Running Head: Mental Health 1

Mental Health First Aid: A Programmatic Intervention in the Residence Halls

Northern Illinois University
Savvy Morris, Paige McConkey, Samantha Rengstorf, Wendall Lytle, Eric Glasby
Mental Health 2

Introduction
Students with mental health issues serve to bring new perspectives and

experiences onto college campuses, however these students may face various

problems while attending college. Adjusting to college, and creating a support network

may exacerbate mental health issues. Mental health issues may also stall or spur

development (Douce & Keeling, 2014). Students may also struggle with the stigma

surrounding mental illness which may inhibit students from using and discovering

available resources on campus (Belch, 2011; Hunt & Eisenberg, 2010; Trammel,

2008). Mental health issues are present on campus, but adopting new programs to

support students who face these issues can benefit all students, and promote mental

well-being.

Northern Illinois University is a large school with over 20,000 students, 5,000 of

which live within the residence halls (Northern Illinois University Housing and

Residential Services). Mental Health First Aid (MHFA) is a programmatic intervention

which aims to reduce stigma, promote awareness and understanding of mental health

issues, and encourage treatment and recovery (Kitchener, Jorm & Kelly, 2009). The

intervention will be applied utilizing the lense of Bronfenbrenners Ecological

Development Theory (1979), with specific intentions of impacting the meso- and

microsystems. The implementation of Mental Health First Aid within NIUs residence

halls will promote development and retention for students struggling with their mental

health, and provide awareness of mental health issues and coping strategies for all

students (Kitchener, Jorm, & Kelly, 2009).

Mental Health 3

Mental Health in Higher Education

What is mental illness? In 2010 the National Institute of Mental Health (Belch,

2011) described it as a medical condition that disrupts a persons emotions, cognitive

processing, understanding of others and all together daily functioning (Belch, 2011;

Douce & Keeling, 2014; Hunt & Eisenberg, 2010; Kitzrow, 2003; Mowbray, Mandiberg,

Stein, Kopels, Curlin, Megiven, et al., 2006). Universities are seeing an increasing

number of students with mental illness attending and needing accommodations, and

support. The National Survey of Counseling Center Directors reported that 84% of

students seeking counseling assistance exhibit severe psychological symptoms

(Kitzrow, 2003), however, many counseling centers within higher education are not

equipped to handle this increase of students wanting services. Institutions are needing

more assistance and resources to cater to these types of students, and these students

are needing additional support within other areas of the institution (Belch, 2011; Kitzrow,

2003; Mowbray, et al., 2006).

Student Needs

The most common diagnoses of students at higher education institutions are:

bipolar disorder, anxiety disorder, and borderline personality disorder (Belch,

2011). Most students are not diagnosed until they enter college because that is when

psychological symptoms start to develop. There are multiple reasons as to why

symptoms show up late in adolescence including: genetics and the continued

development of the brain. Students between the ages of 18 and 24 are also

establishing their independence, and exploring the world outside the comfort of their

home. Students are also experiencing more academic pressure within the college
Mental Health 4

setting, and needing to learn how to live on their own. This transition and period of

adjustment can take a toll on the mind and body, triggering many different type of

mental health symptoms (Belch, 2011; Hunt & Eisenberg, 2010; Kitzrow, 2003). Mental

health issues if not treated properly can cause difficulties with academic success,

persistence to graduation, social relationships, substance abuse, and in severe cases

violent outburst as seen on Virginia Techs campus and at Northern Illinois University

(Hunt & Eisenberg, 2010). However, many people grow up learning that having mental

health problems means that a person is crazy, a fruitcake, a psycho, or a space

cadet (Kitzrow, 2003), all imbibed to mean that having issues with mental health was

bad. When a student starts to notice that they are not acting like their normal selves

they may believe these perceptions and become afraid, while denying what is

happening making the problem worse (Mowbray, et al., 2006; Trammell,

2009). Students need access to care and support, whether psychiatric care,

psychological care, a listening ear from a staff member, and/or accommodations in the

classroom (Belch, 2011; Kitzrow, 2003; Mowbray, et al., 2006). All students will benefit

from a reduction of stigma, a thorough understanding of mental health issues, and

knowledge of support services available at the institution (Kitchener & Jorm, 2002;

Jorm, Kitchener, & Mugford, 2005; Michaels, Corrigan, Kanodia, Buchholz & Abelson,

2015).

Stigma

Stigma for the purposes of this proposal, is being defined as the perceived and

actual consequences of a person disclosing their disability in their academic and social

life (Trammell, 2009). Many people believe that having a mental illness shows
Mental Health 5

weakness, or that is a person is crazy. Society has dehumanized individuals with

mental health issues and make these individuals feel abnormal or wrong because they

feel and/or think the way they do. Due to this stigma when a student starts to sense

that something is not right regarding their own mental health they do not seek out

treatment, because they dont want to be labeled or perceived as less than (Belch,

2011). Mental illness is somewhat of a taboo subject, it is not talked about, because it

is not understood properly. Both Trammell (2009), and Michaels, Corrigan, Kanodia,

Blythe, Buchholz, and Abelson (2015) demonstrated a decrease in stigma when

students, staff, faculty, and administration within higher education are educated about

mental health. Students do not seek help because they fear what others will think of

them, and they do not know where to receive help. Different types of educational

resources providing students a broader understanding of mental health will decrease

the stigma, allowing students to be able to feel like they can get help without being

scrutinized, which will in turn help students feel more confident about pursuing their

academic goals. Students would also be able to learn what signs to look for regarding

mental health, and what resources and/or services are available to them (Belch, 2011;

Michaels, et al., 2015; Trammell, 2009).

Campus Counseling Services

Counseling centers within higher education are experiencing a 40-55% increase

in the demand of students requesting and needing services, however many are not

equipped to handle this demand (Kitzrow, 2003). Due to counseling centers not being

staffed enough, nor given enough financial support to increase their resources students

are being denied services, resulting in higher dropout rates, poor academic
Mental Health 6

performance, increased social issues, and increased substance abuse within the mental

health population. A survey done by the University of Idaho Student Counseling Center

found that 77% of the students using services reported feeling much more confident and

capable of being in school, because of the counseling services they received (Kitzrow,

2003).

Students need a safe space where they feel like they can transition and adjust to

college, and life with having a mental health diagnosis. Since students are not able to

always get the services they need from counseling centers, it is the institution's job to

provide other safe places on campus (Mowbray, et al., 2006). One way institutions can

do this is to provide training to the residence hall staff. It is important to give the

residence hall staff the tools they need to help students, because students will primarily

consider their residence hall to be their home away from home. One program that can

be very beneficial with helping creating safe spaces, reducing stigma, and assisting

counseling centers is Mental Health First Aid training (Kitchener, Jorm, & Kelly, 2009).

Mental Health First Aid

Studies done by primarily Kitchener and Jorm, have found great success with the

implementation of the Mental Health First Aid training (Jorm, et al., 2005; Kitchener &

Jorm, 2002; Kitchener & Jorm, 2006; Kitchener, Jorm, & Kelly, 2009). They found that

after people completed the training they were more understanding of individuals with

mental health issues (Jorm, et al., 2005; Kitchener & Jorm, 2002), were able to improve

helping behavior (Jorm, et al., 2005; Kitchener & Jorm, 2002; Kitchener & Jorm, 2006),

increased desire to receive counseling resources, decreased stigma, and increased

individual's knowledge on symptoms (Jorm, et al., 2005; Kitchener & Jorm, 2002). Their
Mental Health 7

results show that the implementation of this program could have great success at

Northern Illinois University, with the proper training residence life staff could make a big

impact on students understanding mental health and increase overall mental well-being

for university students.

Institutional Context

This programmatic intervention will occur within the residence halls at Northern

Illinois University (NIU). NIU has six main residential areas on campus that cater to

student housing needs: Gilbert Hall, Grant Towers, Neptune Hall, New Residence Hall,

Northern View apartments, and Stevenson Towers. NIU residence halls house over

5,000 NIU students each year (Northern Illinois University Housing and Residential

Services), of whom the benefits of Mental Health First Aid training will be transferred.

These residence halls are home to both graduate students and non-traditional student

populations, however most of the population is made up of undergraduate students,

commonly young students living away from their home for the first time (Northern Illinois

University Housing and Residential Services).

NIU residence hall staff strive to create an academically friendly environment

which is safe and inclusive. They also aim to create personal, leadership, and

educational development opportunities for their residents. These developmental

opportunities are created through programming and hosting student leadership

employment opportunities. Although residence halls complete intentional programming

and strategies to create a holistic and developmentally focused living environment,

many residents suffer from mental health concerns (Northern Illinois University,

2016). Often times, many of these residents struggle with mental health concerns
Mental Health 8

without receiving help or support. One reason students may struggle with mental

health, is the associated stigma surrounding receiving help for their issues. This stigma

is an offset of what is created by the general public. Data shows that fewer than 37.9%

of all adults receive treatment for mental health (Ackermann, Wantz, Firmin, Poindexter,

& Pujara, 2014). Stigma is one barrier impacting students access to help, and support

for success within the university (Hunt & Eisenberg, 2010).

The university's counseling and consultation services office provides students

who are currently enrolled at NIU with an all-inclusive mental health support services

(Northern Illinois University Counseling and Consultation Services). The mission of the

office is to improve the mental health of students as they work to achieve their academic

and personal goals. NIUs Counseling and consultation services also provide

assessment, walk-in, individual, group, and crisis counseling for students. The students

may not recognize the need for or availability of the services accessible (Northern

Illinois University Counseling and Consultation Services). Mental Health First Aid will

not only cater to individuals suffering from mental health issues, but support all students

in maintaining and promoting their mental well-being (Belch, 2011; Kitchener, Jorm, &

Kelly, 2009).

Bronfenbrennners Ecological Development

Students development is influenced by their environment and the interactions

and experiences that happen within the environment (Bronfenbrenner, 1979). These

experiences and interactions can either facilitate or hinder their growth. Bronfenbrenner

(1979) conceptualized the role that an environment plays in ones development in his

book, The Ecology of Human Development, his model focused less on how
Mental Health 9

development happens within an environment and more on how an environment

influences development. Utilizing an ecology model within a collegiate setting helps

professionals, give meaning to how students interact with their campus environment

and how these interactions affect their development (Renn & Arnold, 2003). This

awareness gives them reference points when striving to create campus environments

that will promote optimal growth. Higher education institutions should use

developmental theories whilst striving to be inclusive and accommodate the needs of all

students, while providing a safe environment that fosters development (Stokols, 1992).

PPCT Model

Bronfenbrenner (1979) introduced a person-environment theory that allows

student affairs professionals to map student development. This theory is made up of

four components, process, person, context, and time; which Bronfenbrenner stated

have a role in defining a persons overall environment. Interactions happening within

each of these components are creating the students developmental environment

(Bronfenbrenner, 1979).

Process

Process, deemed the first component of Bronfenbrenners theory, consists of

interactions between the individual and their environment. To ensure the greatest

amount of development is taking place students interactions with the environment

should progressively become more challenging (Patton, Renn, Guido, & Quaye, 2016).

The process component of the PPCT model depicts student development through the

interactions they experience with the environment around them (Bronfenbrenner, 1979).

Person
Mental Health 10

Person acts as the second component within the Bioecological model. The

person component discusses the role of individuals characteristics in either helping or

hurting their development. Differentiations of these characteristics explain how each

person within the same environment may develop differently. Four types of person

characteristics are explained as the most significant shapers of development within

ones environment. These types span from how a students characteristics influence

the feedback they receive from those around them, the extent to which they engage in

involvement opportunities offered, the likelihood of them seeking out and persisting

through more challenging developmental opportunities, and how their characteristics

affect their response to experiences and influence their outlook on their environment

(Patton et al., 2016). Every student has different experiences, interactions, and

characteristics which will ultimately affect their development (Bronfenbrenner, 1979).

Context

The context component contains four levels, a series of systems mapping a

students developmental environment. Micro-, meso-, exo-, and macrosystems outline

the context of student development. Microsystems encompass the students activities,

relationships, and roles within their environment that are impacting their journey through

development. A students campus job, course time, roommate, and peer group are all

examples of the pieces within Microsystems. Mesosystems cover the relationships

between settings within the Microsystems and how positive relationships among

multiple parts of Microsystems will encourage positive development. A student working

a campus job that will work around their course time, or having courses with their

friends who they are able to study with illustrate relationships within
Mental Health 11

Microsystems. Exosystems are outside influences on students environment and in turn

development. Parents, curriculum, workplace are examples of exosystems, pieces that

are affecting interactions closer to the student, like those outlined within the

Microsystems. Finally, Macrosystems act as the largest influencing context level that

addresses the larger aspects in students development. Social forces, cultural

background, and historical events make up the ecosystem and shape students beliefs,

actions, decisions etc. Context describes the component within the PPCT model that

encompasses the pieces within a students environment that plays a role in their

development (Patton et al., 2016).

Time

The last component of the PPCT model is time which outlines how the time at

which things happen in an individuals lifespan affects development. When applying this

component to student development, the timing of life events such as college itself as

well as the timing of experiences within their college years, impacts their development

(Patton et al., 2016).

Theory in Practice

Bronfenbrenners (1979) ecology model gave meaning to the implementation of

the Mental Health First Aid training program at Northern Illinois University. When

outlining the goals of the training program the Bronfenbrenner (1979) person-

environment theory acted as the lens. Mental health is currently a widespread issue

being both under and incorrectly addressed on collegiate campuses.

Implementing a program such as the Mental Health First Aid training (Kitchener,

Jorm, & Kelly, 2009) would ensure that Northern Illinois University is striving to provide
Mental Health 12

an inclusive environment that promotes the growth of their students. The training

program would serve to educate the housing staff on warning signs, strategies to

support, and a greater awareness of mental illness (Stokols, 1992). Looking at the

intentions of this training program through the scope of the PPCT model it is important

to recognize the need for an environment that encourages student

development. Process explains that students need to experience increasingly

challenging interactions with their environment in order for optimal development, but

that if there is too much challenge it will inhibit development (Patton, et al., 2016).

The stigma attached to mental illness presents difficulties, deterring those who

struggle from seeking help, and creating unfounded perceptions by others of those who

struggle with mental health issues. The training program will work to spread awareness

about mental health to housing staff so they can then use what they learned to break

the stigma, encourage students to seek help, and discourage students from adverse

reactions towards those who struggle with mental health. Students who struggle with

mental illness may need further encouragement and guidance when integrating into a

collegiate setting (Michaels, et al., 2015).

When implementing this training, Northern Illinois University Housing and

Residential Services will be working towards providing students who currently struggle

with mental health a support system, and promote mental well-being for all

students. Mental Health First Aid Training will help Housing and Residential Services

staff to provide tailored support, allowing those students to feel more comfortable

getting involved, persisting through challenges, and being open to their environment.

Bronfenbrenner's Ecological Development (1979) identifies the most important aspect to

Mental Health 13

encourage development for students are positive environmental interactions. The

implementation of Mental Health First Aid Training will provide an inclusive environment

for students to develop holistically (Kitchener, Jorm, & Kelly, 2009).

Intervention

Mental health issues must be addressed with care, and administrators within

universities should work to provide this care, and intervene before issues limit and

inhibit students success. Programs such as QPR meaning question, persuade, refer

(Quinnett, 1995) and Mental Health First Aid (Kitchener, Jorm, & Kelly, 2009) aim to

intervene in mental health issues through a first-aid perspective. QPR focuses on crisis

support for those struggling with suicidal thoughts or behaviors (Quinnett, 1995), while

Mental Health First Aid provides strategies for a variety of mental health crisis

situations. MHFA also works on eliminating stigmas, and providing coping and

resilience skills trainings to intervene before crisis. Mental Health First Aid will work to

support students before, during, and after a crisis, and promote maintenance of mental

health (Kitchener, Jorm, & Kelly, 2009) on NIUs campus through the residence halls.

Mental Health First Aid

The Mental Health First Aid training is an eight-hour program, often separated

into two four-hour sessions within a week of each other. During these sessions MHFA

promotes empathy, and trains on proper care and support during crisis situations.

Mental Health First Aid provides strategies for support in various instances, including

suicidal thoughts and behaviors, non-suicidal self-injury, and panic attacks. The training

also provides tools for children and adults affected by traumatic events, acute

psychosis, and aggressive behavior. For situations of alcohol abuse MHFA provides
Mental Health 14

medical training as well. The programs four goals are: preserve life, prevent further

harm, promote and enhance recovery, and provide comfort and support (Kitchener,

Jorm, & Kelly, 2009).

All MHFA crisis support strategies trainings are built off the acronym ALGEE,

which can be used in any time of crisis, should be employed in a sequential order. A,

assess for risk of suicide or harm, means to consider the behaviors, thoughts, and

intentions of suicide of a distressed person. L, meaning to listen nonjudgmentally

signifies utilizing active listening skills and allowing a person in crisis to feel they can

talk freely. G, give reassurance and information, means to empathizing and offering

hope. E, encourage appropriate professional help includes providing resources of

various services such as: medication, counseling, employment, or finance assistance

programs. E, encourage self-help and other support strategies, aims to connect those

who suffer with existing support networks and strategies, as well as encourage MHFA

trained individuals to provide self-care and decompression after a crisis. Each letter

assists in providing adequate support and care in regards to the well-being of all

(Kitchener, Jorm, & Kelly, 2009).

Implementation at NIU

Students within the residence halls are fully immersed in the campus life and

experiences within college, which may include struggles with mental health (Kitzrow,

2003). Northern Illinois University residence halls provide an important platform to

address mental health issues, and work to minimize their harm. Mental Health First Aid

training will be provided by a trained university employee to all community assistants

(CA), and live-in housing staff during the fall training. It will be conducted in two four-
Mental Health 15

hour sessions, consecutively. After each day of training, staff from the NIU Counseling

center will remain to provide support, or clarification of extra questions.

After the training the CAs will work to utilize aspects of Mental Health First Aid in

their daily responsibilities, and promote mental health awareness. They will also partner

with the counseling centers to promote programming on coping and resilience

strategies, and other mental health focused programs within their halls. These will fall

under the healthy life choices section of the residential curriculum. The CAs

themselves as demonstrated by Jorm, Kitchener, and Mugfords (2005) research will

help in decreasing the stigma by being confident in having discussions of mental health

and by normalizing treatment. In crisis situations, the CAs will also more effectively

evaluate students needs and appropriately respond in a crisis (Kitchener, Jorm, &

Mugford, 2005). The collaboration with the counseling centers in the residence halls will

increase exposure to resources, and encourage help-seeking.

Costs

In implementing and supporting a Mental Health First Aid program, there will be

some costs, however various NIU employees can support this program and help

diminish the costs. The cost of training an instructor for NIU is $2,000, (Kitchener,

Jorm, & Kelly, 2009) however there are multiple employees on the NIU campus who are

trained instructors and may be able to provide training (K. Hart, personal

communication, November, 29, 2016). There are also costs associated with the lost

time during Community Assistant Training. Marketing and materials costs will be

absorbed within community assistants regular programming budget. NIU must always

provide more staff within the counseling centers to account for the rise in help-seeking
Mental Health 16

behavior, following a decrease in stigma (Kitzrow, 2003). Implementing Mental Health

First Aid may require some financial support from the institution however, Mental Health

First Aid will help support students within their mental health crises and stay connected

to the institution (Kitchener, Jorm, & Kelly, 2009). This will help increase the retention

rate of this population (Kitzrow, 2003) resulting in more benefits for the university.

Development

This intervention aims to promote student development through Bronfenbrenners

Ecological Development Theory (1979). Mental Health First Aid seeks to help create an

environment for optimal growth (Stokols, 1992), providing challenge but also ensuring

that their mental health and the related stigma dont inhibit their development.

Students arrive at college with their personal characteristics and experiences, if

students had previous negative encounters surrounding mental health than they may

fear discussing it (Trammel, 2008). The Mental Health First Aid program and the

related workshops provided by the NIU counseling center aims to shift discussions of

mental health and reduce the associated stigma. This will help influence experiences

and interactions within the environment for those who struggle with their mental

health. For all students this adds to their experiences and works to either maintain their

perceptions or shift it to well-being, also influencing their personal interactions with the

environment, and supporting their development (Kitchener, Jorm, & Kelly, 2009).

Mental Health First Aid intervenes mostly within the meso and microsystems of

Bronfenbrenners ecological development (1979). By training community assistants

within the residence halls, we are influencing students microsystem. As students

engage more frequently wither their outside environments, including their Community
Mental Health 17

Assistants, CAs can work to invite conversations of mental health and create a

welcoming environment for discussion (Patton, et al., 2016). This perception of mental

health will also become a culture within the residence halls creating continuing

supportive and encouraging environments. As more students are affected by this shift,

hopefully a positive perception on mental health issues will spread throughout the

campus, affecting their friend groups, and interactions with faculty, but also creating a

change within the college environment, the mesosystem (Bronfenbrenner, 1979).

Through creating and promoting a positive perception of mental health issues, and

mental well-being, students with mental health issues can feel confident and supported

in utilizing resources. The supportive environment surrounding mental health can also

help them achieve their degree, achieve recovery (Kitchener, Jorm, & Kelly, 2009), and

achieve optimal development within their environment.

Outcomes and Evaluation

The implementation of Mental Health First Aid aims to help community assistants

intervene early, be a supportive and nonjudgmental ear, and promote a positive

perception of mental health (Kitchener, Jorm, & Kelly, 2009). The achievement of these

outcomes can be identified through a completed evaluation by the community

assistants, (see Appendix) for the evaluation. Achievement of outcomes will be self-

reported by the CAs, if they respond positively in the benefits and use of the training

then it is a success. In the first year, CAs will complete the evaluation at the end of

both Fall and Spring semester, and provided those prove positive evaluations can be

limited to the end of the spring semester. The evaluations will be constructed off of

similar Mental Health First Aid evaluations and tailored for the goals within NIU
Mental Health 18

(Kitchener & Jorm, 2002). Mental Health First Aid aims to support all students in pursuit

of their degree, but especially students who struggle with mental health and can benefit

most from supportive open environments.

Conclusion

Northern Illinois University will benefit from the adaptation of a Mental Health

First Aid program. Community assistants and counseling center staff will work to

support the mission of Mental Health First Aid training within their daily responsibilities

and associated workshops throughout the year. This training will help reduce stigma,

provide tips for appropriate support, and encourage empathy and patience when

assisting those struggling with mental health issues (Kitchener & Jorm, 2002). The

reduction of stigma, and increased knowledge of the counseling centers on campus will

create an increase in demand for services. NIU must make sure that the counseling

center will have enough resources for all students to reap the full benefits of the

proposed training. The implementation of the Mental Health First Aid program will help

support all students in the various challenges they may face in pursuit of a degree which

may include mental health issues (Belch, 2011; Kitzrow, 2007; Kitchener, Jorm, & Kelly,

2009).
 Mental Health 19

References
Ackerman, A. M., Wantz, R. A., Firmin, M. W., Poindexter, D. C., & Pujara, A. L. (2014). Mental

Health Service Providers: College Student Perceptions of Helper Effectiveness. The

Professional Counselor, 4(1), 49-57.

Belch, H. A. (2011). Understanding the experiences of students with psychiatric disabilities: A

foundation for creating conditions of support and success. New Directions for Student

Services, 2011(134), 73-94.

Bronfenbrenner, U. (1979). The ecology of human development experiments by nature and

design. Harvard University Press: Cambridge, MA

Douce, L. A. & Keeling, R. P. (2015). A strategic primer on college student mental health.

(2014). American Council of Education: Washington, DC.

Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among

college students. Journal of Adolescent Health, 46(1), 3-10.

Jorm, A. F., Kitchener, B. A., & Mugford, S. K. (2005). Experiences in applying skills learned in

a Mental Health First Aid training course: A qualitative study of participants' stories. BMC

psychiatry, 5(1), 1.

Kitchener, B. A. & Jorm, A. F. (2002). Mental Health First Aid training for the public: Evaluation

of effects on knowledge, attitudes and helping behavior. BMC psychiatry, 2(1), 1.

Kitchener, B. A., & Jorm, A. F. (2006). Mental Health First Aid training: Review of evaluation

studies. Australian and New Zealand Journal of Psychiatry, 40(1), 6-8.

Kitchener, B. A., Jorm, A. F., & Kelly, C. M. (2009). Mental Health First Aid USA. Annapolis,

Maryland: Anne Arundel County Mental Health Agency, Inc.

Kitzrow, M. A. (2003). The mental health needs of today's college students: Challenges and

recommendations. NASPA journal, 41(1), 167-181.

 Mental Health 20

Michaels, P. J., Corrigan, P. W., Kanodia, N., Buchholz, B., & Abelson, S. (2015). Mental

health priorities: Stigma elimination and community advocacy in college settings.

Journal of College Student Development, 56(8), 872-875.

Mowbray, C. T., Megivern, D., Mandiberg, J. M., Strauss, S., Stein, C. H., Collins, K., ... & Lett,

R. (2006). Campus mental health services: Recommendations for change.

American Journal of Orthopsychiatry, 76(2), 226.

(n.d.). Northern Illinois University Counseling and Consultation Services. Retrieved from:

http://www.niu.edu/counseling/about/index.shtml

(n.d.). Northern Illinois University Housing and Residential Services. Retrieved from:

http://niu.edu/housing/halls/index.shtml

Northern Illinois University. (2016). Your Guide to On-Campus Living. Retrieved from:

http://niu.edu/housing/halls/handbook/NIU-Residence-Hall-Handbook.pdf

Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., (2016). Student development in college:

Theory, research, and practice. San Francisco, CA: John Wiley & Sons.

Renn, K. A. & Arnold, K. D. (2003). Reconceptualizing research on peer culture. Journal of

Higher Education, 74, 261-291.

Stokols, D. (1992). Establishing and maintaining healthy environments: Toward a social

ecology of health promotion. American Psychologist, 47(1), 6.

Trammell, J. (2009). Postsecondary students and disability stigma: Development of the

postsecondary student survey of disability-related stigma (PSSDS). Journal of

Postsecondary Education and Disability, 22(2), 106-116.

Quinnett, P. (1995). QPR Institute. Retrieved from https://www.qprinstitute.com/about-qpr

Mental Health 21

Appendix
MHFA Evaluation

Q1 Since the training, have you experienced a situation where you used the Mental
Health First Aid Training?
Yes (1)
No (2)

Q2 If yes, were you able to provide support and assistance to the person in crisis?
Yes (1)
No (2)

Q3 Did the mental health first aid training help you to intervene before crisis accurately?
Definitely yes (1)
Definitely not (2)

Q4 Please describe how you have used the training

Q6 How has the MHFA program affected your residents?

Q5 Have you experienced or seen any other benefits as a result of the mental health
first aid program?