DIVERSE
MINDS
SUPPORTING MENTAL
HEALTH
D E ST I G M AT I Z I N G LEARNING DIFFERENCES BY BLAKE CESARZ
B
y all accounts, Mozart was a genius. At the age of five he could play almost anything on the piano, not only that, he could play it upside down and backwards too. Most of us though, wouldn’t be half as good as that even if we spent a lifetime working on it. Thankfully, the market for upside down and backwards piano playing isn’t really booming. Instead, what is driving markets today are things like disruptive innovation and diversity. In this current environment, learning and attention challenges are easily viewed as disadvantages, but the neurodiversity that non-traditional learners exhibit is quickly becoming an important resource in a fast-paced global economy. We need people who see things differently and who can identify new opportunities, unexpected solutions and hitherto unimagined possibilities. We need and have needed leaders like Steve Jobs, Richard Branson and Elon Musk, as well as thinkers like Albert Einstein, Thomas Edison, and Henry Ford.
BY DR. ROXANA SAMANIEGO
Attending a large institution like the University of Arizona can be challenging for many students as they try to adjust to new academic responsibilities, new social experiences and develop greater independence. Other students struggle with learning effective time management skills, being away from home for the first time or deciding which life path to pursue. A significant portion of students also describe struggles with developing friendships and finding ways to feel like they belong. Academic stress and poor self-care habits, such as unhealthy eating, excessive substance use, and lack of sleep are also negatively impacting the health and wellbeing of many college students.1 Students with learning and attention differences also face unique challenges. Students utilizing SALT Center services are often learning how to advocate for themselves, balancing independence with accepting academic help and learning how to best manage their own learning. Students often have to decide if and when to disclose their academic challenges to others and can experience feelings of isolation or shame. Students with learning and attention differences are also at an elevated risk for developing symptoms of anxiety and depression. 4
Interestingly enough, most of the folks in the preceding list have had to overcome dyslexic disorders, while Elon Musk, perhaps the greatest visionary of our time, publicly stated that his day to day experiences are filled with “great highs, terrible lows, and unrelenting stress,” all of which highlight the importance of looking after one’s mental health in a high stakes position. It might be surprising, then, that there is such a stigma levied against individuals with learning differences and even more so against those with mental health issues.
Why are we afraid to ask for the help we need and why do we resent others who receive that help? The truth is that fair defines a situation where everyone gets what they need and not a situation where everyone gets exactly the same. Here at the SALT Center, we don’t view learning challenges or mental health issues as stigmas. We endeavor to create an environment where our students feel safe, where they can ask for and receive the support they need. We believe that individuals with learning differences and those who struggle with issues related to mental health, if properly supported, have as much as anyone else to contribute and we know that ensuring their success guarantees greater prosperity for us all.
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THE UNIVERSITY OF ARIZONA
A S O LU T I O N - FO C US E D A P P ROAC H
Meeting with a mental health provider can often be very helpful for students experiencing distress or those looking to enhance personal growth. Psychological Services at the SALT Center provide students the opportunity to receive on-site, individualized, outpatient mental health services. Students are usually referred by their Strategic Learning Specialist, but can also request services on their own. Our philosophy is to work within an evidence-based, brief and solution-focused model of psychotherapy to help provide the student with the tools needed for greater academic and personal success.
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hese difficulties are not limited to just a few students. While many of these difficulties resolve on their own, a large proportion of college students report experiencing high levels of distress. Additionally, researchers across the country have documented increased rates of depression and anxiety among college students over the last decade. For example, the National Alliance on Mental Illness (NAMI) notes that one in five young adults between the ages of 18 and 24 have a diagnosable mental illness.2 Over the last few years, researchers have found that counseling center utilization increased by an average of 30–40%. 3
If you have any questions about Psychological Services at the SALT Center, please reach out and contact us. We are here to help. If you are able to support Psychological Services at the SALT Center, please consider making a donation to our Health and Wellness Fund. REFERENCES https://www.psychologytoday.com/us/blog/theory-knowledge/201402/the college-student-mental-health-crisis
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Nami.org
Center for Collegiate Mental Health. (2018, January). 2017 Annual Report (Publication No. STA 18-166). 2015 3
4 Internalizing Problems of Adults With Learning Disabilities: A Meta-Analysis. Robert M. Klassen, PhD, Virginia M. C. Tze, PhD, Wanwisa Hannok, PhD. Journal of Learning Disabilities. Vol 46, Issue 4, pp. 317 – 327. First Published October 4, 2011
SALT CENTER JOURNAL 2018
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