed to make the trip happen: 2. Tap Your School's Student Activity Fund Here's something a lot of students don't realize - your tuition might already include a student activity or co-curricular fee. That money goes into a fund specifically designed to support student development, including attending conferences. Most schools have a formal process for requesting these funds, often through a student government office or dean of students. You'll typically need to submit a short proposal explaining what the conference is, what you'll learn, and how it connects to your campus community. The Active Minds Hill Day + Mental Health Conference checks every one of those boxes. Start early, since these requests often have deadlines and review periods. 3. Ask Your Academic Department Your major department likely has a student development or professional development budget and attending a nationally recognized conference absolutely qualifies. Reach out to your department chair, academic advisor, or a faculty member you're close with. Frame it around how the conference connects to your field of study, whether that's psychology, public health, social work, education, or really any major that intersects with student wellbeing. You don't need to have it all figured out. A simple, genuine email asking about available funding goes a long way. 4. Connect With Your Campus Active Minds Chapter or Wellbeing Club If your campus has an Active Minds chapter, this is your first call. Campus organizations receive institutional funding, and many use it specifically to support members in attending conferences related to their mission. If there's no Active Minds chapter, reach out to any mental health, wellness, or advocacy club on your campus as the overlap is strong, and they may be able to sponsor your registration or co-fund your travel. This is also a great way to build relationships before you arrive and potentially coordinate a group trip (which comes with a 20% group registration discount for five or more people). 5. Look Into Crowdfunding and Community Support Don't underestimate the people around you. Platforms like GoFundMe make it easy to share your story and raise money from friends, family, and your broader community. If you explain why you're going and your passion for mental health advocacy, what you hope to bring back to your campus or community, people often want to help. You can also reach out to local businesses, community organizations, or mental health nonprofits in your area that might sponsor a student attendee. A brief, heartfelt pitch about your advocacy work and the impact of attending can open more doors than you would expect. Funding a conference trip takes a little effort and some planning, but the resources are out there. The Active Minds Hill Day + Mental Health Conference 2026 is worth it and we hope to see you there. To learn more about the Active Minds Hill Day + Mental Health Conference 2026, visit activeminds.org/conference.
Mental Health Advocacy Academy 2026-2027
Be a high schooler who makes change in their community by joining the Active Minds Mental Health Advocacy Academy (the Academy) and taking your advocacy offline.
Tips on Transitioning this Back-To-School Season
The air is getting crisper, the song of the summer’s being phased out of your playlists, and your favorite local coffee shop just reintroduced their pumpkin spice latte and cardamom chai.
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13 Ways to Continue the Conversation about 13 Reasons Why
A note from Active Minds: Many people have found 13 Reasons Why triggering. In making your own decision to watch or not watch, we encourage you to review this resource from the Jed Foundation and SAVE. Markie’s perspective below is one of the many nuanced ways that mental health advocates and organizations have responded to 13 Reasons Why and we present her thoughts as a way to continue the conversation. Additional note that several spoilers are mentioned below. Content Warning: This piece contains mentions of suicide. In the spring of 2008, I was bullied. Even though these girls were in 8th grade, they had the ability to make me feel the size of an ant. They left me out, spread rumors behind my back and used me anytime they could. One of my other friends was also living with severe depression and attempted suicide. This was a lot for a 14-year-old girl. So, on a rainy evening in April, at my local bookstore, I found a book that I thought might tell me why one of my best friends didn’t want to live anymore, why these girls at school didn’t see me as an equal. Most importantly, why when I was shouting out to the whole world for help, no one was answering. That book was 13 Reasons Why. Not only did this book help me to get some of these questions answered, but it created more questions--- the questions I needed to be asking. I am now a 23-year-old graduate student, but the new series based on the book did the same thing to me --- it answered some of my questions, and is making me ask more. As advocates, it is our job to help facilitate these conversations. Recognizing that these are hard to do, here are 13 ways to continue the conversation about 13 Reasons Why. Say “died by suicide” instead of “committed suicide.” Hannah Baker did not “commit” suicide, she “died by suicide.” Why? Because suicide is not a crime, it is an unfortunate ending, often to a long battle with mental illness. When we use language like “committed,” we perpetuate a culture of blame on the victims, which makes people afraid to admit they are having thoughts about suicide. It also shames those who attempt suicide, adding to the stigma rather than providing support. Help others recognize their privilege. I don’t speak for all women, but I know that I cannot be the only one who has been objectified by someone. This issue is dismissed in many of the reviews of the series. It isn’t just a women’s issue -- anyone can experience sexual harassment or assault. If you have had the privilege of never having someone think that they had the right to treat you as less than human, take time to hear from those of us who have had these experiences. If you hear people dismiss issues that don’t affect them, call them out on it. Watch 13 Reasons Why with your parents. If I were a parent and I saw my kid running around with cassette tapes for a week, noticed their bike was missing, and saw scars on their face, I would be concerned, too. But, setting aside that aside, the parents in the series were clueless about their children’s lives. Parents need context for what is going on and to learn how to help. I know. “Do I want to watch some of those scenes with my parents?” I watched Gossip Girl with my mom in high school. Remember some of the things that went down in that? There were six seasons. You can do this. Bring social class into the conversation. As we saw Justin admire Bryce’s family and get pushed around by his mom’s boyfriend, his character pulled in the theme of social class into the series. Justin felt so inferior to Bryce that he was afraid to stop or report the rape he knew Bryce committed. Bryce supported Justin. That made Justin feel indebted to him. Digging deeper, Justin feared power and didn’t trust authority. He didn’t have the social/cultural capital to make connections with school professionals like Marcus and Courtney had. This left him feeling alone. We need to be aware of social class differences and how they affect people’s experiences. Educate yourself and others on sexual assault. We can probably agree that Bryce’s comments about the rape were disturbing. The fact that this 18-year-old boy could not define what rape is, is terrible and a statement about how we are educating young adults about sexual assault and harassment. If you cannot define sexual assault and know the difference between assault and harassment, put this article on pause and look these things up. Then work on educating those who may not understand. Hold your school accountable. Be a part of movements for change. Liberty High was reactive -- hanging posters about drunk driving after a student had been killed drunk driving and posters about suicide after a student had died by suicide. The students did not respond well. Schools need to have these conversations before a tragedy. We play a role in seeking justice and raising awareness. Host a suicide awareness week, apply for the Send Silence Packing® tour or an Active Minds Speaker to come to your campus. The best thing you can do is help prevent tragedies by letting people know they are cared for and help is available. Think critically about pornography. Clay realized the picture of Courtney and Hannah had affected him, too. He had used their picture for pleasure, but after listening to Courtney’s tape, he deletes the picture and all the pornographic images on his computer. My arms flew up in victory, not just for Clay but for all. A man who was committing the crime of stalking took the photo at the expense of the dignity and respect of Hannah and Courtney. But let's talk about how a lot of porn is actually produced. Some porn comes at the expense of women trafficked into sex slavery, some porn comes at the expense of women who leave their families to film porn because they feel they have few other options. Let's start talking about where porn comes from and how, in many instances, it perpetuates rape culture and oppression. Don’t be afraid to question mental health professionals. We cannot afford for mental health professionals to respond to students the way Mr. Porter, the school counselor, did. Beyond telling Hannah to ride out the next two months because her rapist will soon graduate, he disregarded Hannah’s thoughts of suicide. There are A TON of skilled mental health professionals out there who work every day to ensure their clients’ wellness. However, for those not doing it well, we need to call them out. As advocates, we can help make sure our schools’ resources are quality. If we don’t call out a bad practice, then we run the risk of deterring a person who has gained the courage to try counseling from returning. Take a vow to stop using the words “bitch,” “slut,” and “whore.” Again, language matters. When we use words like “bitch,” “slut,” and “whore” to describe women, we are perpetuating a culture in which we label, shame, and objectify women. In the show, it was never “Hannah Baker, the amazing poetry writer” or “Hannah Baker, the smart, witty girl who stands up for herself.” It was “Hannah Baker, best ass in the sophomore class.” When we call women or anyone these names, we take away their humanity. As we saw in the series, these ideas about a person can spread. Get certified in QPR or Mental Health First Aid. Think about getting certified in QPR (Question Persuade Refer) or Mental Health First Aid to develop the skills to help someone in crisis. Ask you campus counseling center if they offer QPR or Mental Health First Aid certification. If your campus does not offer these programs, look up where you can get certified in your local community or reach out to Active Minds for more information. Recognize that Counseling Centers are many times a “white space.” Start talking about what inclusivity looks like. Mr. Porter is a black, male counselor at Liberty High. That is pretty cool! Why? Because there are not many mental health professionals who identify as people of color. (Side note: if there aren’t enough people of a certain identity being represented in a specific space, it isn’t helpful to portray them in that space negatively.) Most counseling centers are predominantly white spaces. Many students of color are not feeling that their experiences are validated. This is a huge problem. We need to include students of color and multicultural groups in our efforts. Listen to their perspectives. Advocate for inclusive hiring practices. Make connections with people different from you. We are tempted to surround ourselves with people who are like us in interests and identities. The more we do that, the less we allow ourselves to learn new things about the world and about people. Here’s a quick activity: think about aspects of who you are. What identities do you hold (i.e. race, ethnicity, gender, sexual orientation, ability, social class, religion)? Now, think about the five people you are closest to. How are they different from you? How are they the same? Think about what you’ve learned through those relationships, and recognize that there is so much more you could be learning by getting to know other people. Reflect on your thoughts about the series with others. What ideas came as you watched the series? Anything you saw that you never thought about before? Did anyone in the series make you consider a new perspective? Take time to think about it. Then, talk to other people who have watched the series. Gather their thoughts, too. Start thinking about the issues presented in the series and start asking questions. Maybe even write a blog post like this one. This is the way we are going to create change on our campuses. Everyone has their own unique ideas. Trust me when I say, the world wants to hear yours. Read More
What REALLY Happens When You Reach Out to Crisis Lines?
Content Warning: This piece contains mentions of suicide. As someone interested in mental health, you may know the numbers to the Crisis Text Line (text BRAVE to 741741) and the National Suicide Prevention Lifeline (1-800-273-TALK) by heart. What you may not know is what happens — and what doesn’t happen — once you pick up your phone to reach out in a crisis. We partnered with our friends at the Crisis Text Line to dispel myths surrounding these services, so you can know what to expect when you place a call or send a text to help yourself or a loved one get through a difficult time. Myth #1: I must be experiencing thoughts of suicide to reach out to a crisis line. The trained counselors at the Crisis Text Line and National Suicide Prevention Lifeline are available 24/7 for anyone who is experiencing any crisis, such as sexual abuse, domestic violence, LGBTQ issues, bereavement, self-harm, suicidal thoughts, or mental illness-related concerns. (Check out the topic trends from past text conversations here.) Although what is considered a ‘crisis’ is defined loosely to encourage anyone in need to reach out for help, callers and texters should recognize that crisis lines are neither short- nor long-term substitutes for therapy, emergency care, or professional health care. Myth #2: If I mention that I’m suicidal, they’ll send the police to my location. The Crisis Text Line engages in an “active rescue” (i.e., emergency services) in less than 1% of crises. The goal of the Crisis Text Line is to de-escalate the situation and work with the texter to identify the best options for seeking help locally. Emergency services are only alerted when there is imminent risk of harm to the texter and when the texter is unable or unwilling to create a safety plan (for example, unable or unwilling to separate themselves from their means for suicide or self-harm). Similarly, the National Suicide Prevention Lifeline’s website emphasizes that its crisis counselors strive to empower the caller and help them problem-solve to identify the best course of action, meaning emergency services are only involved in situations where the caller is in immediate danger. Myth #3: Since crisis lines have the potential to send emergency services to my location, my call/text is not confidential. Anonymity is of utmost important to the Crisis Text Line and National Suicide Prevention Lifeline. When you call or text a crisis line, your location and phone number are encrypted or otherwise anonymized, making it impossible for them to trace you. In some situations, counselors at these crisis lines may ask you to provide personally identifiable information (your name and home address) to better assist you, but you are under no obligation to share this information over text or on the phone. Myth #4: I can only reach out to crisis lines via text or phone call. You can also connect with the Crisis Textline and National Suicide Prevention Lifeline over Facebook Messenger. You can reach out to the Crisis Text Line by hitting “Send Message” on their Facebook page. Facebook communication with the National Suicide Prevention Lifeline is a little different: if a post of yours is flagged for suicidal content, Facebook reviews it and gives you the option to call and/or enter a Facebook chat with a counselor from the National Suicide Prevention Lifeline. The best part about communication with either of these crisis lines over Facebook is that your information is encrypted and anonymized, so you can rest assured that even your Facebook conversations with these services are confidential and secure. They won’t have access to your profile or other identifying information, so they’ll only know what you tell them – nothing more! So, what does happen when you call/text a crisis line? After you text BRAVE to the Crisis Text Line at 741741, a trained crisis counselor will receive it and respond within minutes. Then, the crisis counselor will help you de-escalate your situation and connect you to help locally. When you call the National Suicide Prevention Lifeline (1-800-273-8255), you’ll hear an automated message with additional information and options while your call is routed to your local Lifeline network crisis center and hear some cool elevator music while you wait to be connected to a crisis counselor. Once you’re connected, you’ll have someone to listen to you, provide support, and connect you with help. Sounds simple, huh? Don’t be intimidated or frightened by these free and confidential national resources. On the other end of your text or call is a trained, caring individual who is volunteering their time to help you work through rough patches and access local resources. Reaching out when you need help is brave, no matter how big or small you think your issues are. Above all, your safety and privacy are paramount to the Crisis Text Line and the National Suicide Prevention Lifeline, so you’ll be in great hands. Still have questions or concerns about crisis lines? Check out our Crisis Support page for more information. Read More
In Memory of Amy Bleuel, Founder of Project Semicolon
Content Warning: This piece contains mentions of suicide and suicidal ideation. The Active Minds community is so saddened to hear of Amy Bleuel's death. Four years ago, Amy, the founder of Project Semicolon, posted a note on social media encouraging anyone who is depressed, unhappy, has anxiety, or is suicidal to draw a semicolon on their wrist. She wrote, "A semicolon represents a sentence the author could've ended but chose not to." It became a poignant and powerful symbol of choosing to go on. Whether as a tattoo or drawn on, the semicolon is visible and it acknowledges and celebrates a struggle and a decision that is often hidden from view. As Amy wrote, "Your story isn't over." Amy's vision was embraced by hundreds of thousands of college students. Many Active Minds chapters each year reach out to their peers on campus with events and activities based on Project Semicolon. Last fall, for example, the Active Minds chapter at UCLA launched a semicolon photo campaign. "The people in this campaign were asked to speak about their history with depression and incorporate a semi-colon into words that meant a lot to them," said Brooke Alexander, chapter co-president. "We took the photos on campus and they were featured on our Facebook page." The photo above was graciously provided by student Courtney Cruz. You can read below her words, explaining what the semicolon means to her as she supports a close friend dealing with depression and suicide ideation. Thank you, Amy Bleuel. You gave the world a powerful symbol of hope and a way to make our struggles and successes visible and connected to each other. Gone too soon, you will continue to influence our work to bring the conversation about mental health out of the shadows for all to see. Please take care. If you or a friend are struggling, call the National Suicide Prevention Lifeline at 1-800-273-8255 or text "BRAVE" to 741-741 to reach the Crisis Text Line. Both are available 24/7. During my second year at UCLA, I almost lost my dear friend to suicide. "After going through a difficult situation, her depression manifested itself in suicide ideation, attempting to convince her that suicide was her only way out. She wrote a letter to me asking how does someone know if they have depression and describing her want to harm herself. Unfortunately, I did not see the letter before her attempt, but a few months after, she had the courage to tell me about the letter. In tears, she said that it was because of our friendship and the joy I’ve shown her, that she found the strength to not go through with suicide. "That day, I vowed to her that she would not go through this alone. Using the lyrics to the song, “Sea of Lovers” she was for the first time able to explain what depression felt like to her. Within the song, the lyrics “bring me home” is in the chorus. Instantly, I told her I was going to get that line tattooed in the same area she presently has a scar from her attempt, to show her I am here for her always. "As well versed and educated as I am in mental illness, nothing can prepare you to see someone you love not look like themselves anymore. Depression comes at 4am when the tears are falling and she needs a friend; when she feels nothing, everything, and happiness is a dead end. I have stayed up all night, good days and bad, been the strength when she had none, spent hours talking and piecing back the days she can no longer remember. "Through an uphill battle and various obstacles, she is now managing her depression through therapy and talking to me. Seeing her battle against depression has ultimately redefined my definition of the word “strength.” She is the reason I am so passionate and have been honored to be a part of Active Minds, as Education Co-Director for 2 years. "Her dedication to bettering herself and beating depression is the very reason I am dedicated to educating, serving, and protecting others who may feel they do not have a voice. Through education, I firmly believe we all have the ability to help someone. Depression is a word, but so is Love. "A semicolon signifies the author’s choice to continue his or her story. To my friend: keep writing your story and I will be right beside you---when you believe you cannot write anymore, I will pick up the pen and help you. Remember, I will bring you home; This is for you — by Courtney Cruz Photograph by Sana Mahajan Read More
Know Your Rights: Leave of Absence Policies
This post was written by Monica Porter, Esq., Equal Justice Works Fellowship Attorney, Disability Rights Advocates. Setting the stage: What is a leave of absence? Generally, a leave of absence is a break in studies. A leave may be voluntary or involuntary, and taken for medical or other personal reasons. A note on terminology: Your school may use a term other than “leave of absence.” If you are considering taking a break from your studies for a mental health reason, make sure you know what kind of a break you are taking and what, if any, services will be available to you while you are on leave. For example, at some schools, a student can keep access to their campus email address and health insurance while on a leave of absence, but can’t if they formally withdraw from the university. Which brings us to… Know Your Rights! Students with psychiatric disabilities (e.g., anxiety, bipolar disorder, depression, and schizophrenia) are protected from discrimination on the basis of disability. Federal laws such as the Americans with Disabilities Act (“ADA”), Section 504 of the Rehabilitation Act (“Section 504”), and numerous state laws cover students with psychiatric disabilities just as they cover students with physical, learning, and intellectual/developmental disabilities. The ADA also covers all public and private colleges and universities, and Section 504 covers all those which receive Federal financial assistance (including accepting federal student loans). What do these laws have to do with leaves of absence? The ADA and Section 504 govern what is permissible in terms of college leave of absence policies, practices, and procedures. Mandatory Minimum Time Off: Some colleges and universities have policies that require students who go on leave to be out for a minimum period of time, such as until the end of that quarter, semester, or year. This may be problematic. As a general rule, colleges and universities are required to provide programs and services in the most integrated setting possible, including affording students with disabilities full and equal access to participating in and benefitting from them. By imposing a blanket mandatory time off rule, colleges may be in violation of laws prohibiting excluding students with disabilities. Students with psychiatric disabilities are more likely to need to take a leave of absence, or multiple leaves, in order to focus on treatment to manage their symptoms. Therefore, policies requiring students to be out for a minimum period of time are more likely to disproportionately keep students with psychiatric disabilities from being able to resume their studies and graduate in as timely a manner as possible. Rather than blanket minimum-time-off rules, schools should conduct individualized assessments to determine a student’s readiness to return. Readmission Requirements: Some colleges and universities impose requirements on students to demonstrate their readiness to return, such as engagement in therapy, work, or completion of coursework at another campus. As a general rule, colleges and universities are not allowed to use criteria or otherwise administer their policies in a way that has the effect of “screening out” or otherwise excluding students with disabilities from fully and equally enjoying services, unless the criteria can be shown to be necessary. For example, a college or university may impose legitimate safety requirements necessary for the safe operation of its programs and services. However, any imposed safety requirements must be based on actual risk and not on mere speculation, stereotypes, or generalizations about students with disabilities. Along those same lines, schools are not required to allow students who pose a “direct threat”—or significant risk to the health or safety of others—to participate in their programs and services. However, in determining whether such a risk exists; the school must make an individualized assessment of the nature of the risk based on current objective medical knowledge and evidence, and determine whether a modification of policies or practices could eliminate the risk. Reasonable Modifications: To the extent existing policies, practices, and procedures have the effect of excluding or burdening students with psychiatric disabilities more than other students, students with disabilities can request an exception, or “reasonable modification.” As discussed above, colleges and universities are required to provide students with psychiatric disabilities full and equal access to participating in and benefitting from its programs and services. While, in some contexts, avoiding discrimination means treating various communities equally; in the context of ensuring equality for people with disabilities, it often requires taking an “affirmative step” or, essentially, treating students with disabilities differently. An example of this is providing textbooks in Braille or electronic format for students with visual impairments. In this instance, failure to provide an exception to the general rule (of only providing textbooks in traditional print) would have the effect of excluding the student with a disability from fully and equally participating in the coursework. Federal law requires schools to make reasonable modifications as necessary to avoid excluding or otherwise discriminating against students with disabilities, unless making the modification would result in a fundamental alteration or undue burden. However, this duty is only triggered by a student notifying the university that they have a disability and need an accommodation. Therefore, if you are taking a leave of absence for a mental health reason and would like a modification of existing policies, practices, or procedures, you will need to take the first steps to disclose your disability and request an accommodation. If this seems complicated… You’re right – it is. But you’re not alone. Lots of students all over the country are facing mental health challenges, and many of them have taken a leave of absence to focus on their health, before resuming their studies. As a college student you have a lot on your plate, and your health should be a priority, both for you and your campus. To the extent you may need them, there are a number of laws in place that are designed to help you. Monica is an Equal Justice Works Fellow, sponsored by Ebb Point Foundation, at Disability Rights Advocates (DRA), a nationwide nonprofit legal center. For more information on Monica’s work on advocating for college students with psychiatric disabilities, and/or to share your story, please visit www.dralegal.org/campusmentalhealth/. DISCLAIMER: This blog post is for educational purposes only. It is not meant to provide specific legal advice or create an attorney-client relationship. In addition to federal laws, state laws vary from state to state, and this post should not be used as a substitute for competent legal advice from a licensed professional attorney in your state. Read More
Student Mental Health and Media: When is it Time to Unplug?
Catching up on the news can sometimes leave us feeling more pessimistic than informed. Some may avoid the media altogether to spare themselves the stress, while others are glued to their screens, unable to disengage from the 24/7 coverage. How can we balance our mental health with staying up to date on current events? What implications does this have on college student mental health? We interviewed Dr. Mary McNaughton-Cassill, a psychologist and researcher on mental health and media at the University of Texas at San Antonio, to find out! The Relationship between Media and Mental Health The media weren’t always as pervasive as they are today. Technological advances in communications, especially social media, transformed the news from a once-a-day occurrence in the form of the nightly news or daily paper, to a non-stop barrage of news stories from every electronic device we own. “Throughout history, it’s been too hard to get information and not enough people knew what was happening,” shared Dr. McNaughton-Cassill. “Now, it’s too easy to get information, and we don’t know how to sift it.” The expansion of news media has been accompanied by a change in the tone of news delivery. Dr. McNaughton-Cassill discussed the factors that contributed to the rise of sensationalist news. “To sustain 24/7 news coverage, [media outlets] have to make the news pretty sensational and catastrophic to catch viewers’ interests.” “They are funded by advertisements and are competing with reality shows and other channels to get viewers, so they very much showcase the negative and the sensational. The advantage of earlier, more neutral media was that the news channels saw the news as a public service, so they didn’t require the nightly news to make a profit; but today, they do.” What impact does constant news have on college student mental health? While no definitive research has been done to compare how media affects college-aged students differently than other age groups, Dr. McNaughton-Cassill’s research with college students shows that news does not create clinical depression or anxiety, but can change moods and upset people in the short run, making us feel hopeless, angry, or anxious. “Research suggests that [the media] exacerbate ongoing feelings [in healthy individuals], and symptoms of those with mental illness, especially those with PTSD.” She highlighted the need for more research in this area, saying, “It’s hard to know whether depressed or anxious people consume media differently. Are they drawn to the media to confirm their [negative world] views? Are they consuming lots of media because they’re lying at home not doing other things? It’s kind of a chicken-and-egg problem that we don’t have the answer to.” Self-Care Tips when Consuming Media Recognize your triggers. A practicing psychologist, Dr. McNaughton-Cassill’s recommendations for assessing your media consumption behaviors are rooted in cognitive-behavioral therapy. “Determine why and when you’re consuming media. Am I bored? Am I looking for attention, excitement, a distraction?” Once you’ve teased out the underlying cause, set goals for your desired level of media consumption. That may look like limiting yourself to a certain amount of time checking the news daily, or narrowing down multiple news sources into fewer ones to avoid overload. Media stress can also be improved by identifying which types of media are most conducive to your personal mental well-being. Dr. McNaughton-Cassill shared, “I don’t like visuals too much -- especially graphic ones give me nightmares -- so I manage better listening to the radio or getting news from written sources.” Disconnect. Our electronic devices are so ingrained into our daily routine that they often overshadow other aspects of our lives. Dr. McNaughton-Cassill spoke to the importance of including other activities in our day to break up the constant slew of news. “When we ask college students how much time they spend awake, not engaging with other people or media, it’s less than an hour a day. Combine that with getting less exercise, sleep, and outdoors-time, and we see increased rates of depression. Actively putting these [activities] back in your life could be one way to combat the effects of the constant influx of negative news.” Intentionally disconnecting from our phones for even an hour a day may be easier said than done, if only due to losing a false sense of control over what’s going on. “The truth is, being disconnected for an hour or two won’t change the outcome of things. It’s not a rational fear; it’s more an expectation of, ‘If I’m in the know, somehow I’ll be more in control’, which is not true.” Get involved. If certain news stories leave you feeling helpless, you can channel that feeling into something positive for a relevant cause. While no one person can solve perennial, global problems like terrorism, poverty, animal cruelty, or environmental change, volunteering for organizations related to the issues you care about can be beneficial to your mental health. “College students could especially benefit from [volunteering], not just because you’re doing something important, but also because it gets you out of your college bubble. If you go out and meet other people who share your concerns, you expand your social circle, which can be a really positive thing.” Advocating for Better Media Practices Dr. McNaughton-Cassill recommended Solutions Journalism, a style of journalism that provides consumers not only with a problem, but also with potential solutions. “[Unlike sensationalist reporting,] the message from Solutions Journalism is not, ‘The world is ending and the sky is falling -- could this happen to you?’ It’s more of, ‘Here’s the problem, here’s a longer-term story, and here’s a solution.’ The idea is that [consumers] will eventually begin to demand this kind of storytelling.” Advocating for this kind of reporting on your campus and in your local community could be a step towards more mindful media reporting practices, especially when covering events related to mental health and suicide. Dr. McNaughton-Cassill also recognized the power of peer-to-peer communication in promoting healthy social media practices, something that Active Minds chapter members know a thing or two about. “As individuals, we forget the power we have to sway our peers. If we’re reading through our news feed and notice that a friend shared something inappropriate about mental illness, for instance, we can comment on it and correct them without attacking them.” “You can say something like, ‘I know a lot of people think that, but have you considered this perspective?’ Advocating within your social group really can help.” Read More
Life After Active Minds: Pursuing a Career as a Mental Health Advocate
This post is the second in a two-part series on life after Active Minds. Have you ever considered Active Minds to be more like a second major or part-time job than an extracurricular activity? Has your time with Active Minds in college made you consider a career in mental health advocacy? Are you seeking any and all career advice you can get? Look no further! We’ve talked to professional mental health advocates (all of whom are former Active Minds members!) to ask about their transition from student advocate to professional advocate and to solicit advice for post-graduation life. There is no recommended or preferred degree for those looking to work in mental health advocacy. Ashli Haggard, a project associate for a sexual assault prevention organization, discussed the versatility of the mental health field and those working in it: “A movement as robust and involved as mental health advocacy movement needs all skill sets. No matter what you’re good at, there’s a way to apply it to make positive changes in the mental health realm.” However, getting a graduate degree in a specific area could be necessary, depending on where you plan to work. According to Marian Trattner, suicide prevention coordinator at The University of Texas at Austin, “To work at a university [doing mental health advocacy work], you’ll at least need a master’s degree in public health or social work with a focus in community organizing, or a master’s in student affairs or higher education with experience in mental health advocacy work. It all depends on what specific population and setting you want to work with.” If you are pursuing graduate study, Trattner suggested, “Focus your graduate student thesis topic on something related to mental health; this can make up for lack of experience in certain areas when applying to jobs. I had a suicide prevention assistantship in graduate school that got me in the door for my job at UT Austin, along with coursework that showed I knew how to apply theory to real world practice.” Pursue experiences that will give you insight into what it’s like to work in the field of mental health advocacy. While you’re still in college, you can beef up your resume for future advocacy positions by helping out with programs and departments that are related to mental health. Trattner suggested, “If your campus has a peer education program through the counseling center, do that. If not, get involved with the health center’s peer education program.” “See if you can get a student assistantship with your campus’s health center or an internship with your local mental health non-profit. Reach out to counseling services and offer to volunteer, join a student advisory board for counseling and wellness services, seek a position in these offices as a graduate student, or volunteer for a crisis hotline.” If you have an organization in mind that you might want to work with, keep tabs on their job, volunteer, and internship postings. “I found a list of organizations that I supported, believed in and would be happy to work for. I checked their websites regularly for open positions, and that’s how I found my current job.” Hayley Harnicher, Speakers Bureau Coordinator at Active Minds, found her current job by doing just that. “The Active Minds jobs page was on my browser all the time, but it may also have just been really good timing,” she said. Don’t worry - in 20 years, you’ll still have a job in this field. Current demand and job security are factors to consider for any potential career path. How can we expect the mental health field to transform over the next few years, and what does that mean for potential advocates? Haggard said, “The field will change but it’s never going away. The job you might have in 20 years might not be the job you think you’re going to have, but we’ll always need people doing this work because people will always have mental health.” Maggie Bertram, Associate Director for Training and Education at Active Minds, Inc., shared, “If we advocates are doing the best that we can to change people’s minds, the idea is to work ourselves out of a job. But, the historian piece of my brain knows that social change takes a long time, and we haven’t been working on this issue of mental health advocacy for very long in the course of modern history. [In 20 years,] there will still be a field where we need mental health and suicide prevention advocates.” You will derive plenty of fulfillment and pride from your work, making the tough days worth it. When asked about his proudest moment on the job so far, Robyn Suchy, chapter coordinator at Active Minds, Inc., shared, “I spoke at the White House Summit on Millennial Health a couple of months ago, in regards to getting young people to register for the Affordable Care Act and emerging issues for young adults. I served on a panel with Mental Health America and a lot of movers and shakers in the mental health field, so that was really cool.” Bertram feels proudest when chapter members are recognized for their successes on campus: “I largely see my role [with Active Minds] as a facilitator so that students can do the work that they’re passionate about doing. When we have a chapter member or a chapter who wins a national award or a student organization of the year award on their campus, I’m just really proud of them.” In regards to what work-related initiative has brought her the most pride so far, Trattner shared, “In 2014-2015, the state of Texas passed a law requiring public universities to provide suicide prevention information to all incoming students on their campuses. I led a team of professionals across the state to create a video that would meet requirements of the law. It’s a free video that any university in Texas can use and it’s so humbling to know that that video is being seen by thousands of students across the state.” And now, for some career advice… Trattner recommended making connections with individuals in the field early on, especially with those whose jobs you would like to have. “E-mail people whose jobs you want and ask to do an informational interview. Just ask, ‘Can I take you out for coffee sometime and hear more about what you do?’ The worst they could say is no, but people love talking about themselves! Plus, there may be a position down the road that they consider you for first before others. Job searching is all about relationship building and confidence.” Suchy emphasized the importance of being flexible with your plans: “[Working at] Active Minds wasn’t my plan [after college], but the background that I had with Active Minds made me equipped to send resumes to mental health nonprofits. It’s okay if plans don’t work out as you expected them to. Bringing the knowledge that you have with you wherever you go is most important.” Bertram underscored the importance of practicing self-care, especially for aspiring mental health professionals and advocates. “[You] have to have a support network [you] can call on and good coping mechanisms in place before you get into a job in this field. Write down your self-care plan and tape it up on your desk or at home.” Feeling pressured to find your dream job right away? Don’t! Harnicher advised, “Don’t jump at the first job opportunity thinking it’s THE one. Take your time and stick to whatever timeline makes the most sense to you, not what society tells you.” Are you wondering how you can remain involved with advocacy efforts post-graduation, even if you don’t plan to pursue a career in the mental health field? Check out the first post in this series titled, "Life after Active Minds: 5 ways to continue your mental health advocacy after graduation." Interviewee Profiles Maggie Bertram, Associate Director of Training and Education at Active Minds (Boston, MA) Maggie holds a Bachelor’s degree in history with a focus in secondary education and Asian studies from Illinois Wesleyan University, and a Master’s degree in higher education and student affairs from the University of Connecticut. At Active Minds, she currently manages awareness campaigns, runs online courses for Transform You/Transform Your Campus and Our Stories, Our Strengths, and serves as a trainer for and a member of the Active Minds Speakers Bureau. Ashli Haggard, Consulting Services Project Associate (Washington, DC) Ashli has a B.S. in community health from the University of Maryland at College Park. She currently works with a national non-profit organization for sexual assault prevention advocacy. Hayley Harnicher, Speakers Bureau Coordinator and Internship Manager at Active Minds, Inc. (Washington, DC) Hayley majored in psychology at the University of Rochester and now manages interns at the Active Minds office and works to bring members of the Speakers Bureau to students all across the country. Robyn Suchy, Chapter Coordinator at Active Minds, Inc. (Washington, DC) Robyn double majored in philosophy and English with minors in social justice and women’s studies at Cabrini University. He now works with Active Minds chapters on grassroots mental health programming and advocacy initiatives. Marian Trattner, Suicide Prevention Coordinator at The University of Texas at Austin (Austin, TX) Marian holds a Bachelor’s degree in social work and a Master’s degree in social work with an emphasis in policy planning and administration from The University of Missouri (Go, Tigers!). She works in the Counseling and Mental Health Center at The University of Texas at Austin doing community-based suicide prevention programming and outreach. Read More
A Tale of Two Leaves
Content Warning: This piece contains mentions of suicide. This post was written by Mark Farley, Former Active Minds Intern and current Graduate Student at Emory University. “The only mistake you can make is not asking for help.” – Sandeep Jauhar When I began college, I thought it would only be four years. Society tells you four years, so naturally, I thought that was the norm. My collegiate life did not follow the idealized track. It took me five years to graduate college and I attended three different schools.At two of the three schools, I took a medical leave of absence. My anecdotes of these two experiences are markedly different in both content and where I was mentally and psychologically as a college student battling Bipolar Disorder. 6 years ago I entered college, having only begun treatment a few months before. For the sake of privacy, I will not name them outright. As a first-year, you want to make friends, join student organizations, and become a part of the community. I tried my best to accomplish it all, but my disorder greatly hindered me. As the semester wore on, my self-care began to wane. Attending class became an afterthought. Somehow, I escaped the first semester. But upon returning to school, my disorder ran my life. Dates and meals were a blur. One night, I called my dad and uttered a phrase I had never uttered before: I need help. I felt vulnerable and scared. No one ever wants to admit that they cannot control their own faculties let alone struggle day-to-day. My dad asked about the University’s available options. I told him I did not know. I had been to the counseling center, but my therapist never said anything despite my rapid decline. After perusing every major document, I found my option on the last page of the student handbook: medical leave of absence. After the Dean of Student granted my request, I packed my bags in the dark of the night, said goodbye to no one, and left in a stupor of embarrassment. Months after leaving, I missed it all: the classes, the weather, the professors. Eventually though I had to choose whether I would request reinstatement or move on. On the surface I wanted to return. I loved the school and how the academics challenged me. But, I knew I would not be happy. To this day, I have never emailed the University my decision. As a consequence, whenever my family attends the University’s parents weekend to see my younger brother, my dad’s nametag states three graduation years: ’88 (his), ’19 (brother), and ’15 (mine). Following my decision not to return, I attended my second college near my home as I continued treatment. I took classes there for a semester until my parents, my doctor, and I knew I would fare well at a school similar to my first. In 2013, I matriculated at my alma mater. For semesters, I hid how I felt and the state of my disorder. On the outside I looked fine: I formed an Active Minds chapter and went out regularly with friends. But as anyone who suffers from depression or anxiety will tell you, that does not mean anything. In the fall of my senior year, I was rarely practicing self-care. Nasty habits were greatly affecting my life, which culminated in my suicide attempt. The following days were a blur; discharge from the ER to a psychiatric ward, hard conversations with family and friends. Despite living off campus the ambulance had gone to the College first and then my house. By the time I told the Director of Student Disability Services, the College knew. I requested a quasi-medical leave of absence. When she asked for how long, I said two weeks (a rather odd request). The clinic I would be entering had a 3-week comprehensive assessment unit. Since my doctor knew my diagnosis, I would be there for maintenance (about 2 weeks). I told her I did not want to throw my senior year away, so I would do my best to juggle school and treatment. My professors worked with me and understood my plight. My parents and I flew back home and I saw my doctor the following day. By the end of the week, I had been admitted into the Menninger Clinic. During treatment, I did my homework and planned final papers. My treatment team (2 doctors, primary nurse, social worker/therapist, psychologist) adjusted my medicine, established a sleep routine, and regular exercise patterns. The social worker at the Clinic also talked to my therapist at my College to keep her apprised of my treatment. Everything was looking up. By the end of the 2 weeks, it was time for my discharge and diagnostic conference with my team. Prior to the meeting, I had contacted the College and requested reinstatement. After reviewing my treatment and letter of recommendation by my doctor, the College accepted. My therapist at my College requested to be on the diagnostic conference call so she could hear the findings and plan of action. Unfortunately, one of her children fell ill so she asked the director of the counseling center to listen. This is where things went rather awry. My treatment team spoke for two hours about my treatment. Everyone was in agreement that I was in a completely different place. The new medication better treated my disorder. For the first time in years, I could sit still. My legs did not shake. I did not look agitated. My thoughts did not race. I felt calm. My doctor asked the director if he had any questions. The director said no, but stated that while he believes I may feel better, it would probably be best if I do not return. The doctor clarified that I was in a safe place, and asked me to talk about my treatment. I told him about developing my new routines, and the calm I felt. To top it all off, I had worked on my classwork so I would not be behind. The director did not seem to care. He questioned the decision of my doctors despite Menninger providing excellent care. As I sat there, my dad said, “if you were here, you would see how his legs do not shake anymore. And while he is rather frustrated, he is composed.” The director did not budge on his position. He asked for the plan of action again. My doctor repeated it, also mentioning that I would be meeting with my on-campus therapist twice a week per the discussion held between my social worker and her. The director said, “I would prefer that Mark see a therapist off campus and not see her anymore.” We were in shock. The argument continued, and finally, we rested. The doctor hung up the phone, looked at everyone and said, “zero communication on their end and zero trust.” A few days letter, I returned to the College per their acceptance of my request. I met with the Disabilities Director and she asked if I ran into any problems. It was as if problems had occurred before. I told her about the phone call, and she looked appalled. From there, I do not know what happened. Since I was the President of the Active Minds chapter at the College, I regularly dealt with the Director of the Counseling Center. Yet every time I met with him, I felt betrayed, as if my treatment was a sham in his eyes. In the span of 5 years, I took two markedly different leaves. A medical leave of absence is one of the greatest tools a college can offer. But all too often we hear about colleges barring students or offering few resources for mental health. At my first University, they did not have a disability coordinator. Even today, you have to email the same Dean of Students that I emailed back in 2012. Despite some of my alma mater’s faults, it is phenomenal that they have a disabilities office. What they lack, however, is communication. Reflecting upon these memories is difficult. Prior to February 2017, I viewed these memories with disdain. I always found a way to demean myself or find failures. While I feel like I am the only one who does this, I know I am not. There are many things one may gain from my story, and hopefully these three will stick with you. First, never be afraid to ask for help. It is scary and you become vulnerable. But, it is the first step towards wellness. Second, practice self-compassion. When I took my leaves, I was disgusted with myself. I failed myself, my family, my professors, and friends. It took me a long time to overcome these feelings. However, a medical leave is nothing to be embarrassed about. You are choosing to take time off to focus on your health and well-being. Allow yourself that because I wish I had. And third, give yourself space. I always want to judge myself for not going to class, not falling asleep at a reasonable hour, and leaving school for treatment. In reality, I cannot change my past, but only learn from it. There were reasons why I could not get out of bed or needed a medical leave of absence. To be transparent, I am currently working on the latter two in therapy. It is hard work. But worth it. Are you interested in learning more about the leave of absence policies on your campus and how they could be improved? Check out the Transform Your Campus Leave of Absence Campaign! Read More
Life after Active Minds: 5 Ways to Continue Your Mental Health Advocacy After Graduation
This post is the first in a two-part series on life after Active Minds. Have you wondered how you can continue to advocate for mental health awareness and suicide prevention post-graduation, even if you don’t plan on making a career out of it? Are you about to graduate and looking to contribute to a workforce that is supportive of mental health? If you answered yes to either of these questions, keep reading! We interviewed several professionals (who also all happened to be former Active Minds students!) to learn how their experience as a student advocate with Active Minds influenced their ongoing commitment to mental health awareness and suicide prevention. Here are the 5 ways they suggested students can continue mental health advocacy post-college: Seek out job or volunteer opportunities that allow you to do this work in another context. Marian Trattner, Suicide Prevention Coordinator at The University of Texas at Austin, recommended, “Find a mental health organization in your community to volunteer with, like the National Alliance for the Mentally Ill (NAMI), or connect with the American Foundation for Suicide Prevention (AFSP) chapter in your area. If there are no organizations like this near you, start one. Be on the board for a non-profit to learn more about it.” If you prefer directly interacting with people affected by mental health, Ashli Haggard, a project associate for a sexual assault prevention organization, suggested, “Stay involved by volunteering on hotlines, like 7 Cups of Tea, the National Suicide Prevention Lifeline, or the Crisis Text Line.” Show off the transferrable skills you gained through Active Minds and similar activities on your resume. Don’t count out the experiences and skills you’ve gained as a student leader on your campus. Maggie Bertram, Associate Director for Training and Education at Active Minds, Inc., shared how her experience as a resident assistant on campus supports her current work. “The programming piece was helpful. I hosted events that not that many people showed up to, but they took on really important topics. This kind of environment provides a great training ground for future advocates, because anytime you do mental health programs, you have to prepare yourself for the possibility that maybe only three people will show up. Then, you have to think, ‘Well, the three people that are here are getting really good messaging!’” Haggard shared, “My time as president of the Active Minds Student Advisory Committee and as a chapter board member helped me coordinate large events and projects that involve lots of volunteers and staff. My time as a campus sexual assault peer educator prepared me for the subject matter I currently work with. An internship at a hospital helped me learn about program planning and evaluation in larger communities aside from college campuses. I also held a communications internship at a policy and literacy organization that helped me learn to market programs and develop business skills.” “No matter what, you will spend the first few months [at a new job] feeling there’s so much to learn. Every experience is new and you’ll learn something on-the-job that you couldn’t have learned beforehand. Even if you don’t have 100% of what a job posting is looking for, what they really want to know is, ‘Can you learn to do this?’ The answer should be, ‘yes!’” Continue practicing self-care. Regardless of where you go after graduation, the necessity of practicing self-care is important to remember and can be a form of personal mental health advocacy. Eliza Lanzillo, who now works at the National Institute of Mental Health, shared, “I try to take time each day to check out and do something just for me. Exercise helps me immensely. I also take time to cook a nice meal for myself and try different recipes every day. I read a fiction novel before going to sleep; it’s nice to get off screens and relax and unwind.” “One of best things I have done for self-care is to not talk about home at work or work at home; I keep the two completely separate,” said Haggard. “Especially for those working to change some injustice in the world: if you don’t put that down for a second and look at all the good things around you, you’ll burn out. It doesn’t make you a bad advocate to take a break sometimes.” Bertram recommended writing down your self-care plan and taping it up to your desk or at home. She also discussed the importance of having a strong support network. “My self-care is connecting to and having conversations with my partner to work through difficult emotions. She is really good at helping me put things in perspective and adequately feel and process things.” Make sure your work environment is healthy and supportive. You may have to do some digging during job interviews to gauge whether or not the workplace climate is one you want to be a part of. Haggard recommended asking questions about the work environment and the team during job interviews. “Do people typically work more than 40 hours a week? Do people take their lunch breaks away from their desks? Do coworkers hang out together after work, or do they keep work and play completely separate? What do people say is their favorite thing about working here? Keep in mind that environments that work for someone else may not work for you, and that’s okay.” Advocate for mental health in your everyday life in simple ways. There are ways to incorporate mental health into your professional life, no matter where your career path takes you. Hayley Harnicher, Speakers Bureau Coordinator at Active Minds, said, “My former chapter co-president from the University of Rochester is now a fifth-grade teacher and she incorporates mental health into her job. She’ll wear her Active Minds button to class or a yellow ribbon for Suicide Prevention Week and explain to her students what those things mean.” You can also exercise your policy advocacy rights as a citizen. “Learn about legislative advocacy and go to mental health advocacy day in your area. Get trained in what it means to testify in front of your representatives and senators, or write a letter to your representatives and senators asking [them] to advocate for mental health,” said Trattner. Haggard added, “You can stay involved by becoming a monthly donor to an organization of your choice as this is a major source of revenue for non-profits and one of easiest ways to support their work. In general, live your life and build your relationships in a mentally healthy and supportive environment. Stay involved in the movement and share it with those you know through simple conversations in your everyday life.” Interested in taking the next step and making mental health advocacy your career? Keep an eye out for the second post in this series titled, "Life after Active Minds: Pursuing a career as a mental health advocate." Interviewee Profiles: Maggie Bertram, Associate Director of Training and Education at Active Minds (Boston, MA) Maggie holds a Bachelor’s degree in history with a focus in secondary education and Asian studies from Illinois Wesleyan University, and a Master’s degree in higher education and student affairs from the University of Connecticut. At Active Minds, she currently manages awareness campaigns, runs online courses for Transform You/Transform Your Campus and Our Stories, Our Strengths, and serves as a trainer for and a member of the Active Minds Speakers Bureau. Ashli Haggard, Consulting Services Project Associate (Washington, DC) Ashli has a B.S. in community health from the University of Maryland at College Park. She currently works with a national non-profit organization for sexual assault prevention advocacy. Hayley Harnicher, Speakers Bureau Coordinator and Internship Manager at Active Minds, Inc. (Washington, DC) Hayley majored in psychology at the University of Rochester and now manages interns at the Active Minds office and works to bring members of the Speakers Bureau to students all across the country. Eliza Lanzillo, Post-baccalaureate Intramural Research Training Award (IRTA) at the National Institute of Mental Health (NIMH) (Bethesda, MD) Eliza earned a B.A. in psychology from Brown University, and now works as an IRTA at NIMH, assisting with clinical research on suicide risk screening instrument development and validation studies. Marian Trattner, Suicide Prevention Coordinator at The University of Texas at Austin (Austin, TX) Marian holds a Bachelor’s degree in social work and a Master’s degree in social work with an emphasis in policy planning and administration from The University of Missouri (Go, Tigers!). She works in the Counseling and Mental Health Center at The University of Texas at Austin doing community-based suicide prevention programming and outreach. Read More
Mental Health is for Everyone
You might have noticed that we here at Active Minds’ national office haven’t commented much on the political climate here in the United States over the last few weeks and months. There’s one particularly compelling reason for this. As a 501(c)3 tax-exempt nonprofit organization, we generally have to stay out of politics. For example, we can support getting out the vote, but we can’t endorse a candidate. Make sense? All that said, we are an organization composed of more than 10,000 students who have been impacted in one way or another by our country’s politics and policies over the last several months, and there are a few things we would like to make clear to each and every student who follows us online, participates in our programming, leads our chapters, or just wants to make the climate friendlier for people with mental health issues. Every student should be able to pursue their education without harassment. No matter their country of origin, race, ethnicity, or religious belief, every student deserves a quality education. No matter their gender identity, sexual orientation, or political leanings, every student belongs on our campuses and in our democratic society. We hear reports of students being kept from returning to campus, harassed for who they did and did not vote for, and discriminated against for their backgrounds. Yet, there isn’t time for that kind of division when we’re all working so hard to make sure quality mental health care and quality education is accessible to everyone. Every student has the right to speak up without retribution. You likely don’t even have to scroll down on your feed or look beyond the door of your classroom to find people entrenched in controversy around recent issues. We understand controversy, but we support civility. People have stories to tell, they have beliefs to share; we do not have to agree, but we do have a responsibility to remain civil. If a conversation gets too heated, you’re allowed to remove yourself from the situation. Excuse yourself and walk away. Get off of social media. You’re allowed to do that; give yourself that permission. And don’t forget, the people you disagree with have the exact same rights. We should all be doing what we need to do to practice self-care in these contentious times. Active Minds is for everyone. Everyone has mental health. So, no matter your gender identity, sexual orientation, race, ethnicity, religion, country of origin, citizenship status, political affiliation, diagnoses, etc., we welcome you here. We are an organization of inclusion, and we will continue to be so with one caveat: We Will Not Tolerate Hate. Discrimination, slurs, hate speech, and any behavior that threatens our values of inclusion and controversy with civility will not be tolerated in our chapters, in our staff offices, or on any of our online outlets. To support and ensure everyone’s right to maintain their mental health, we’ve always reserved the right to mute or block users and/or delete comments that perpetuate hate and intolerance. We express our solidarity with and support for anyone seeking to pursue a quality education that prepares them to be better citizens, better students, better teachers, engineers, doctors, nurses, business people, researchers, psychologists, politicians. For anyone seeking to make quality mental health care available to all members of our society. For those on the margins—who feel they’re being discriminated against and need a place to call home. When it comes to taking sides, our stance is simple. We side with kindness. We side with justice. We side with truth. We side with better access to care for all. Read More
Mental Health in College Athletes
About a month ago, I would have had my collegiate senior game. A day that I had been both dreading and anticipating ever since I started playing my sport. It is a day to honor student-athletes that will be playing their last collegiate match, but it is far more than just celebrating their last game. It represents all the years of hard work that go into becoming the athlete who is walking onto the field, as announcers call out your name and accomplishments. Senior day signifies that you have finally made it. It means that it was all worth it. Every conditioning session, every penalty corner repetition, every dollar and minute spent was worth it. You have reached the pinnacle of your athletic career and have attained what was likely a childhood dream. Unfortunately for many, it can represent much more than simply their time and effort. A number of college athletes have the added component of dealing with mental health concerns, which go unaddressed most of the time. An alarming amount of which experience suicidal ideation or suffer death by suicide, causing them to miss out on their senior game, as well as their lives. The reason for this is as disheartening as it is preventable. Athlete culture has a stigma surrounding mental health. This is likely due to the idea that showing weakness is unacceptable for athletes. We push through. We dig deep for a second wind. We are resilient. We do not ask for help. This ideology is what negatively affects college-athletes and causes them to feel alone or helpless. There is always a tension between players, whether it be based on playing time, perceived favorability, or simply the player’s athletic ability. Separate from team dynamics, the mere amount of time spent and the consequent lack of opportunity to take part in other activities, can easily cause a student-athlete to feel like a body on a field. It is hard not to feel one’s identity reduced from a person with interests and passions to a series of numbers; times, reps, jersey. To add even more isolation to the struggle of an athlete, many are restricted in regards to outside activities. Social lives, free time and overall well-being are compromised. Amid weight lifting, conditioning, practice, traveling for games, team activities, classes, and study hall, many students feel that they are not getting the most of their time in college. As millennial as this may sound, the “fear of missing out” is a critical factor in one’s health. It also does not help that being an athlete tends to keep athletes in a bubble. When all, or most of your friends are athletes as well, branching out can be difficult. I strived for and cherished any non-athlete friends I could, because they provided a relief from the constant pressure. That is not to say I did not love my teammates. Some of my teammates became my best friends on and off the field. There is an incomparable bond that comes with the territory; your teammates become your family. Though having said that, I want to shed light on the apprehension that many still have about opening up to other teammates. On my team alone, I knew of at least five other players that had sought out treatment or had considered it. This knowledge had been shared with me in confidence. It was information that I only acquired by speaking up about the need for mental health reform and actively cultivating my relationships. For many of us, myself included, treatment did not fit into our schedule. The designated athletic department psychologist (there was only one for the entire department) had been booked for weeks in advance, and the student counseling services building was a far trek I was not able to justify making. I was lucky to have coaches that actively tried to promote wellness, both physically and mentally. We took part in weekly mindfulness exercises and did team yoga, but I still believe that stigma is prevalent in athletic culture as a whole, even despite a coach’s outlook. When we glorify the ability to forego one’s feelings, emotionally and physically, it is no wonder athletes do not admit to their peers or coaches that they are not well. One’s admitted health concern becomes a point of scrutiny and weakness, even if it is only brought up out of concern. After a recent conversation with a former teammate, I was pleased to hear that the coaches, and other members of the department, made a point to discuss mental health concerns with the team. They stated that their doors were always open for any athletes that were struggling with their mental health and wanted to talk about it. However, as much as this represents a positive stride towards changing the culture, it was still one that does little to address underlying concerns that hold students back from bringing up their personal struggle. Knowing that coaches are willing to talk to you does not eliminate the fear that it will have negative consequences on playing time and one’s relationship with their coaches. The level of comfort discussing such matters may even rely on the closeness or quality of the coach-athlete relationship, a factor that is reciprocally affected by such an interaction. So what feasible changes can be implemented to improve athlete culture? Open discussion regarding mental health should be encouraged. Students do not feel comfortable sharing with coaches for fear of having it negatively affect their playing time. Therefore, this perception needs to be changed. Department-wide shifts need to be made. Students should be encouraged to voice their concerns, perhaps even anonymously, to provide an honest evaluation of the current state of things. The fear of judgement needs to be addressed or completely avoided, by way of anonymity or entrusted members of the department. Mental health professionals should be made available to athletes. If speaking directly to a coach is not something a student is comfortable with, athletic departments need to enlist the services of more than a single therapist. It should be just as easy to treat one’s mental health as it should a sprained ankle. Athletic training rooms are filled to the brim with athletic trainers and their assistants. Additionally, every team is designated several athletic trainers that are specific to their team. Yet, there are often far fewer sports-specific therapists on staff. This goes to show which side of wellness takes precedence in the current culture. Athletes, as well as athletic department staff, need to be educated on mental health and practice wellness habits, just like any other component of their sport. Athletic departments need to have internal curriculum for their own programming, but also one that is specific to student-athletes. Raising awareness is the first step in prevention and care. It should not be viewed as a superfluous measure, but one of vital importance. It is no coincidence that in 2013, Chief Medical Officer, Dr. Brian Hainline, declared the top health and safety concern of the NCAA to be mental health. Just as concussions have started coming out of the shadows, and athletes are increasingly aware of the effects, treatment and prevention, mental health needs to follow suit. The NCAA, backed by 24 different organizations, recently published a set of guidelines, or “best practices,” that are relevant to the mental health of athletes. A suggested practice states that athletes should be regularly evaluated and treated by licensed practitioners. The institutions should establish clearly communicated procedures for referrals, as well as emergency action plans for suicide ideation and psychosis. The guide further suggests that athletic programs should include mental health screenings as a part of yearly physical exams. Lastly, a mental health curriculum should be formulated to educate athletes about self-care, stress management practices, the importance of sleep, peer intervention methods, and how to recognize symptoms of mental health disorders. These guidelines, exemplary in expression, need to be followed up on, and promoted. Actually implementing these changes outlined by the NCAA should be taken seriously, as student’s lives and well-being are at stake. Read More
Life is not a Trajectory
This morning, as I sat down at my brand new cubicle here at the Active Minds National Headquarters, I realized that I forgot my mug in the lobby of my apartment building. I quickly texted my mom to see if she could grab it for me. She replied that she could, and I started to go on with my day. But out of nowhere, it hit me. I couldn’t help but let myself cry as I recalled this same day one year ago. I was feverishly writing every thought that raced through my mind into a hand-made journal. I had found the journal in Camden Market only a few months before while adventuring in Europe. I bought it in the hopes of writing some of my best journal entries and poems, but had been waiting for the inspiration to come for a few months. Right then seemed like the perfect time. I was seated in a manila folder colored room that felt much too brisk for comfort. In that room sat my mother, sister, my aunt, my uncle, and an intimidating, but kind doctor. An Oncologist, if I’m going to be more exact. I had flown home just a few days prior. I still remember the moment when my sister called me. I was in the back-row of a lecture hall, doodling while my Bio-Psych professor went through that day’s lesson. Inconspicuously texting her back, I told her I would call her back once I got out of class. Before I even had the chance to call back, I had received a few messages already, describing to me the weight of the situation. Something along the lines of “Mom is in the hospital. They found a few masses in her abdomen.” Walking back from campus toward my house downtown, I called my sister back and we devised a plan. I was to fly home first thing the next morning, so that I could be at the doctors with my mom when pathology affirmed a diagnosis and prognosis. I called my coaches, (I played on the Field Hockey team at UVM), to let them know what was happening, and that I would be missing practice. There I was, using every last bit of ink in my favorite pen, a Pilot V-5, to scrawl my inner-most thoughts and fears in cursive. I could tell this moment was one that would alter the rest of my life, so I didn’t want to miss a thing. “You have Stage IV Pancreatic Cancer.” Writing all the more vehemently, I fought back tears, as my mom and other family members asked questions of the doctor. Questions that I would have never wanted the answer to. Especially at this point in my life. I was 20 years old at the time. I was not supposed to be informed on such things as medical power of attorney, different cancer treatments, and life expectancy. I had taken the typical mind-set of mortality avoidance, but now there was no chance of that. My mom’s and my own mortality began to take over my thoughts completely. All I could think of was “5 months.” That was all the time I had to emulate a lifetime with my mother. At first, when calling my friends, I feigned a convincing line about how “I was just glad that I have a heads-up, and that I have time.” To which they would respond by commending my strength and emotional maturity. I was unsure of how I really felt, but by the end of the week, I had used that same line so many times that I began to truly believe that it was how I felt. Somehow, I managed to convince my professors to allow me to finish my entire course-load for the semester largely from home. Remotely, I did my class-work, and flew in or drove into Vermont for the occasional exam and for Finals Week. All the while, I would watch my team compete virtually, missing every moment of my athletic glory. (Even missing those early morning conditioning sessions!) Anything that wasn’t sitting in the oncology department watching the staccato drip of an IV seemed like something I wanted or should have been doing. As the fall semester came to a close, and I enjoyed, as much as I could, my winter break, I had to start planning what I would do about school. I had promised my roommates back in Vermont that I would try to be back by the spring, fall at the latest. But it became clear that it was not an option for me to return to school 10 hours away from home. Perhaps if my parents were still married, or if any of my mother’s relatives lived near us, I could have. Even then, I would have regretted not taking advantage of every single moment that I had left. My time with my mother was the sand within an hourglass. Please excuse my employment of such a banal metaphor, but there’s really nothing else that comes to mind. Nothing else compares. Each second a grain of sand that slips by with no possibility of retrieval. At this point, I was completely torn between my need for a normal life of going to college with my best friends and spending the limited time I had left with my chronically ill mother. It seems easy, right? Obviously, family took precedence for me, but there is no way to describe the inner dissonance I was having. That divergence in my timeline was harder than anything I could have ever imagined. Here I was, wishing I could be back at school. But did that mean that I wanted my mother to be dead? No, definitely not. Then why did I want to be at school so badly? I had trouble forgiving myself for having had that thought. So much so that my usually dormant anxiety began the take the better of me. I was feeling lower than I had ever felt and I was unsure of what to do. I wanted to be strong. I needed to be. How was it that my own mother was handling things better than I was? She was hardly batting an eye. It was then that I realized that despite how okay and together I tried to make myself appear, I needed to let myself feel. I researched local therapists and booked myself an appointment. Today is the “one year anniversary,” if you will, of the day my mom received her diagnosis. I am still home, but I have accepted that life is not a trajectory. Things get in the way, timelines get tangled, and it can get hard. But those are the times when it is paramount to let yourself feel everything; to be present in every moment and take life as it comes is the best gift you could possibly give yourself and those around you. Also, I have learned that while pretending you are okay can get you by for a while, admitting that you aren’t to yourself and to others is the only way to get there. So, back to this morning. My sister is finally finishing her senior year at UMD, after taking this past year off to help at home. I am interning at an amazing non-profit organization, while struggling with Calculus. And our mother is still fighting her battle, miraculously. I may have forgotten my coffee mug this morning, but today is quite possibly one of the best days I have had in a long time. 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Now What?
It sounds counterintuitive, but on March 28, 2012, the hot and rigid properties of asphalt made up the most forgiving surface of my life. I had attempted suicide, but I had survived and was posed with the toughest question of my life: now what? I suppose I should back up. I had been depressed for much longer than I knew what depression was. Even in third grade I can remember getting down on myself for not doing as well in school as I thought I should. My perfectionism followed me throughout my childhood casting a shadow of disappointment on my accomplishments. Things took a dark turn midway through high school. The summer after my sophomore year I watched my grandmother, a sweet and caring woman, succumb to pancreatic cancer. From that point on I established a negative worldview, one where bad things happen to good people for no reason. My faith in the goodness of the world disappeared. A year later, my parents separated. I’m an only child and the closest non-immediate family member I have is a ten-hour drive away. Their divorce left me feeling abandoned; floating through the world untethered and alone. The most devastating thing to happen to my mental health occurred during my senior year. Soccer is my passion. Being on the field with my best friends playing the game I love were my happiest moments. All I ever wanted was to play the game at a high level. But in ultra-competitive northern Virginia, success on the soccer field comes only after years of high-level training. Training that I never sought because I was naïve enough to think that recreational leagues were sufficient. So four years in a row I was one of 100 or so boys to try out for the soccer team; and four years in a row I was cut. The fourth year broke me. I identified myself as a soccer player and the world told me that I wasn’t good enough at that. The only thing that kept me going was the love I had for my girlfriend at the time. But that was a relationship that had been failing for a while, and when she ended it, my last ray of hope was extinguished. That brings us back to my original question. I’d been given a second chance. Now what? Initially, I was overwhelmed by the outpouring of support from friends and family. So many people expressed love during my time in the hospital that I made it my immediate goal to get “better” and restore their friend and son. In the short term, this strategy worked. I swept my problems under the rug, went off for my freshman year of college and had the year of my life. Over time, I accepted the things that troubled me. Death is a part of life. My parents’ divorce was for the best; they’re both happier now. I found other girls to love. Most importantly, I found a passion and talent for sports public relations. But I continued to ignore the underlying problem, and my junior year of college depression crept back into my life. I was consumed by guilt from my suicide attempt. I had caused so much pain to loved ones, incurred huge medical bills for my parents, and made my ex-girlfriend look like a monster. Compounded with the drinking and sexual habits of what some think of as “a typical college male,” I felt like a terrible person. So I took a crucial step that I hadn’t taken before: I asked for help. James Madison University’s counseling center was an incredible resource for me. My counselor and I discussed morality, depression and relationships. Such a deep level of introspection was one of the most challenging things I’ve ever done, but it was just as rewarding. I’m not going to pretend that my life is perfect and easy now. There are still days where the black cloak of depression covers my world. But I survive and thrive now because I have made my own mental health a priority. I recognize and accept that depression is a part of my life, and actively self-help to prevent myself from becoming suicidal again. Now what? Now we end the stigma around depression, suicide and mental health. If you or someone you know is in crisis, call National Suicide Prevention Lifeline at 1-800-273-8255, or text "BRAVE" to 741-741 to reach Crisis Text Line. Read More
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