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Early mental health intervention can yield positive outcomes and help prevent future issues across various areas of a child’s development. This can include improvements in emotional, behavioral, academic, and social domains. Receiving care from mental health professionals (such as psychologists, psychiatrists, and counselors) can help improve emotional regulation, strengthen family relationships, enhance school performance, and support healthy long-term development (Simeonova, Akee & Copeland, 2023).
Improved Emotional Well-Being Psychotherapy and cognitive-behavioral therapy (CBT) have been found to help alleviate symptoms of anxiety and depression in youth (Dickson, Kuhnert, Lavell & Rapee, 2022; Cujipers et al., 2023). CBT and related treatments can help anxious children learn to manage fears and reduce avoidance, leading to significant decreases in anxiety symptoms and diagnoses (Dickson et al., 2022). Similarly, previous literature suggests that psychotherapy is effective for treating depression in children and adolescents, with roughly 54% of youth achieving clinically significant improvement with therapy (versus about 32% with no treatment) (Cujipers et al., 2023). These effects may be attributed to improvements in emotional regulation and self-esteem after engaging in therapy. Through techniques like reframing negative thoughts, recognizing emotions, and practicing relaxation or mindfulness, children and teens can learn healthier ways to identify and manage complex emotions. Somatic therapy can be beneficial for youth who experience trauma and post-traumatic stress disorder (PTSD) symptoms. Somatic therapies like Sensorimotor Psychotherapy (SP) and Somatic Experiencing (SE) are effective in helping youth process trauma by focusing on body-based memories and sensations rather than verbal recounting, which can be overwhelming for children (Classen et al., 2021). Body-focused therapies help children and adolescents increase awareness of bodily cues linked to stress and dysregulation, which enhances their ability to manage strong emotions like fear, anger, or sadness (Maldei, Maier & Burger, 2021). Additionally, EMDR and other somatic-based therapies have been linked to reductions in PTSD symptoms, particularly when trauma is stored as non-verbal, bodily memory in youth (Scelles & Bulnes, 2021). Dialectical behavior therapy (DBT) has been widely studied as a treatment for adolescents with pervasive suicidal ideation (S/I), self-harm behaviors, and emotion dysregulation. It combines individual therapy, group skills training, coaching, and regular therapist sessions. DBT is grounded in three main theories: behavioral theory (changing problematic behaviors), biosocial theory (understanding emotional vulnerability and invalidation), and dialectical philosophy (balancing acceptance and change) (Rizvi et al., 2024). DBT for adolescents (DBT-A) consistently shows moderate to large effects in reducing self-harm, suicidal ideation, and emotional dysregulation compared to other therapies (Kothgassner et al., 2021; Syversen et al., 2024). Findings suggest that DBT-A leads to greater reductions in suicide attempts and overall self-harm, with benefits often sustained up to 1–3 years post-treatment. Among queer youth at high risk for suicide, many experienced significant improvements in emotion regulation, depression, borderline symptoms, and coping strategies (Poon et al., 2022). DBT can help manage anger and other aspects of emotional dysregulation by utilizing coping strategies (Goldstein et al., 2023; Haktanir et al., 2023). These can include understanding anger and its sources, as well as learning how to channel and express anger more constructively. Social and Interpersonal Skills Therapy for children and adolescents can enhance their social skills and relationships with others. Many youth may struggle with peer interactions, and mental health professionals can help them develop the tools to navigate the social world more effectively. Through role-playing, group therapy sessions, or targeted social skills training, children learn and practice important interpersonal behaviors like sharing, assertiveness, active listening, and empathy (Addington et al., 2021). For adolescents, therapy can address issues like peer pressure, loneliness, or communication difficulties. By discussing their social experiences in counseling, teens often gain perspective and confidence in handling relationships. Therapists may coach them on strategies for dealing with bullying or exclusion, which can aid in building resilience (Gubbels et al., 2021; Gilmore et al., 2022). Academic and School Performance Mental health treatment for youth is linked not only to personal well-being but also to improved academic performance and school outcomes. Research shows that effective therapy can produce meaningful gains in various academically relevant areas (Sulimani-Aidan & Melkman, 2021). Psychotherapy showed an overall positive effect on academic-related outcomes, including improvements in classroom attendance, academic achievement test scores, and self-reported school adjustment (Cujipers et al., 2023). Therapy often targets skills that are crucial for academic success, such as organization, time management, and problem-solving. Many interventions aid in teaching children how to plan tasks or cope with stress. By boosting hope and self-esteem, therapy helps children feel more connected and competent at school. Long-Term Developmental Benefits Early mental health intervention can yield long-term benefits that extend into adolescence and adulthood. In a longitudinal study tracking children who received mental health treatment versus those who did not, the treated children were found to have fewer depression and anxiety symptoms by age 30. They also achieved better economic and educational outcomes in adulthood compared to their untreated peers (Simeonova et al., 2023). This suggests that getting help early not only improves how a child is doing in the present but also sets them up for a more successful and stable future. References:
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A common misconception is that the mind is separate from the body and cannot impact each other. It has been found, however, that there is a strong connection between them. They can benefit or harm each other. The mind-body connection is a concept that represents the influence one has on the other. According to the American Heart Association (2021), psychological health can help reduce the risk of cardiovascular disease (CVD) and improve heart health. Other benefits include better sleep quality, stronger social bonds, reduced pain, and more (Ingaki & Ross, 2021). Consequently, it’s important to remember that if we experience chronic stress and complex trauma, it can contribute to a higher risk of CVD and cancer development (Lurz & Ladwig, 2022; Dai et al., 2020). This can also lead to an imbalance in homeostasis, resulting in emotional dysregulation and other pathophysiological complications (Yaribeygi et al., 2017). Stress can be a triggering factor for diseases and mental disorders.
Non-traditional types of therapies that can help restore the mind-body connection are Sensorimotor Psychotherapy (SP), Somatic Experiencing (SE), and Eye Movement Desensitization and Reprocessing (EMDR). SP is a holistic method based on the understanding that the body stores implicit memory fragments that signal danger in the absence of immediate and acute threats (Classen et al., 2021). It consists of three steps:
EMDR is another psychotherapeutic approach that was initially intended to help treat Post-Traumatic Stress Disorder (PTSD). It involves a series of eye movement alternations that has been found to help reduce symptoms (Scelles and Bulnes, 2021). It consists of eight steps that include relaxation techniques, installation and bolstering of inner resources, and training to face internal difficulties. EMDR has been found to improve symptoms of PTSD faster than any other form of therapy (Hase, 2021). SP, SE, and EMDR can be considered non-traditional treatments for trauma because of their focus on bodily sensations and awareness. They are used to recognize the interconnection between emotional, cognitive, and physiological processes without the need for verbal processing of trauma. They help improve the regulation of the autonomic nervous system which is something that can be often overlooked in traditional therapies. It is important to note that they can have limitations based on their context. Because SP is experienced through phases, it can be time-intensive and less suitable for individuals who require short-term symptom stabilization. For SE, it is the only method to not include an active processing of traumatic memories. Because it lacks this cognitive aspect, SE alone may not be sufficient, especially for individuals with extreme symptoms. Lastly, because EMDR requires an individual to relive traumatic experiences, this can be overwhelming for those with severe dissociation and emotional dysregulation. It is important to recognize which methods of therapy would best fit our own needs and experiences. References
College presents numerous challenges for students, and this transition can be particularly daunting for minority students, as it often amplifies underlying issues that contribute to feelings of isolation, stress, and anxiety. Kodish et al. (2021) mentioned that in 2019, 42% of U.S. college students reported high rates of depression, with 63.6% experiencing overwhelming anxiety. Furthermore, a recent article from ScienceBeta in 2023 highlighted a significant increase in the rate of depression among minority students at predominantly white colleges compared to their white peers (Demetre, 2023).
First-generation students especially often go through various obstacles like financial stress, lack of familial support, racial disparity, social challenges, and so on. Demetre (2023) further emphasizes the impact of lack of belongingness on the mental health of college students. Navigating some of these issues can be hard for this group of college students, especially without appropriate access or support. Racial inequality in colleges can also exacerbate the feeling of isolation and stress among minority groups. This may come in the form of a lack of faculty members of color dealing with student affairs, microaggression, discrimination, and stigmatization. Lack of representation may burden students with isolation or feelings of inadequacy. Subtle forms of racism or racial-driven situations take a toll on the mental health of minority students especially when constantly exposed to these types of situations. Lack of appropriate support particularly in areas like intersectionality and identity. The interconnected nature of social categorizations like race, gender, and class adds another layer to the mental health experiences of minority college students. The CDC reported in a 2021 article that feelings of distress were found to be more common among LGBTQ+ students, female students, and students across racial and ethnic groups. Navigating multiple facets of identity while trying to find a sense of belonging can be particularly daunting. In conclusion, while college is a time of growth and learning, it is essential to recognize and address the specific mental health challenges faced by minority students. By acknowledging the unique pressures, they experience, from the burden of representation to navigating microaggressions and accessing support, we can work towards creating a more inclusive and supportive college environment. Empowering students to embrace their identities and providing them with the resources they need to thrive is crucial in ensuring that all students have equal opportunities for success in their academic and personal journey. References Centers for Disease Control and Prevention (2024). Mental health. Retrieved July 20, 2024, from https://www.cdc.gov/healthyyouth/mental-health/index.htm Demetre, D. C. (2023). Depression among minority college students. ScienceBeta. Retrieved July 20, 2024, from https://sciencebeta.com/depression-rminority-college-students/ Kodish, T., Lau, A. S., Gong-Guy, E., Congdon, E., Arnaudova, I., Schmidt, M., Shoemaker, L., & Craske, M. G. (2022). Enhancing racial/ethnic equity in college student mental health through innovative screening and treatment. Administration and Policy in Mental Health, 49(2), 267-282. https://doi.org/10.1007/s10488-021-01163-1 |
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