Book Review in College Of The Overwhelmed: The Campus Mental ✓ Solved

In “COLLEGE OF THE OVERWHELMED: The Campus Mental Health Crisis and What We Must Do About It,” Richard Kadison and Theresa Foy DiGeronimo address one of the key problems faced by students in colleges. Originally published in September 2005 by Jossey-Bass, the book comprises 308 pages divided into two parts: one that addresses the problem and another that provides solutions. Richard Kadison, an experienced psychiatrist and the current head of Mental Health Services at Harvard University, focuses on research related to mental health in colleges and how to treat these issues. Theresa Foy DiGeronimo, the co-author, has extensive experience as a writer, having authored more than 35 books focused on parenting and education. The combination of their expertise makes this book a significant resource regarding mental health among college students.

Mental health is a widespread issue that affects individuals across society, but recent data show it has become particularly prevalent among college students, making it essential for research and action. Mental health problems can lead to stress and depression, causing students to engage in detrimental coping mechanisms, such as substance abuse or even contemplating suicide, ultimately hindering their educational pursuits.

The authors raise concern about the mental health crisis faced by college students, emphasizing the urgency of finding solutions to ensure students are not adversely affected. An increasing number of students reporting mental health challenges heightens concern for all stakeholders in society. The future is at stake if those entrusted with shaping it experience significant psychological stress while pursuing higher education. By addressing mental health, the authors highlight its critical role in the academic success of college students. Their work provides significant insights into how college life impacts students and ways to address the rise of mental health issues.

The target audience includes college students, administrators, health officials, college counselors, parents, and government entities. The authors outline key factors contributing to stress among students, such as financial problems, cultural differences, academic pressure, struggles with identity and sexuality, parental expectations, and relationship issues. These factors can disrupt students' lives, ultimately impacting their educational outcomes and affecting society at large. The book is structured into two parts, with the first containing four chapters discussing the problem and the second with three chapters focused on potential solutions.

Chapter one examines normal developmental issues affecting college students. Chapter two analyzes how competition and pressure contribute to mental health problems, identifying racial, extracurricular, cultural, parental expectations, and academic stressors as significant factors. Chapter three addresses the impact of financial worries and social fears on students, while in chapter four, Kadison and DiGeronimo articulate the crisis surrounding mental health in colleges and how these factors can lead to feelings of hopelessness and helplessness.

The second part of the book details what higher education institutions are currently doing to tackle the crisis and suggests additional efforts needed to support students. Chapters six and seven focus on the vital roles parents and students can play in addressing mental health issues. This structured approach makes the information accessible while allowing readers to focus on particular sections of interest. By sharing personal stories from students who have experienced stress, readers can recognize signs, symptoms, and ways to offer help to those in need.

One notable strength of the book lies in the authors' identification of solutions, including encouraging parents to maintain open lines of communication. They emphasize that communication is essential in helping students mitigate mental health challenges, applicable to both parents and administrators. The book also explores various coping mechanisms students may use, such as substance abuse or suicidal ideation, providing counselors and stakeholders with critical insights to help monitor students' behaviors.

Additionally, the authors provide practical suggestions for both parents and administrators on effective ways to assist students in coping with stress and managing their overall well-being. This book stands out as a comprehensive guide to understanding stress among college students and offering effective solutions. I highly recommend it to anyone interested in researching or gaining insights into this pervasive issue. Education is essential, but supporting students' lives during their academic journeys is equally important.

In terms of structure, the book is clearly organized, making it easy to read and comprehend. The authors deserve commendation for their meticulous consideration of mental health issues faced by college students, as these insights can greatly aid those seeking academic success despite mental health challenges. The content is suitable for a wide audience, providing valuable information on assisting students in navigating stressors while pursuing their education.

How to Stop Worrying and Start Living

In contrast to Kadison and DiGeronimo’s work, Dale Carnegie's “How to Stop Worrying and Start Living” offers a self-help perspective on managing fear and stress. First published in 1948 by Simon and Schuster, this 306-page book aims to provide guidance on overcoming anxieties that hinder people's lives. Carnegie himself faced personal challenges, which inspired him to write this book to help others navigate their worries. The book emphasizes the importance of focusing on essential aspects of life rather than being trapped by fear.

Carnegie addresses the universal nature of fear and its prevalence across various life situations, such as finances, relationships, job security, and personal expectations. The book is divided into seven sections, each tackling topics related to fear and strategies for analyzing and overcoming them. The first section introduces key facts about worry, while the second provides techniques to analyze it through practical questions and decision-making methods.

Carnegie’s advice includes breaking the habit of excessive worry by emphasizing the importance of living in the present and future, rather than dwelling on the past. He suggests seven ways to foster a positive mental attitude, such as meditation, counting blessings, and maintaining a constructive outlook on challenges. Additionally, he discusses prayer as a method to conquer worry and strategies to combat criticism and fatigue.

Overall, while numerous books tackle stress and fear management, Carnegie's work stands out for its relatable writing style and practical examples. While modern readers might question the applicability of advice from the 1930s, the core principles are still relevant in today’s context. Understanding that stress and fear can have both positive and negative impacts hinges on how individuals choose to approach these challenges.

References

• Kadison, R. & DiGeronimo, T. F. (2005). College of the Overwhelmed: The Campus Mental Health Crisis and What We Must Do About It. Jossey-Bass.
• Carnegie, D. (1948). How to Stop Worrying and Start Living. Simon and Schuster.
• American Psychological Association. (2020). Stress in America: A national mental health crisis.
• Kitzrow, M. A. (2003). The impact of the transition to college on students’ mental health. Journal of College Student Development, 44(2), 165-182.
• Eisenberg, D., Golberstein, E., & Gollust, S. E. (2007). Help-seeking and mental health service utilization among college students. Medical Care, 45(7), 594.
• Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking in a longitudinal survey of college students. Journal of Affective Disorders, 117(3), 180-185.
• Garlow, S. J. et al. (2008). Depression, suicidality, and suicidal behavior among college students. Journal of American College Health, 56(2), 125-132.
• O'Malley, P. M., & Johnston, L. D. (2002). Epidemiology of alcohol and other drug use among college students. Journal of Studies on Alcohol, 63(2), 155-165.
• Lee, J. (2017). The relationship between mental health and academic achievement among college students. Journal of College Counseling, 20(1), 61-72.
• Durlak, J. A. et al. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.