Seeking Help: Why Culture and Self-Reliance Impact University Students' Mental Health

Cultural background significantly impacts how students perceive mental health and seeking help. The study compared Chinese and Australian university students. Chinese students often face greater stigma surrounding mental illness and suicide, coupled with lower suicide literacy. This leads to a reluctance to seek professional help due to factors such as fear of bringing shame to the family and the emphasis on collectivism over individual needs. Australian students, in contrast, may find help-seeking more normalized due to different cultural norms. The study underscores the need for culturally sensitive interventions to address these disparities.

Self-reliance is a key individual attitude that influences help-seeking behaviors. The study emphasizes that both cultural background and individual beliefs affect a student's willingness to seek professional help. While the text does not explicitly detail the role of self-reliance in the same depth as cultural factors, it indicates that addressing individual attitudes is as important as cultural sensitivity. High levels of self-reliance, which may be valued in some cultures, could potentially deter students from seeking help, as they might prefer to handle their problems independently. This is in contrast to the cultural component affecting students.

The study highlights distinct differences in help-seeking behaviors between Chinese and Australian university students. Chinese students often experience greater stigma related to suicide and lower suicide literacy, contributing to a reluctance to seek professional help. Factors such as fear of bringing shame to their families and the emphasis on collectivism hinder help-seeking. Australian students, in contrast, may experience less stigma and a greater acceptance of seeking help. These differences underscore the importance of tailored interventions that consider the cultural context and individual beliefs of students.

Several barriers specifically prevent Chinese university students from seeking help. The first is stigma and shame, as there is a fear of bringing shame to the family. Secondly, the emphasis on collectivism, where group harmony is prioritized, makes it difficult for students to express personal struggles. Finally, the lower suicide literacy means they may not recognize the severity of their thoughts or know where to turn for assistance. These factors, combined with cultural norms, contribute to a reluctance to seek professional help.

Universities can play a crucial role by adopting multifaceted approaches. Addressing cultural norms, universities should provide culturally sensitive mental health services that consider the specific challenges faced by different student populations, such as Chinese students. They should also address the stigma surrounding mental illness and promote suicide literacy. Furthermore, universities should consider individual factors such as the degree of self-reliance. Creating a supportive environment involves fostering a culture of open communication, providing accessible mental health resources, and educating students about the importance of seeking help without fear of judgment. By integrating these elements, universities can create a supportive environment that prioritizes mental well-being and encourages students to seek help when needed.