Universities and student mental health at the intersection of communication, representations, and stigma. An international comparative study.
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
12-06-2024
Nicolas Tilli
Maria Elena Villar
https://orcid.org/0000-0003-3073-3080
Maria Elena Villar
Abstract
This article analyzes communication and information regarding mental health in four public universities from four different countries, comparing the stigma towards mental health problems and its impact on the willingness to use university health services. It underscores the crucial challenge for universities to understand these complex issues and adapt their internal policies effectively. In this context, internal communication presents itself as a valuable tool to change negative representations, promote students' psychological well-being, encourage access to mental health services, and foster social integration and learning processes.
How to Cite
Tilli, N., & Villar, M. E. (2024). Universities and student mental health at the intersection of communication, representations, and stigma. An international comparative study. ZER - Journal of Communication Studies, 29(56), 203–222. https://doi.org/10.1387/zer.24873
##plugins.themes.bootstrap3.article.details##
Keywords
university, stigma, internal communication, students, perceptions of mental health
References
ABRIC, J. C. (1994). The social representations: theoretical aspects, in Abric (dir.) Social practices and representations. Presses Universitaires de France, 12-35.
ABU-GHAZALEH, S. B., SONBOL, H. N., & RAJAB, L. D. (2016). A longitudinal study of psychological stress among undergraduate dental students at the University of Jordan. BMC Medical Education, 16-90. https:// doi:10.1186/s12909-016-0612-6
AMERICAN COLLEGE HEALTH ASSOCIATION (2012). ACHA Guidelines Standards of Practice for Health Promotion in Higher Education. http://www.acha.org/documents/resources/guidelines/ACHA_Standards_of_Practice_for_Health_Promotion_in_Higher_Education_May2012.pdf _
ARSANDAUX, J., MONTAGNI, I., MACALLI, M., TEXIER, N., POURIEL, M., GERMAIN, R., MEBARKI, A., KINOUANI, S., TOURNIER,
M., SCHÜCK, S., & TZOURIO, C. (2020). Higher risk of mental health deterioration during the C ovid-19 lockdown among students rather than non-students. The French confines study. BMJ Open. https://doi.org/10.1101/2020.11.04.20225706
BANERJEE, N., & CHATTERJEE, I. (2016). Academic Stress, Suicidal Ideation & Mental Well-Being among 1st Semester & 3rd Semester Medical. Engineering & General Stream Students. Researchers World, 7(3), 73.
BLASCO, M. J., CASTELLVÌ, P., ALMENARA, J., LAGARES, C., ROCA, M., SESÉ, A., & ALONSO, J. (2016). Predictive models for suicidal thoughts and behaviors among Spanish University students: rationale and methods of the UNIVERSAL (University & mental health) project. BMC Psychiatry, 16, 122. https://doi.org/10.1186/s12888-016-0820-y
BONNET, B. (2015). L'intelligence du social dans les organisations, Communication et Organisation, 47.
BRENA, M., & MOLINA, J. (2010). Ethical principles and social responsibility in the university. (Spanish). Administration and Organizations, 12(24), 11-21
BURUKINA, O. (2021). University internal communication in the digital era: Finding a systemic approach. Journal of Emerging Trends in Marketing and Management, 1(1), 182-192.
CARMACK, H. J., NELSON, C. L., HOCKE-MIRZASHVILI, T. M., & FIFE, E. M. (2018). Depression and anxiety stigma, shame, and communication about mental health among college students: Implications for communication with students. College Student Affairs Journal, 36(1), 68-79.
CHOUEIRY, N., SALAMOUN, T., JABBOUR, H., EL OSTA, N., HAJJ, A., & RABBAA KHABBAZ, L. (2016). Insomnia and Relationship with Anxiety in University Students: A Cross-Sectional Designed Study. Plos One, 11(2). https://doi.org/10.1371/journal.pone.0149643
CLEMENT, S., SCHAUMAN, O., GRAHAM, T., MAGGIONI, F., EVANS-LACKO, S., BEZBORODOVS, N., & THORNICROFT, G. (2015). What is the impact of mental health-related stigma on help-seeking? A systematic review of quantitative and qualitative studies. Psychological Medicine, 45, 11-27. https://doi.org/10.1017/S0033291714000129
CORRIGAN, P. W., KOSYLUK, K. A., MARKOWITZ, F., BROWN, R. L., CONLON, B., REES, J., ROSENBERG, J., ELLEFSON, S., & AL-KHOUJA, M. (2016). Mental illness stigma and disclosure in college students. Journal of Mental Health, 25 (3), 224–230. https://doi.org/10.3109/09638237.2015.1101056
COUR DES COMPTES (2022). The report public annual 2022.
https://www.ccomptes.fr/fr/publications/le-rapport-public-annuel-2022
CRUZ, S. Y., FABIÁN, C., PAGAN, I., RIOS, J. L., GONZALEZ, A. M., BETANCOURT, J. & PALACIOS, C. (2013). Physical activity and its associations with sociodemographic characteristics, dietary patterns, and perceived academic stress in students attending college in Puerto Rico. PR Health Sciences Journal, 32(1), 44–50
CUENCA-FONTBONA, J., COMPTE-PUJOL, M. & SUELDO, M. (2022). “The function of internal communication during the
COVID-19 health crisis: Trans-formation or transubstantiation?”. Anàlisi: Quaderns de Comunicació i Cultura, 67, 7-26. DOI: https://doi.org/10.5565/rev/analisi.3553
DELANYS, S., BENAMARA, F., MORICEAU, V., OLIVIER, F. & MOTHE, J. (2022). Psychiatry on Twitter: Content Analysis of the Use of Psychiatric Terms in French, JMIR , 6(2). https:// DOI:10.2196/18539
ECLAC. (2020). Latin America and the Caribbean in the face of the COVID-19 pandemic. effects economic and social. Retrieved from https://www.cepal.org/publications/45351-latin-america-and-caribbean-and-covid-19-pandemic-economic-and-ocial-effects
EGSDAL, M., MONTAGNI, I., TOURNIER, M. & TZOURIO, C. (2016). Les mental health services available to students enrolled in higher education: the house of the Bordeaux University. Revue Française des Affaires Sociales, 2, 105-122.
FELD, L. D., & SHUSTERMAN, A. (2015). Into the pressure cooker: Student stress in college preparatory high schools. Journal of Adolescence , 41, 31-42. https://doi.org/10.1016/j.adolescence.2015.02.003
FISCHER, E. H., & FARINA A. (1995). Attitudes toward seeking professional psychological help: a shortened form and considerations for research. Journal of College Student Development. 36, 368–373.
FRAJERMAN, A. (2021). Santé mentale des étudiants: faut-il une pandémie pour révéler leurs difficultés ? Santé Mentale France.
https://www.santementale.fr/2021/04/sante-mentale-des-etudiants-faut-il-une-pandemie-pour-reveler-leurs-difficultes/
FREIRE, P. (1972). Pedagogy of the oppressed. New earth.
GANDRÉ, C., COLDEFY, M., & ROCHEREAU, T. (2022). Les inégalités face au risque de détresse psychological pendant le confinement. IRDES, 249,1-8.
GISSUBEL, K., BEIRAMAR, A. & FREIRE, T. (2018). The ego depletion effect on undergraduate university students: A systematic review. Motivation and Emotion, 42. https://doi.org/10.1007/s11031-018-9686-2
GOFFMAN, E. (1975). Stigmate: les usages sociaux du handicap. Les Editions de Minuit
GRANT, F., GUILLE, C., & SEN, S. (2013). Well-being and the risk of depression under stress. Plos One, 8 (7), e67395. https://doi.org/10.1371/journal.pone.0067395
JODELET, D. (1989). The social representations. Paris, French University Presses.
KOMIYA, N., GOOD, G. E., & SHERROD, N. B. (2000). Emotional openness as a predictor of college students' attitudes toward seeking psychological help. Journal of Counseling Psychology, 47 ( 1), 138.
LACAN, J. (1936). Au-delà du Principe de réalité, Évolution Psychiatrique, 3, 67-86.
LACAN, J. (1966). Ecrits I et II, Gallimard.
LACAN, J. (1975). Le séminaire livre XX. Encore. Seuil.
MATEUS, J., ANDRADA, P., GONZÁLEZ-CABRERA, C., UGALDE, C., & NOVOMISKY, S. (2022). Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America. [Teaching perspectives for a critical agenda in post-COVID-19 media education. Comparative study in Latin America]. Communicate, 70, 9-19. https://doi.org/10.3916/C70-2022-01
MARKET, R. & OTERO, A. (2022). Differentiated effects of COVID-19 on university students. Innova Education Magazine, 4(3), 51–71. https://doi.org/10.35622/j.rie.2022.03.003
MIEGE, B. (2004). L'information-communication, objet de connaissance. From Boeck.
MIÈGE B. (2005), La pensée communicationnelle. Grenoble University Presses.
MILOJEVICH, H. M., & LUKOWSKI, A. F. (2016). Sleep and Mental Health in Undergraduate Students with Generally Healthy Sleep Habits. Plos One, 11 (6). https://doi.org/10.1371/journal.pone.0156372
MONTAGNI, I., CAPELLE, A., CHALIFOUR, C., & LANGLOIUSE, E. (2019). Rechercher et s'approprier l'information en santé mentale sur Internet: une étude qualitative auprès d'étudiants. French Revue des sciences de l'information et de la communication, 15. https://doi.org/10.4000/rfsic.5097
MOREIRA, J. F. G., & TEZLER, E. H. (2015). Changes in family cohesion and links to depression during the college transition. Journal of Adolescence, 43, 72–82. https://doi.org/10.1016/j.adolescence.2015.05.012
MOSCOSO DURAN, F. & VARGAS LAVERDE, J. (2013). University Social Responsibility: beyond projection and social extension, a look at the experience of the EAN University of Colombia. Recherches in Management Sciences, 98, 83-106. https://doi.org/10.3917/resg.098.0083
NDLELA, M. N., & MADSBU, J. P. (2022). Internal Communications During the Pandemic: Challenges and Implications. In Organizational Communication and Technology in the Time of Coronavirus: Ethnographies from the First Year of the Pandemic (pp. 231-249). Cham: Springer International Publishing.
PACE, K., SILK, K., NAZIONE, S., FOURNIER, L., & COLLINS-EAGLIN, J. (2018). Promoting mental health help-seeking behavior among first-year college students. Health communication, 33(2), 102-110.
PEDRELLI, P., NYER, M., YEUNG, A., ZULAUF, C., & WILENS, T. (2015). College Students: Mental Health Problems and Treatment Considerations. Academic Psychiatry, 39 (5), 503–511. https://doi.org/10.1007/s40596-014-0205-9
PETIJEAN, J., ORY, J. & COME, T. (2021). Quelle structuring of the démarche de Développement Durable-Responsabilité Sociale (DD-RS) à l'université ? The example of French universities. Recherches en Sciences de Gestion, 144, 287-313. https://doi.org/10.3917/resg.144.0287
ROELANDT, J. L., CARIA, A., BENRADIA, I., & VASSEUR BACLE, S. (2012). De l'autostigmatisation aux origines du processus de stigmatisation. A propos de l'enquête internationale «Santé mentale en population générale: images et réalités» in France et dans 17 pays, Psychology, Society, & Education, 4, 2.
SÁIZ-MANZANARES, M., CASANOVA, J., LENCASTRE, J., ALMEIDA, L., & MARTÍN-ANTÓN, L. (2022). Student satisfaction with online teaching in times of COVID-19. [Student satisfaction with online teaching in times of COVID-19]. Communicate, 70, 35-45. https://doi.org/10.3916/C70-2022-03
SALEH, D., CAMART, N. & ROMO, L. (2017). Predictors of Stress in College Students. Frontiers in Psychology, 8.19. https://doi.rog/10.3389/fpsyg.2017.00019
SANTOS, A. (1990). Make the everyday visible. Qualitative evaluation of schools. Editorial Akal.
SCHÖNFELD, P., BRAILOVSKAIA, J., BIEDA, A., ZHANG, X. C., & MARGRAF, J. (2016). The effects of daily stress on positive and negative mental health: Mediation through self-efficacy. International Journal of Clinical and Health Psychology, 16(1), 1–10. https://doi.org/10.1016/j.ijchp.2015.08.005
SETYANTO, Y., ANGGARINA, P. T., & SUNDORO, P. (2020, January). Public Relations in University: Managing Internal Communication. In PCCS 2019: Proceedings of the 1st Padjadjaran Communication Conference Series, PCCS 2019, 9 October 2019, Bandung, West Java, Indonesia (p. 107). European Alliance for Innovation.
SMITH, R. A., & APPLEGATE, A. (2018). Mental health stigma and communication and their intersections with education. Communication Education, 67(3), 382-393.
TAY, J. L., TAY, Y. F., & KLAININ‐YOBAS, P. (2018). Effectiveness of information and communication technologies interventions to increase mental health literacy: A systematic review. Early Intervention in Psychiatry, 12(6), 1024-1037.
TAYLOR, S. J. & BOGDAN, R. (1992). Introduction to qualitative methods in research. The search for meanings. Paidos.
TILLI, N. (2015). Les médias de communication audiovisuelle au service de la santé mentale. Revue Communication, 33(2).
TILLI, N. (2019). Une communication qui dérange. In Culture, Société, Territoires: Territoires, Mélanges en l'honneur du professeur Serge Regourd , Rapp, Hamdouni and Guignard (Dirs). Varenne University Institute, Colloques & Essais, p. 197-213.
TILLI, N. (2021). The promotion et la prévention de la santé mentale et la lutte contre les discriminations: discours et symptôme universitaire. The mental health on the university campuses face aux défis contemporains: from discrimination to
COVID-19. Regards croises: Communication, Droit et Psychologie. Toulouse, France. ⟨hal - 03435763⟩
TRUJILLO, P. (2020). Guayaquil and COVID-19: story of the disease, stigma and social inequality. Dawn (5), 49-53.
VOGEL, D. L., WADE, N. G., & HAAKE, S. (2006). Measuring the self-stigma associated with seeking psychological help. Journal of Counseling Psychology, 53(3), 325-337.
WATHELET, M., DUHEM, S., VAIVA, G., BAUBET, T., HABRAN, E., VEERAPA, E., DEBIEN, C., MOLENDA, S., HORN, M.,
GRANDGENÈVRE, P., NOTREDAME, CE, & D'HONDT, F. (2020). Factors Associated with Mental Health Disorders Among University Students in France Confined During the COVID-19 Pandemic. JAMA network open, 3 (10). https://doi.org/10.1001/jamanetworkopen.2020.25591
ABU-GHAZALEH, S. B., SONBOL, H. N., & RAJAB, L. D. (2016). A longitudinal study of psychological stress among undergraduate dental students at the University of Jordan. BMC Medical Education, 16-90. https:// doi:10.1186/s12909-016-0612-6
AMERICAN COLLEGE HEALTH ASSOCIATION (2012). ACHA Guidelines Standards of Practice for Health Promotion in Higher Education. http://www.acha.org/documents/resources/guidelines/ACHA_Standards_of_Practice_for_Health_Promotion_in_Higher_Education_May2012.pdf _
ARSANDAUX, J., MONTAGNI, I., MACALLI, M., TEXIER, N., POURIEL, M., GERMAIN, R., MEBARKI, A., KINOUANI, S., TOURNIER,
M., SCHÜCK, S., & TZOURIO, C. (2020). Higher risk of mental health deterioration during the C ovid-19 lockdown among students rather than non-students. The French confines study. BMJ Open. https://doi.org/10.1101/2020.11.04.20225706
BANERJEE, N., & CHATTERJEE, I. (2016). Academic Stress, Suicidal Ideation & Mental Well-Being among 1st Semester & 3rd Semester Medical. Engineering & General Stream Students. Researchers World, 7(3), 73.
BLASCO, M. J., CASTELLVÌ, P., ALMENARA, J., LAGARES, C., ROCA, M., SESÉ, A., & ALONSO, J. (2016). Predictive models for suicidal thoughts and behaviors among Spanish University students: rationale and methods of the UNIVERSAL (University & mental health) project. BMC Psychiatry, 16, 122. https://doi.org/10.1186/s12888-016-0820-y
BONNET, B. (2015). L'intelligence du social dans les organisations, Communication et Organisation, 47.
BRENA, M., & MOLINA, J. (2010). Ethical principles and social responsibility in the university. (Spanish). Administration and Organizations, 12(24), 11-21
BURUKINA, O. (2021). University internal communication in the digital era: Finding a systemic approach. Journal of Emerging Trends in Marketing and Management, 1(1), 182-192.
CARMACK, H. J., NELSON, C. L., HOCKE-MIRZASHVILI, T. M., & FIFE, E. M. (2018). Depression and anxiety stigma, shame, and communication about mental health among college students: Implications for communication with students. College Student Affairs Journal, 36(1), 68-79.
CHOUEIRY, N., SALAMOUN, T., JABBOUR, H., EL OSTA, N., HAJJ, A., & RABBAA KHABBAZ, L. (2016). Insomnia and Relationship with Anxiety in University Students: A Cross-Sectional Designed Study. Plos One, 11(2). https://doi.org/10.1371/journal.pone.0149643
CLEMENT, S., SCHAUMAN, O., GRAHAM, T., MAGGIONI, F., EVANS-LACKO, S., BEZBORODOVS, N., & THORNICROFT, G. (2015). What is the impact of mental health-related stigma on help-seeking? A systematic review of quantitative and qualitative studies. Psychological Medicine, 45, 11-27. https://doi.org/10.1017/S0033291714000129
CORRIGAN, P. W., KOSYLUK, K. A., MARKOWITZ, F., BROWN, R. L., CONLON, B., REES, J., ROSENBERG, J., ELLEFSON, S., & AL-KHOUJA, M. (2016). Mental illness stigma and disclosure in college students. Journal of Mental Health, 25 (3), 224–230. https://doi.org/10.3109/09638237.2015.1101056
COUR DES COMPTES (2022). The report public annual 2022.
https://www.ccomptes.fr/fr/publications/le-rapport-public-annuel-2022
CRUZ, S. Y., FABIÁN, C., PAGAN, I., RIOS, J. L., GONZALEZ, A. M., BETANCOURT, J. & PALACIOS, C. (2013). Physical activity and its associations with sociodemographic characteristics, dietary patterns, and perceived academic stress in students attending college in Puerto Rico. PR Health Sciences Journal, 32(1), 44–50
CUENCA-FONTBONA, J., COMPTE-PUJOL, M. & SUELDO, M. (2022). “The function of internal communication during the
COVID-19 health crisis: Trans-formation or transubstantiation?”. Anàlisi: Quaderns de Comunicació i Cultura, 67, 7-26. DOI: https://doi.org/10.5565/rev/analisi.3553
DELANYS, S., BENAMARA, F., MORICEAU, V., OLIVIER, F. & MOTHE, J. (2022). Psychiatry on Twitter: Content Analysis of the Use of Psychiatric Terms in French, JMIR , 6(2). https:// DOI:10.2196/18539
ECLAC. (2020). Latin America and the Caribbean in the face of the COVID-19 pandemic. effects economic and social. Retrieved from https://www.cepal.org/publications/45351-latin-america-and-caribbean-and-covid-19-pandemic-economic-and-ocial-effects
EGSDAL, M., MONTAGNI, I., TOURNIER, M. & TZOURIO, C. (2016). Les mental health services available to students enrolled in higher education: the house of the Bordeaux University. Revue Française des Affaires Sociales, 2, 105-122.
FELD, L. D., & SHUSTERMAN, A. (2015). Into the pressure cooker: Student stress in college preparatory high schools. Journal of Adolescence , 41, 31-42. https://doi.org/10.1016/j.adolescence.2015.02.003
FISCHER, E. H., & FARINA A. (1995). Attitudes toward seeking professional psychological help: a shortened form and considerations for research. Journal of College Student Development. 36, 368–373.
FRAJERMAN, A. (2021). Santé mentale des étudiants: faut-il une pandémie pour révéler leurs difficultés ? Santé Mentale France.
https://www.santementale.fr/2021/04/sante-mentale-des-etudiants-faut-il-une-pandemie-pour-reveler-leurs-difficultes/
FREIRE, P. (1972). Pedagogy of the oppressed. New earth.
GANDRÉ, C., COLDEFY, M., & ROCHEREAU, T. (2022). Les inégalités face au risque de détresse psychological pendant le confinement. IRDES, 249,1-8.
GISSUBEL, K., BEIRAMAR, A. & FREIRE, T. (2018). The ego depletion effect on undergraduate university students: A systematic review. Motivation and Emotion, 42. https://doi.org/10.1007/s11031-018-9686-2
GOFFMAN, E. (1975). Stigmate: les usages sociaux du handicap. Les Editions de Minuit
GRANT, F., GUILLE, C., & SEN, S. (2013). Well-being and the risk of depression under stress. Plos One, 8 (7), e67395. https://doi.org/10.1371/journal.pone.0067395
JODELET, D. (1989). The social representations. Paris, French University Presses.
KOMIYA, N., GOOD, G. E., & SHERROD, N. B. (2000). Emotional openness as a predictor of college students' attitudes toward seeking psychological help. Journal of Counseling Psychology, 47 ( 1), 138.
LACAN, J. (1936). Au-delà du Principe de réalité, Évolution Psychiatrique, 3, 67-86.
LACAN, J. (1966). Ecrits I et II, Gallimard.
LACAN, J. (1975). Le séminaire livre XX. Encore. Seuil.
MATEUS, J., ANDRADA, P., GONZÁLEZ-CABRERA, C., UGALDE, C., & NOVOMISKY, S. (2022). Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America. [Teaching perspectives for a critical agenda in post-COVID-19 media education. Comparative study in Latin America]. Communicate, 70, 9-19. https://doi.org/10.3916/C70-2022-01
MARKET, R. & OTERO, A. (2022). Differentiated effects of COVID-19 on university students. Innova Education Magazine, 4(3), 51–71. https://doi.org/10.35622/j.rie.2022.03.003
MIEGE, B. (2004). L'information-communication, objet de connaissance. From Boeck.
MIÈGE B. (2005), La pensée communicationnelle. Grenoble University Presses.
MILOJEVICH, H. M., & LUKOWSKI, A. F. (2016). Sleep and Mental Health in Undergraduate Students with Generally Healthy Sleep Habits. Plos One, 11 (6). https://doi.org/10.1371/journal.pone.0156372
MONTAGNI, I., CAPELLE, A., CHALIFOUR, C., & LANGLOIUSE, E. (2019). Rechercher et s'approprier l'information en santé mentale sur Internet: une étude qualitative auprès d'étudiants. French Revue des sciences de l'information et de la communication, 15. https://doi.org/10.4000/rfsic.5097
MOREIRA, J. F. G., & TEZLER, E. H. (2015). Changes in family cohesion and links to depression during the college transition. Journal of Adolescence, 43, 72–82. https://doi.org/10.1016/j.adolescence.2015.05.012
MOSCOSO DURAN, F. & VARGAS LAVERDE, J. (2013). University Social Responsibility: beyond projection and social extension, a look at the experience of the EAN University of Colombia. Recherches in Management Sciences, 98, 83-106. https://doi.org/10.3917/resg.098.0083
NDLELA, M. N., & MADSBU, J. P. (2022). Internal Communications During the Pandemic: Challenges and Implications. In Organizational Communication and Technology in the Time of Coronavirus: Ethnographies from the First Year of the Pandemic (pp. 231-249). Cham: Springer International Publishing.
PACE, K., SILK, K., NAZIONE, S., FOURNIER, L., & COLLINS-EAGLIN, J. (2018). Promoting mental health help-seeking behavior among first-year college students. Health communication, 33(2), 102-110.
PEDRELLI, P., NYER, M., YEUNG, A., ZULAUF, C., & WILENS, T. (2015). College Students: Mental Health Problems and Treatment Considerations. Academic Psychiatry, 39 (5), 503–511. https://doi.org/10.1007/s40596-014-0205-9
PETIJEAN, J., ORY, J. & COME, T. (2021). Quelle structuring of the démarche de Développement Durable-Responsabilité Sociale (DD-RS) à l'université ? The example of French universities. Recherches en Sciences de Gestion, 144, 287-313. https://doi.org/10.3917/resg.144.0287
ROELANDT, J. L., CARIA, A., BENRADIA, I., & VASSEUR BACLE, S. (2012). De l'autostigmatisation aux origines du processus de stigmatisation. A propos de l'enquête internationale «Santé mentale en population générale: images et réalités» in France et dans 17 pays, Psychology, Society, & Education, 4, 2.
SÁIZ-MANZANARES, M., CASANOVA, J., LENCASTRE, J., ALMEIDA, L., & MARTÍN-ANTÓN, L. (2022). Student satisfaction with online teaching in times of COVID-19. [Student satisfaction with online teaching in times of COVID-19]. Communicate, 70, 35-45. https://doi.org/10.3916/C70-2022-03
SALEH, D., CAMART, N. & ROMO, L. (2017). Predictors of Stress in College Students. Frontiers in Psychology, 8.19. https://doi.rog/10.3389/fpsyg.2017.00019
SANTOS, A. (1990). Make the everyday visible. Qualitative evaluation of schools. Editorial Akal.
SCHÖNFELD, P., BRAILOVSKAIA, J., BIEDA, A., ZHANG, X. C., & MARGRAF, J. (2016). The effects of daily stress on positive and negative mental health: Mediation through self-efficacy. International Journal of Clinical and Health Psychology, 16(1), 1–10. https://doi.org/10.1016/j.ijchp.2015.08.005
SETYANTO, Y., ANGGARINA, P. T., & SUNDORO, P. (2020, January). Public Relations in University: Managing Internal Communication. In PCCS 2019: Proceedings of the 1st Padjadjaran Communication Conference Series, PCCS 2019, 9 October 2019, Bandung, West Java, Indonesia (p. 107). European Alliance for Innovation.
SMITH, R. A., & APPLEGATE, A. (2018). Mental health stigma and communication and their intersections with education. Communication Education, 67(3), 382-393.
TAY, J. L., TAY, Y. F., & KLAININ‐YOBAS, P. (2018). Effectiveness of information and communication technologies interventions to increase mental health literacy: A systematic review. Early Intervention in Psychiatry, 12(6), 1024-1037.
TAYLOR, S. J. & BOGDAN, R. (1992). Introduction to qualitative methods in research. The search for meanings. Paidos.
TILLI, N. (2015). Les médias de communication audiovisuelle au service de la santé mentale. Revue Communication, 33(2).
TILLI, N. (2019). Une communication qui dérange. In Culture, Société, Territoires: Territoires, Mélanges en l'honneur du professeur Serge Regourd , Rapp, Hamdouni and Guignard (Dirs). Varenne University Institute, Colloques & Essais, p. 197-213.
TILLI, N. (2021). The promotion et la prévention de la santé mentale et la lutte contre les discriminations: discours et symptôme universitaire. The mental health on the university campuses face aux défis contemporains: from discrimination to
COVID-19. Regards croises: Communication, Droit et Psychologie. Toulouse, France. ⟨hal - 03435763⟩
TRUJILLO, P. (2020). Guayaquil and COVID-19: story of the disease, stigma and social inequality. Dawn (5), 49-53.
VOGEL, D. L., WADE, N. G., & HAAKE, S. (2006). Measuring the self-stigma associated with seeking psychological help. Journal of Counseling Psychology, 53(3), 325-337.
WATHELET, M., DUHEM, S., VAIVA, G., BAUBET, T., HABRAN, E., VEERAPA, E., DEBIEN, C., MOLENDA, S., HORN, M.,
GRANDGENÈVRE, P., NOTREDAME, CE, & D'HONDT, F. (2020). Factors Associated with Mental Health Disorders Among University Students in France Confined During the COVID-19 Pandemic. JAMA network open, 3 (10). https://doi.org/10.1001/jamanetworkopen.2020.25591
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
(c) UPV/EHU Press