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.
I Keep Living for the Ones Who Couldn’t
Grief hit me like a wave that never went back out to sea. There were mornings I didn't want to get out of bed. Nights I wondered why I was still here when they weren't.
Meet the 2026-2027 Active Minds Student Advisory Committee
The Active Minds Student Advisory Committee (SAC) is made up of young adult leaders who represent the Active Minds student voice nationally through media and other student forums. They also advise Active Minds national staff on student engagement, community building, program planning, Chapter engagement and management, National Conference planning, and program promotion. Powered by youth and young adults, the SAC is an integral part of the mental health work being done by thousands of Gen Z activists across the country. We’re excited for you to “meet” our 2026-2027 Student Advisory Committee cohort below. Kailani Goggans (she/her) is a student at Salem College studying Psychological Science & Public Health. She is deeply passionate about community care, advocacy, and wellness. On campus, she serves as President of Active Minds Salem College, Students for Reproductive Freedom, & Siblings Demand Justice. Through her work, she supports, educates, and inspires her peers to get involved in their community and use their voices. Kailani's academic and professional interests include attending medical school and obtaining her MD & master's in public health to bridge medical practice with community policy and action. In her free time, she enjoys indoor cycling, playing with her animals, and playing video games Dionisio (Dio) Taitano-Samora (he/they) is a student at Colorado State University Pueblo majoring in Public Health with minors in Spanish and Leadership Studies. He strives to utilize his experience as a first-generation Chicano-CHamoru student and his background with advocacy organizations, such as Young Invincibles and The Hub for Youth Centered Engagement, to create a more just education system for students of color. As of now, he also serves on Young Invincibles’ Youth Advisory Board for Colorado to advance policies that support young adults' mental health, access to healthcare, and the workforce. In the future, he aims to conduct research on access to STEM education and its connection to public health to advocate for health equity. Outside of academics, he enjoys hiking, trying new recipes, and language learning. Rhea Makkuni (she/her) is a student at Johns Hopkins University studying Molecular and Cellular Biology and Computer Science. She conducts research in the PALS Lab at the Johns Hopkins School of Medicine, applying artificial intelligence to the study of mood disorders. On campus, she serves as President of the Johns Hopkins chapter of Active Minds, where she leads local, community-based mental-health efforts that offer insight into global mental-health challenges, including limited continuity of care, fragmented systems, stigma, and barriers to navigating available resources. In her free time, Rhea enjoys biking, chatting nonstop with her friends, singing, and dancing! Amy Senkerik (she/her) is a student at Barrett, the Honors College at Arizona State University, majoring in Biological Science and in Global Health with a certificate in Evolutionary Medicine. She is deeply passionate about advocacy, suicide prevention, mental health, and public health. On campus, she works closely with the American Foundation for Suicide Prevention and on the outreach team for ASU’s Counseling Services. Last year, she was in the Active Minds Mental Health Advocacy Institute and spoke at the Active Minds Congressional Briefing in May. In addition to mental health advocacy, she leads the Refugee Education and Clinic Team, works as an Emergency Medical Technician, and conducts cancer-neuroscience research at the Mayo Clinic and Cedars-Sinai. She has interned at Harvard Medical School and as a Fulbright Scholar at the University of Toronto in summer research programs. Amy has a passion for advocacy across individual, community, and systemic levels and hopes to work as a physician at the intersection of mental health, research, clinical practice, and policy. In her free time, Amy likes to run, rock climb, travel, and spend time with her loved ones. She ran the 2024 TCS New York City Marathon and has studied global health abroad in Australia. Arjun Nair (he/him) is a student at Virginia Commonwealth University studying Biology in the Guaranteed Medical Admissions Program. He serves as President of Active Minds at VCU, where he works to reduce stigma surrounding mental health, introduce students to self-care practices, and strengthen student engagement in mental health advocacy. Professionally, Arjun is interested in advancing compassionate care and support for people with substance use disorders, as well as HIV prevention within substance use treatment settings. He currently serves on the Student Advisory Board of the American Academy of HIV Medicine and is involved in research examining substance use, behavioral health, and access to HIV prevention and care. As a member of the Active Minds National Student Board, Arjun hopes to strengthen connections among campus chapters and empower youth and young adults to become mental health champions in their own communities. Ivanna Sintes-Klein (she/her) is a student at The University of Texas at Austin majoring in Health Promotion and Behavioral Science with a minor in Health Communication. She is deeply passionate about mental health, leadership, health advocacy, and creating communities where people feel supported, heard, and empowered. At UT Austin, she is the Chapter Founder and President of Teddy Bear Hospital USA at UT, a national non-profit that uses play to help children ease the anxiety that's associated with going to the doctor while promoting health education and empathy. She also serves as a Longhorn SHARE Support Specialist, where she leads a community centered around the belief that we do not have to carry the burdens of others alone, while completing training in peer support, mental health first aid, and connecting students with resources. Ivanna was also appointed through UT Student Government as a Student Government representative on the Student Health Advisory Committee, where she is excited to contribute a student perspective to conversations surrounding campus health and mental health. Before transferring to UT Austin, Ivanna attended Texas State University, where she founded and led Bobcat C.A.R.E. (Creating Awareness, Resiliency, and Empowerment), the first mental health advocacy organization, which was named Organization of the Year during her time as President. Through these experiences, she has developed a strong passion for making mental health support more accessible and creating spaces where students feel comfortable asking for help. In her free time, she loves to play pool and write poetry. If you have any questions about how you can work with your community’s representative in taking action for mental health, please contact chapters@activeminds.org.
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When “Giving Up” Means Winning
I'm a fairly stubborn person. I always have been. I literally taught myself how to tie my shoelaces when I was little because I wouldn't let anyone else help me. I mean, I was that hard-headed... Recently, I withdrew from my capstone class (you know, that one specific class I need to graduate) a day before the deadline to drop a class without potentially getting a failing grade. The knowledge that I could withdraw had only occurred to me the previous day. All semester I had refused to let myself see withdrawing as an option, even in the face of zeros on unfinished homework assignments and looming deadlines. When my stress finally reached a breaking point, I had to admit that I had options, which meant that I also had a decision to make. Persevere, fail, or surrender. I could pull some tough all-nighters and get my work done... I could sleep instead of getting my work done and let my grades suffer... Or I could withdraw, enroll in next semester’s capstone class, and spend more time working on my mental health. I feel good about having chosen the last option, but it was hard for me to do. This option meant surrendering. Giving up. Giving in. Admitting defeat. A.k.a. my least favorite thing to do. In the 24 hours that I spent mulling over this decision, I remembered a speech I had seen on Youtube titled "How to Surrender, and Win". The presenter talked about how surrendering to the fact that he was an addict meant finally allowing himself the motivation to get sober and regain his life – his ultimate win. This made me remember times in the past when "giving up" was the best option for me. The year I took off between high school and college... Quitting a job that I hated even though I had no backup plan... Finally getting a therapist... Letting go... giving in... admitting defeat... waving your white flag. This option can present itself in a lot of scenarios. Leaving a relationship that's no longer working, dropping out or taking time off from school, leaving a job that stresses you out too much, leaving a friend group that isn't supportive, etc. These are all losses, in a way. However, they may all be wins, too. I like to think of these situations like trading a nickel for a quarter [except a lot more complicated, of course]. When we surrender, we may feel like we're taking a risk, especially with big decisions like quitting a job or breaking up with someone. You can't be certain that it will make you happier. But when I say "surrendering", I don't mean giving up and accepting the idea that we're flawed and there's nothing we can do about it, nor do I mean letting ourselves become complacent about things that are difficult. Surrendering means letting go – letting go of the negatives because there are positives that we can take hold of instead. And I know it's not easy. Many times, it's hard to even see when not surrendering in a particular situation is like driving around in circles thinking we're getting somewhere. We like to feel like we're doing something productive even when we know we're stuck. We're human and we have limits, and it's okay to accept them. And if surrendering to your limitations sounds like the last thing you want to do, I get it. Imagine trying to mow a football field with a single pair of scissors. Sure, it's possible, but it's also possible to put down the scissors and spend some energy finding a lawn mower so that you can be better equipped to cut the grass. In other words, if you surrender to your current limitations, you open yourself up to more appropriate and more satisfying solutions (i.e. winning). I also realize that it's not just the decision to surrender that is difficult. Odds are your win won't come immediately. It may take time and tremendous effort. I spent my whole semester thinking "I just need to work harder. There's no reason why I shouldn't be able to complete all of my schoolwork." For my stubborn self, it took reaching my breaking point to realize that surrendering to my current inability to succeed academically meant allowing myself the time and energy to improve my mental health and then return to the class equipped to succeed in the long term. My surrender is not a failure. Actually, I think it's self-care. With that said, I have a question for you: Is there anything that you could let go of today, in order to gain what you really need? It could be anything – a negative coping mechanism... a habit of taking on too much responsibility... a grudge towards someone who hurt you in the past... finally seeking professional help for a mental health challenge. So if there's something in your life that isn't working the way you need it to, it may help to ask yourself... What are my personal [and very human] limitations? What feeling or circumstance would I be surrendering to? What do I stand to gain? Will surrendering help me reach my ultimate win? Russell is a member of the Active Minds Student Advisory Committee and a chapter leader at University of Maine. Read More
Mental Health is Just as Important as Physical Health
Recommendations from the healthiest campuses in the country. Over the past three years, Active Minds students around the country have successfully advocated for mental health to be given equal priority as physical health by impacting leave of absence policies and insurance plans, adding mental health services to course syllabi and other initiatives. Additionally, through the Healthy Campus Award, Active Minds champions schools that not only serve students’ physical health but give equal priority and investment to mental health. We look forward to learning more about campus successes through the 2018 Active Minds Healthy Campus Award (the Call for Applications is open now!). In the meantime, we asked previous winners for their recommendations on how to build healthy campuses that equally prioritize mental health. The schools have spent years investing time, energy, resources, creativity and leadership in creating a culture of health on campus. They know it’s essential for student success and their schools’ mission. Read on for a checklist you can use to assess you own campus based on their best advice: Does your campus prioritize a collective, strategic approach? Building a healthy campus involves students, faculty, staff, and administrators across multiple departments and disciplines. At University of Wisconsin-Madison, the campus wellness council includes departments and units throughout the university. Together, they ensured that the campus’s master plan preserved or developed spaces and locations on campus to better support student wellness. Does your campus define health broadly? Physical health and mental health are interconnected and healthy campuses use diverse strategies to address multiple factors that impact health. CSU Long Beach, for example, offers a program consisting of yoga, meditation, and discussions for survivors of sexual assault or domestic violence. Additionally, their LIFE Project is a rare example of a comprehensive resource for students with autism. The university also allows emotional support animals to live in residence halls with students who need them and offers a financial health course for students least likely to have had access to that information growing up. Has your campus made policy, environmental, and systems changes to support student health? Many campuses, such as Sacramento State, are having success integrating health education into freshmen courses while UW-Madison are integrating health and well-being into classrooms by redesigning first-year lecture courses. CSU Long Beach also developed a Student Emergency Intervention Program involving multiple departments to help students who are hungry or homeless receive meals, housing, and emergency funds and counseling so that they can continue their education. Does your campus ensure that all students have equal opportunities for health? For example, research shows that transgender students are at significant risk for suicidal thoughts. The School of Art Institute of Chicago (SAIC) listened when transgender students spoke up for their needs. Their award-winning training curriculum on transgender student health is now used by many college counseling and health professionals. Similarly, the UW-Madison has fully implemented guidelines for Trans-Inclusive College Health Programs. Does your campus measure results and share progress? SAIC’s success in securing funding to support its healthy campus efforts is due to consistently measuring and reporting results. Their participation in national studies, such as the Healthy Minds Study, has allowed them to see positive trends in the number of students seeking mental health help, exercising, and avoiding binge drinking and cigarette use. Does your campus provide quality, responsive, accessible health services? One way to increase access to health services is through integrated and centralized campus services. Lawrence University increased student use of wellness services by 300 percent when they integrated their counseling, health and recreation services into a new wellness center located centrally on campus. The Call for Applications for the 2018 Healthy Campus Award is now open. To read other recommendations and apply for the award, visit https://activeminds.org/award. If you are a student and you would like to be more active in your school’s healthy campus efforts, check out Active Minds’ Transform Your Campus resources for successfully engaging in student-led campus change. The Active Minds Healthy Campus Award is made possible through the generous support of The Margaret Clark Morgan Foundation. Read More
Managing Wellness During Exam Season
It’s that point in the semester again. The pages of your agenda are filled with due dates of midterms, papers, and group projects. The amount of hours you sleep dwindles and the cups of coffee you consume skyrocket. You manage to go to your 9 am lecture while running on four hours of sleep and are greeted by your friends. You compare how many hours you slept and one of your friends states he/she pulled an all nighter. The automatic responses such as “Wow, I couldn’t do that!” and “Good for you!” make you second guess closing your textbook and turning off your laptop so you could sleep for a couple of hours before class. Is this uncommon? No. Is this unhealthy? Yes. There is no question that college students glamorize all-nighters as a sign of “dedication to school” and “what separates an A versus a B student”. However, this strain could jeopardize your wellbeing and happiness. It isn’t easy to focus on taking care of your mental health in a culture that describes constant productivity as a measurement of success. So how can you start to prioritize your mental health over grades? Schedule time for self-care Just like you schedule time to attend lectures and office hours, you can develop a self-care routine during the school week. It can be simple five minute periods throughout the day or an entire block of time- whatever is the easiest for you! Some ideas include: Practice mindfulness exercises in the classroom such as senses all around and deep breathing Take a hike with a friend Get lunch with a classmate Talk to your parents, friends, or a significant other Get eight hours of sleep Volunteer at a local animal shelter Write in a journal Attend an Active Minds meeting Take a step back when things gets too overwhelming It is okay to recognize that during college there are times when everything seems too overwhelming. Don’t be afraid to talk to professors about assignment extensions or extra help. They want you to succeed and often times are flexible when you express interest in the class. It’s better to turn in an assignment late than to try to push yourself beyond your limits. Don’t be afraid to reach out to resources It is okay to reach out for the help you deserve. College campuses offer resources such as disability and counseling services to help the student population. Making a habit to attend individual and/or group therapy is a great way to prioritize your mental health. Also, counseling services on campuses commonly offer workshops and groups regarding stress management, test anxiety, and healthy lifestyle habits. If you are unsure about attending workshops alone- take a friend! This is a great way to discuss stress management and trade tips! Recognize your wellbeing is more important than a grade When I was really struggling with my mental health during my freshman year of college I noticed a severe drop in my grades. Instead of prioritizing my mental health by practicing self-care and utilizing resources I attempted to ignore my struggles, took on a more strenuous course load, and tried even harder in my classes In reality, my performance decreased even further. For the longest time I only associated my self-worth with my grades. After making the decision to go to counseling and psychological services and addressing my mental health concerns, I finally recognized the importance of taking care of my mental health as a college student. After a couple of semesters in college I was able to change my unhealthy mentality. Your worth as a human being is not solely dependent on an exam score. It never will be. Sometimes you need to consciously remind yourself this throughout the semester. Even though you attend college, you are more than a student. Recognize you are a multifaceted person with strengths, values, and aspirations. For example- I am a daughter, sister, volunteer, baker, dog-lover (cats are cool too), hiker, coffee enthusiast and future mental health professional. Taking the time to introspect and recognize aspects of yourself beyond your role as a student is extremely beneficial. It can be hard at the end of a midterm week to not evaluate yourself solely on how your research paper compared to the class average or how many times you participated in a class discussion. Sometimes it’s easier to evaluate yourself on your transcript than taking the time to look a little deeper. It’s okay- take the time. You are worth it. Read More
Tips for My Freshman Self
Everyone has advice for you when you first go to college: Avoid taking 8 am classes. Go to every class. Learn how to resolve conflicts with roommates. Don’t schedule more than an hour between classes. etc. etc. Freshman year was hard for me. I had moved out of state, was going to a school where I didn’t know anyone, and had just been diagnosed with depression and anxiety, so I had to learn how to deal with that and seek treatment. It wasn’t easy, and I often wish someone had told me what in hindsight I now know. If I had the chance, here are some tips I would give to my freshman self to help her along: On classes and studying Everyone is adjusting to college, just like you. You are not alone in this. It’s a new environment, embrace the challenge and adventure. Believe me, everyone is trying to figure it out at the same time. You’re not going to be able to study the same way you did in high school. That’s okay. There’s a learning curve to college, and your professors will understand that you’re adjusting. Don’t be hard on yourself and don’t feel pressured to get the same exact GPA you had in high school. Find a study spot and a study routine and stick to it. Get an agenda, write all of your due dates and exam dates in, and schedule time to read and do assignments. But also don’t be afraid to take a break and give yourself a mental health day. It’s all about balance; take care of yourself. Schedule an actual time to take breaks if you find it difficult to do on your own. Find resources on campus. Meet your professors and talk to them face to face, go to office hours (especially if you’re struggling), always go to exam reviews, start or find a study group, and meet people in your classes and exchange numbers in case you ever need to borrow notes or have a question about the content. If you’re struggling with a class, reach out and talk to your professor. There are so many resources on campus that you can use - tutoring, writing workshops, etc. On becoming a part of the campus and exploring your new independence Enjoy your new independence, but don’t go overboard. Getting Taco Bell at 2 am with friends without having to ask your parents for permission is a pretty cool first experience, but doing it every night is probably a bad idea. Keep an eye out for free food events on campus, because there will be a lot of them. But don’t let that be your only source of food. Believe it or not, you can actually get sick of free pizza if you have it for every other meal. Go to all the resource and involvement fairs. You might find a really awesome club or organization you’ll want to join (for example, Active Minds) where you’ll meet like-minded people and make friends. Get involved but don’t overwhelm yourself. You’re still learning how to find balance. Find something you’re passionate about, commit to it, and don’t waste time doing something you don’t enjoy. If you don’t like being a part of an organization, leave it. Use the time you have in college to explore things you really love to make the most out of this opportunity and look back on your time with joy. Take interesting classes, try new things, explore. On meeting new people Don’t let your anxiety keep you from having fun. It’s easy to stay in your room and not socialize, avoid meeting new people or hanging out with new friends. Enjoy time with friends, even when it’s hard to put yourself out there, and know your limits so you know when it’s time to self-care and recharge. You don’t have to try so hard to make friends. Take a breath, be yourself, and friends will come naturally. You won’t stay friends with everyone from high school. It’ll be hard, but don’t let that stress you out or make you feel bad. Remember that you’re going to meet new people and make new friends. Not everyone you meet freshman year will stay in your life, but those that do will stick with you for the next four (or five) years. On taking care of yourself and finding support It’s okay to ask for help. Seek out help sooner rather than later -- don’t wait until you’ve reached rock bottom. Find and build a support group of friends, family members, and professors. They care about you and want to be there for you in any way they can. Make sure you’re checking in with yourself, taking time to understand what you’re going through. Don’t worry when life doesn’t go the way you thought it would. Change is great, and things always work out. Find resources on campus, like the counseling center, disability center, etc. If you do see a counselor or a doctor, be honest with them. Let them know when something isn’t working, and work together to find the best treatment for you. It’s okay to feel lonely. It’s okay to not be okay. You don’t have to suffer alone; reach out for help. You are loved. You will change, and you will learn a lot about yourself. It’s kind of scary, but also amazing. Read More
Tylor’s Story: Now It’s About Helping Other People
Content Warning: This piece contains mentions of suicidal ideation. I was blessed to discover Active Minds, which allowed me to make lemonade out of lemons (my bipolar diagnosis). At one point in my life, I wasn’t looking forward to the future. A year later, I am motivated beyond belief to give back to this organization. My twin brother and I founded an Active Minds chapter at Elkhorn South High School in Nebraska when we were juniors. We wanted to create a way for students to get educated on mental health, spread awareness, and have fun doing it. I think partly why I started Active Minds was to better understand my own diagnosis and the anxiety that runs through my entire family. Now, though, it’s about helping other people. At school, students learned we had started a chapter and they’d post on social media how glad they were that we did it. People we had never met before began showing up at meetings. One teacher gave me a two-page handwritten letter, he wanted to thank me for helping so many students. When we first started, it was a little hard. But once the school administration realized how many people could be affected, they ended up buying into the idea 100 percent. More than 30 students came to our first meeting, and two students at that meeting admitted to thoughts of suicide. Our chapter ended up being in the school newspaper, had a page in the yearbook, and was in our local newspaper. I also helped a student start another Active Minds chapter at a neighboring high school. People at school began seeing me as an ally and ‘that person they could go to.’ One girl stopped me, teared up, and told me that she wouldn’t have made it through without my work. It’s not always easy being an Active Minds leader. People look up to you as a model of someone living with a mental illness. And so you feel kind of guilty if you don’t have it all together. It puts a lot of pressure. I’m still working on that, understanding that it really is ok not to have it all together all the time. But the pros very much outweigh the cons. My brother and I have noticed students’ mental health views changing. Students are more willing to share that they know someone who has faced depression, or even speak up and say that they personally are fighting an eating disorder or other condition. I know from my own experience that it’s important that people not feel alone. A strong group of friends is crucial to living with a mental illness. They’re support. They don’t have to completely understand what their friend is going through, but they should just be there for them and just be open for them. And that’s what Active Minds does. Last month, my brother Skylor and I graduated from high school and will be starting at the University of Nebraska in the fall. We’re already signed up to be part of the Active Minds chapter. I always say Active Minds saved my life. There were days during my lowest lows when I contemplated suicide. But then I’d say, ‘I have an Active Minds meeting to plan for tomorrow and have to go on.' It sounds ridiculous but it really did keep me going. I’ve put my whole heart into spreading awareness about mental health and letting people know it’s ok to ask for help. I really want Active Minds to be there for everyone. Helping students like me be able to help other students -- that’s the dream. Tylor Martin is a member of the Active Minds 2017-18 Student Advisory Committee. In the fall, she will be a freshman at the University of Nebraska-Lincoln, where she will serve on the executive board of the Active Minds chapter at UNL. Active Minds' 12,000+ student leaders are having a profound ripple effect on the changing conversation about mental health on their campuses. You can help Active Minds empower students like Tylor to reduce the stigma against mental health, create communities of support, and ultimately save lives. Please make a gift of financial support today. Read More
Did You Hear about the Rose that Grew from Concrete?
“Did you hear about the rose that grew from a crack in the concrete? Provin Nature’s laws wrong it learned how to walk without Havin feet Funny it seems but, by keepin its dreams It, learned to breathe FRESH air Long live the rose that grew from concrete When no one else even cared No one else even cared… The rose that grew from Concrete.” -Verse from “Did You Hear about the Rose that Grew from Concrete?” Tupac Shakur, Nicki Giovanni Imagine you're the first person in your family to attend college. You’ve been taught that you need a degree in order to achieve success, but outside of that, you don’t know anything about the actual college experience. You have no idea how you’re going to pay for it. You’ve never been outside of your neighborhood and no one talks to you about preparing for a new schedule or social and academic environment. Underneath all of this, you are experiencing mental health issues. How would you manage a semester? I spoke with Farida Boyer, a therapist at the Family Outreach and Crisis center in Philadelphia. For six years, Farida has provided therapy and counseling services for black families in the city. She often works with teens and young adults from disadvantaged areas. Before that, she was a teacher and also worked with nonprofit organizations in the area. When I asked Farida about mental health stigmas within black communities she emphasized a lack of information. Many individuals become accustomed to having friends and family with mental illnesses and regard them as “crazy, erratic, or weird.” There is a vast acceptance of one’s mental illness as being a part of the individual’s personality. In addition, the lack of information and unwillingness to seek help leads to many people self-medicating with drugs or alcohol. Therefore, there is this misconception that the reason for someone’s behavior is a result of an addiction. According to Farida, “Many do not seek help until it becomes too much to handle.” The most common mental illnesses that Farida sees in her collegiate clients include: separation anxiety, depression, anxiety, and post traumatic stress disorder. If a college student lacks information about such an illness, something like separation anxiety could easily be dismissed as simply “missing home.” According to Farida, when experiencing separation anxiety, “one may become quiet, emotionally worried when he or she is not around familiar people, not eating, daydreaming, and a lack of focus. I had one patient call her mom like 20 times in a day. She needed to know where her mother was at all times.” And while many people associate PTSD with military combat, it is also prevalent in neighborhoods with high crime rates. I asked Farida what she could tell me about cultural bias. “A lot. Many individuals call me because they feel that they can relate to me. Patients are insecure about being stereotyped. Therapists need to know and show that they understand the cultural backgrounds of their patients so they can make students feel comfortable and make sound judgments.” It’s common for students to fear appearing weak or to worry about treatment fees, so if they're in an unfamiliar environment, it's difficult for them to reach out to the school’s counselor. Despite feeling isolated, a rose in a new environment has to seek out a support system and create meaningful relationships. In an effort to encourage anyone who relates to this article, I asked Farida to provide advice for college students lacking support. FARIDA’S TIPS FOR ROSES: Know who you are as a person. Check on your self esteem, does it need boosting? Have what you need to be healthy: medication, specific foods, etc. Understand what your what your triggers are, if not try to monitor them. If you do not have a support person to stay in contact with, find one. If you feel isolated or believe that you will experience cultural bias, do not be discouraged. Reach out to the counseling center. Trust that these individuals are trained professionals and will assist the best that they can. When you go home for breaks, check in with your therapist! I wish I had Farida’s insight during my first semester of college at Louisiana State University! I was an out-of-state student who was overwhelmed by separation anxiety and insecurity. I attempted to isolate myself from my new environment and didn’t create the relationships I desired. If I were educated on these issues, I would have had a better experience. I reached out to Krishaun Branch, an alumni of Fisk University and documentary subject, to provide more awareness and encouragement. Stay tuned for part two! Read More
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
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