A Community Mental Health and Well-Being University Level Course: Design and Implementation

Abstract

Background: Community mental health is growing discipline in psychology that recognizes the importance of creating a community that fosters wellness. Although universities provide many individuals a sense of community, little research has examined how community mental health interventions can be implemented into a classroom setting. Purpose: This paper provides a proof of concept of a university course that was created to give students the opportunity to interact with their campus community while receiving course credit over two semesters. Approach: In the first semester, the course provided students with content and theory as it relates to community mental health, well-being, and health promotion. The second semester implemented experiential learning, where students applied knowledge and skills to a placement related to mental health and well-being within their university. Conclusions: This university course can provide benefits to the university (e.g., cost-efficiency), the students (e.g., networking), and the community (e.g., accessible mental health services). This research presents a course framework that other post-secondary institutions can build upon and implement into their own programs. Implications: Future research should focus on implementing experiential learning courses that provide opportunities in the mental health field for undergraduate psychology students to facilitate post-graduate student success.

Keywords

experiential learning education psychology mental health adult education

An increasing number of university students are experiencing difficulties with their mental health. Between 2013 and 2021, more than 60% of students across 373 campuses in the U.S. reported experiencing at least one mental health problem (Lipson et al., 2022). Over the course of the COVID-19 pandemic, approximately 25% of Canadians surveyed reported experiencing a mental health challenge, up from 20% (Statistics Canada, 2021). The transition period both when entering and exiting post-secondary education has been described as an “acute stressor,” presenting significant challenges for student mental health (e.g., reduced psychological well-being and heightened psychological distress; Conley et al., 2020). A major challenge students face when transitioning into university is a loss of community and sense of belonging (e.g., loss of former social network and identity; van Herpen et al., 2020). Some research demonstrates the importance of belonging in a community for mental health maintenance and successful transitions into university for students (Meehan & Howells, 2018; Wrench et al., 2014). Examining opportunities that can occur within the university years to positively impact mental health may translate with improved mental health post-schooling. Although many students rely on various services offered on university campuses (e.g., counseling, addiction, and disability), these resources can be insufficient and tend to be underfunded, under supported, and meant as a stop gap until the student is no longer studying at the university (Eisenberg et al., 2007; Moroz et al., 2020; Priestley et al., 2022). Research has shown that there are benefits associated with implementing types of community mental health strategies (e.g., mental health promotion, partnering with local mental health services) on campus to increase mental health and well-being within the university setting (Harris et al., 2022). Community mental health and well-being (CMHWB) services can be created through partnerships within a university community (e.g., student-led mental health initiatives) and with community members (e.g., state/provincial/regional resource networks, and community organizations; Harris et al., 2022). Therefore, community mental health may play a key role in mitigating post-secondary mental health challenges, to foster and maintain positive mental health and well-being on campus while providing a sense of belonging that can extend beyond the university walls.

University programs can provide students with theoretical and practical course work to effectively equip and prepare students for transitioning into the workforce (Candy & Crebert, 1991). In psychology, practicums give students the opportunity to engage in experiential learning, which refers to the process of learning through engaging in hands-on experiences (Kong, 2021). Providing undergraduate students with experiential learning opportunities within psychology is necessary for practical skill development and networking opportunities (Jackson, 2015). For students who are interested in mental health-related careers, it can be important for the university to provide courses that give students the opportunity to gain practical experience and while engaging with theoretical course concepts. However, many practicums in psychology are often offered with agencies and organizations off-campus, outside of the university community. Through campus community mental health initiatives (e.g., Therapy Dog programs, Sexual Assault Support Services), students can be active participants to increase wellness through and beyond the university. Campus community mental health initiatives can create opportunities for students to use their expertise for supporting the development and implementation of mental health and wellness resources, training, education, and initiatives on campus. Learning about community mental health can prompt students to learn about their own wellness, which also can benefit the university and greater community (Hallett et al., 2012; Shih et al., 2021; Stukas et al., 2016). For example, working with mental health can yield positive experiences for students, such as fulfillment from helping others, connecting with people, and adopting new perspectives about mental illness (Hallett et al., 2012).

To increase community mental health initiatives on campus and provide undergraduate psychology students who are interested in mental health and well-being an opportunity to gain practical experience, a CMHWB course was created at a Canadian university. The current paper demonstrates a proof of concept for a community oriented, highly experiential learning course on well-being, and discusses the benefits of implementing such a course across other post-secondary institutions. This paper will discuss the course's learning objectives, requirements, and explain potential implications and limitations this course could have for the students, the university, and the community at large.

Community Mental Health

The World Health Organization (WHO, 2022) has reported that at any given time, more than 10% of the population lives with a mental illness. However, many individuals experience barriers to accessing mental health resources (e.g., language barriers, lengthy wait-times, stigma, and expense; Moroz et al., 2020). To address this problem, a growing body of research has found that community mental health theory and practice is important for the promotion of accessible mental health and well-being resources (Hunter & Riger, 1986; Kobau et al., 2011; Thornicroft et al., 2016). Community mental health care encourages all individuals within a network (e.g., individuals, communities, and organizations; Castillo et al., 2019) to collaborate by sharing resources and support for one another to foster a community of wellness (Thornicroft et al., 2016). In line with the positive psychology movement, community mental healthcare is focused on capitalizing on individual strengths and resiliency to promote recovery (Montiel et al., 2021). Further, it argues that all individuals within a community are of value and have the potential to apply their unique strengths to benefit their community (Xie, 2013).

Importantly, community mental health interventions, such as psychological services (e.g., counseling and addiction services) or social services (e.g., education and employment, housing), are multi-sector partnerships between people (e.g., researchers and social workers) within the community, and various community organizations (e.g., schools and hospitals; Castillo et al., 2019). They aim to provide accessible resources to those who may not be able to access them due to various social-economic factors such as race, ethnicity, age, income, or disability (Thornicroft et al., 2016). They do this through targeting social and economic inequalities, such as accessibility issues for underprivileged community members (e.g., individuals experiencing homelessness) or providing culturally relevant mental healthcare (Castillo et al., 2019; Kirmayer & Jarvis, 2019). For example, they can provide opportunities to access services, the ability to work independently, contribute to society, increase self-esteem, and create a social network for those with disabilities (Goering, 2017). Community mental health interventions can provide individuals with cost-effective, inclusive, and accessible services within a community social network context (Castillo et al., 2019; Duncan et al., 2021). Community mental health can also provide income and networking opportunities for community members seeking employment in the mental health field (Kohrt et al., 2018). Therefore, it is possible that community mental health interventions can be beneficial for both the individuals engaged with them, and for the greater community.

Campus as Community for Mental Health

What separates a good university program from a great university program? Light and Jegla (2022) suggest that a great university program invites all students, faculty, and staff to share a responsibility to actively work towards a common goal of making a difference on campus. Building a great campus involves continuous improvement, creativity and seeking out positive change (Light & Jegla, 2022). Despite this, many universities may not provide opportunities for students to work together to create a campus that facilitates wellness. Some universities offer students opportunities to increase wellness through volunteer positions in health promotion, or practicum placements that allow students to work within a mental health facility or organization. However, few university courses provide students with the opportunity to gain course credit to work collaboratively within the university for the betterment of the university community. To address this gap, this paper discusses the role of experiential learning as a way for students to learn about mental health and well-being and make a positive impact within their campus community possibly extending benefits to the external community.

Experiential Learning Within the Campus Setting

Learners’ engagement is a basic causative factor for student achievement in higher education (Derakhshan, 2021; Xerri et al., 2018). It is unsurprising that students who are actively engaging in the learning process and who take an interest in their academic work are more likely to achieve higher levels of learning. Thus, higher education institutions encourage students to participate in experiential learning to facilitate active engagement (Xie & Derakhshan, 2021). Experiential learning provides students with opportunities to directly engage with course concepts, allowing for a more meaningful and extensive understanding of how to operationalize theoretical knowledge in real-world settings (Slavich & Zimbardo, 2012). Contrarily, students with low engagement in academic activities tend to experience higher levels of dissatisfaction, boredom, negative experiences, and school drop-out rates (Derakhshan, 2021). For institutions concerned with issues of inclusion, experiential learning can promote the value of diversity and bring people of different social, ethnic, and economic classes together to work collaboratively, preparing students for entry into the workforce at large (Cantor, 1995).

Over the past two decades, higher education institutions have incorporated experiential learning courses across many disciplines (Simons et al., 2012). Experiential learning supports students’ achievement of academic goals through various endeavors, including volunteer activities, service-learning courses, practicum courses, and internships (Austin & Rust, 2015; Eyler, 2009). Practicum and internships are supervised work experiences related to students’ discipline or career-related goals, involving active learning, critical thinking, and professional growth (Simons et al., 2012). Research suggests that experiential learning improves personal (i.e., knowledge of discipline), interpersonal (e.g., communication skills), civic (e.g., cultural competence), and professional (e.g., career interests) development in undergraduate students (Aldas et al., 2010; Sweitzer & King, 2013). Selingo (2016) examined student careers after college and found that 79% of the most successful college graduates participated in at least one college internship, and other projects outside of the classroom. In a recent study by Rillotta et al. (2022), the researchers examined the benefits and lived experiences of undergraduate students participating in a practicum course involving peer mentorship for students with disabilities. The findings revealed that peer mentors in the practicum course reported a positive and enriching learning experience, which was strengthened through the mentor–mentee relationship built. Additionally, they found that peer mentoring in a practicum setting could enhance professional development and opportunity for future employment in the disability field (Rillotta et al., 2022). The available literature demonstrates that experiential learning can facilitate professional development and successful post-graduate outcomes (Rillotta et al., 2022; Selingo, 2016). In addition, experiential learning can offer depth in understanding of course material that may surpass what can be learned in a traditional classroom. For example, research by Uhm et al. (2019) compared a control group of senior-year nursing students receiving a regular practicum education to a cohort of nursing students who had a structured communication program, which included experiential learning components (e.g., role-playing, scenarios). The results demonstrated that nursing students involved in the program had an increased accuracy of patient information recorded for physicians, increased interprofessional communication clarity, and an increased patient handover confidence compared to the control group.

A growing body of research has also demonstrated potential benefits of practicum placements in community mental health for psychology students specifically (e.g., Eppler et al., 2011; Glenwick & Busch-Rossnagel, 1993; O'Sullivan, 1993). Earlier research by O'Sullivan (1993) examined undergraduate students participating in a community mental health course, which required students to learn about community mental health concepts through course content (e.g., lectures and readings) and an internship at a field placement (e.g., soup kitchen, homeless shelter). Final examinations demonstrated that students had reported increased compassion and understanding of marginalized communities, rated the course very positively, and noted they mostly enjoyed the field placement and sharing their placement experiences with each other. Similarly, Simons et al. (2012) examined students enrolled in an undergraduate psychology practicum within the community (e.g., community mental health centers). Student's learning, professional development, contribution to, and satisfaction with the practicum were assessed along with faculty and field supervisors’ satisfaction. The results demonstrated that student, faculty, and field supervisors collectively agreed that the practicum was mutually beneficial, which is consistent with experiential learning research (e.g., Cedercreutz & Cates, 2010). Students reported connecting their practicum experience to psychological constructs they had learned increased their cultural-competency, and they gained a new perspective on psychology. Students also reported feeling more prepared for graduate school or entering the workforce (Simons et al., 2012).

Therefore, there is evidence to suggest that experiential learning opportunities (e.g., practicums and internships) can be beneficial for students to gain practical skills that can be applied to their future endeavors, including for psychology students in community mental health settings (e.g., O'Sullivan, 1993; Simons et al., 2012). As discussed, many universities’ mental health and well-being services are underfunded and under supported and may benefit from student involvement. The proposed proof of concept course gives students the opportunity to give back to their university and create a community of wellness, while also engaging in experiential learning within an experimental psychology context.

Experiential Learning in Experimental Psychology

Although various disciplines allow undergraduate students to participate in experiential learning in a higher education context, few experimental psychology programs in Canada offer opportunities for students to gain hands-on experience in the mental health field, which is often restricted to graduate level training in psychology or other disciplines (e.g., social work). For many students in Canada, the experimental undergraduate psychology programs prioritize research experience (e.g., methodology and statistics training), rather than practical training (e.g., application of psychology in mental health and well-being; Appleby, 2018; Appleby et al., 2019). Although many undergraduate experimental psychology programs offer practical experiences toward the end of the program (e.g., research projects), there are limited courses that offer both course work and practical work that prepare students for mental health-related careers upon exiting university (Borden & Rajecki, 2000; Landrum, 2018). For example, capstone projects, which are meant to be highly integrative experiences (e.g., Hauhart & Grahe, 2015), can allow students to complete research projects that may be conducted online, on-campus, or in the local community (Dunn et al., 2020). Although focused research projects may incorporate themes of mental health and well-being, capstone projects in experimental psychology tend to focus on opportunities for research products (e.g., publications and conference presentations) rather than practical experience which can be used to transition into the mental health field.

Many experimental psychology programs in Canada offer practicum placements, where students can independently seek out off-campus organizations (e.g., hospitals and community care facilities) related to mental health. Although off-campus practicum options in psychology can be highly beneficial for students (Simons et al., 2012), they can be competitive, have limited availability, and pose accessibility issues for some students (e.g., additional costs and transportation; Grant-Smith & Gillett-Swan, 2017). Therefore, a CMHWB course was created to give students attending a Canadian Eastern Ontario university the opportunity to learn theoretical material and participate in experiential learning within the university setting. This course allows students to network within campus mental health services, reduces placement accessibility concerns, supports underfunded and understaffed university resources, and provides peer support to members of the university community.

Community Mental Health and Well-Being Course

A course, CMHWB, was created to allow students to collaborate with a non-academic support service unit on campus that would enhance the campus’ well-being in some manner. The CMHWB course spans two terms and provides course credit toward a student's degree. The course requires students to engage in content-related material for 3 hours a week for six sessions. For the remainder of the first term and second term (e.g., approximately 54 h), students are placed with a university partner support service where they can apply their psychological knowledge.

Access to CMHWB Course

To be eligible to participate in the CMHWB course, students must be at the 4^th year level/senior-year majoring in psychology. The CMHWB course is a capstone course for students being able to declare the “mental health and well-being stream” for their degree. The stream is competitive and is only available to a maximum of 30 students a year who have an average grade of A- or higher. Additional pre-requisites to the stream require five (i.e., single term) courses related to mental health and well-being (e.g., positive psychology, clinical psychology, etc.). Successful completion of the stream requirements allows for the stream designation on the student's degree.

Course Requirements

First term

During the first term, students are required to learn about the theory and practice of engaging in mental health and well-being interventions within the community. The principles of health promotion and types of health promotion programs are explored. In addition, a variety of supports (e.g., peer support programs, Apps, etc.) and the evidence for each is considered. These content sessions prepare students for the experiential learning portion of the course. The content topics include (a) health promotion fundamentals, (b) identifying the mental health and well-being continuum, along with strategies to promote self-awareness, (c) peer support, (d) community support programs for mental health and well-being, (e) consent and sexual violence, (f) diversity and inclusivity, and (g) careers in mental health and well-being related fields. A sample course syllabus is provided in the appendix.

Active engagement assignments are tied to each content topic (e.g., create a tweet encouraging the campus community to engage in an activity that promotes wellness; choose a wellness support that you would recommend to a classmate and provide evidence that it works; find a job ad that would be of interest to someone wanting to get in the well-being field; create a community resource manual; describe a bold idea for a healthier campus community). In addition, one class is dedicated to each university support service partner (e.g., Campus Safety, Sexual Assault Centre, Student Disability Services, Student Experience Office, Pet Therapy Program, Residence Life, etc.) providing an overview of their unit and the type of work that the student would be engaged in if placed with them. Students are asked to select three choices for placement. The course instructor matches the student with the placement. Following completion of the content-related classes, the remaining classes are spent at the placement.

Second Term

The second term consists almost entirely immersed in the experiential experience at the placement. Although specific placements will differ in terms of tasks performed by the student, the overall goal is for students to apply their content knowledge to improving campus well-being in some way. Students are required to complete a series of reflections as they progress through their placements. Reflections are a means for the student to consider their placement experience and to communicate with their course instructor. Students are evaluated by their placement supervisors once at the mid-way point (i.e., at the end of the first term) and then again at the end of their placement, second term. A specific grading rubric is supplied to the supervisors. See appendix for grading rubric.

Course Evaluation

Students are evaluated using several elements across the two terms. Specifically:

Attendance, participation, and roundtable discussion

To ensure students can succeed in the experiential learning component of the course, they must attend each content seminar to receive the necessary information and skills required for the placement. At the end of the placement portion of the course, students are required to participate in a roundtable discussion. For the roundtable discussion, students must provide a 3-minute presentation of their placement (including, where the placement was, who their supervisor was, what they did, what they learned, what they enjoyed, what they didn’t enjoy, and what they would have done differently). Students must actively listen and engage in thoughtful discussion with their classmates. A total of 5% is dedicated to attendance, participation, and roundtable discussion.

Active engagement assignments

Throughout the content portion of the course, there are five active engagement assignments. These assignments require students to learn more about mental health and well-being, so that they can make a positive impact on the campus. Assignment one asks students to create a social media post (i.e., tweet) to promote a wellness activity. For assignment two, students must examine research and recommend an evidence-based support (e.g., art therapy, mindfulness practice) to a peer who is looking to increase their wellness. Assignment three requires students to find a job advertisement in the community as it relates to mental health and well-being and to discuss why (or why not) they would be interested in applying to it. To learn more about the resources available for the campus community to support mental health and well-being, students are asked to create a resource manual indicating the support available, a brief description of each support, and the intended audience. Lastly, assignment five requires students to read Light and Jegla’s (2022) “Becoming Great Universities: Small Steps for Sustained Excellence” and then propose a bold idea that could improve the university's wellness. Each active engagement assignment is worth 3%.

Reflection papers

Students are required to submit five reflection papers throughout the experiential portion of the course. Reflection papers are a means for students to critically examine their experience and to communicate with the course instructor about their experiences. The reflection papers discuss the students’ activities and whether they would have done anything differently upon “reflection.” There are five reflection papers required, each worth 2% each.

Debriefing report

The debriefing report is meant to allow students to provide an overview of their experiences and skill development throughout the experiential learning portion of the course. The debriefing report is a larger reflection paper and asks students to answer questions about the kind of work they did, what they enjoyed, did not enjoy, how they dealt with issues, and whether taking the course influenced their career plans. The debriefing report is 10% of a student's grade.

Supervisor evaluations

Placement supervisors are required to complete a mid-term evaluation of the student's performance (20% of final grade) and a final evaluation (40% of final grade). A rubric is supplied to the placement supervisors. Key elements include attention to detail, uses feedback to improve performance, works collaboratively, and shares ideas and provides constructive feedback. Placement supervisors are encouraged to include other core skills that are specific to their unit.

Discussion

Community mental health is important for cultivating wellness within one's community by providing inclusive opportunities to individuals who may be at a disadvantage to actively engage with their community while capitalizing on strengths (Nelson et al., 2001). Drawing on community mental health research, a CMHWB course was designed that could be incorporated into any higher educational setting. This proof-of-concept course incorporates both theoretical and practical experiential learning into the classroom by providing students the opportunity to learn about mental health and implement wellness into their campus community. Therefore, the CMHWB course may provide benefits to the students, university, and in turn, the greater community. Future directions for the implementation of the CMHWB course are discussed.

Benefits for the Students

Several benefits may be possible with the proposed CMHWB course. If a university provides opportunities for students to obtain experiential and practical mental health and well-being skills within their campus community, students can use concepts they learn through course content to directly enhance their campus community. Therefore, the CMHWB course facilitates the opportunity to network with like-minded individuals, engage with the discipline outside of the classroom, develop professional skills that are associated with success in the workplace, and increase awareness of and sensitivity to CMHWB. Psychology undergraduate students can work within university campus services and gain experience with helping peers navigate mental health and well-being concerns while possibly improving the overall campus's well-being. Based on the reflections that were a required portion of the CMHWB course, students reported enjoying getting involved with their campus community, creating, and maintaining professional relationships with peers and supervisors, discussing content related to mental health and well-being, and having the opportunity to learn and work outside of the classroom for course credit. In addition, students stated that the course had helped them learn how to manage their time, problem-solve, and communicate more effectively. Based on student reports, both students and the various university service departments appeared to mutually benefit from the CMHWB course.

Several employment opportunities in the field of mental health exist (e.g., social worker, psychotherapist, and counselor), and it can be difficult to determine which career path to choose. This course offers students the ability to get introduced to careers in mental health and identify which areas of mental health they may be interested in long term. Students can engage in mental health-related work that could inform post-graduate expectations and decisions, and experience from the placement portion of the course can be included on a student's resume or curriculum vitae. This course also could potentially lead to important employment networks for those transitioning from university to the workforce. Students who excel in the placement may have the opportunity to gain employment through the placement or be referred to similar positions in the community that may not have been available otherwise. Students in the CMHWB course stated that their placement was helpful for career planning, where they were able to determine if the mental health and well-being field was right for them or if there are alternative jobs they may want to consider. Therefore, a CMHWB course may be a viable option for students who want to learn more about potential careers in mental health and well-being, while actively participating in their campus community, and receiving credit toward their degree.

Lastly, it is possible that the students who engage within the community may receive benefits that can increase their own wellness. Specifically, Seligman's (2011) PERMA (i.e., positive emotions, engagement, relationships, meaning of life, and accomplishments) model suggests that for one to experience psychological well-being, individuals must strive to: (a) experience many positive emotions, (b) engage in activities of interest, (c) facilitate and maintain satisfying relationships, (d) find meaning in life through doing something that benefits society, and (e) feeling like one is progressing and accomplishing goals (Kern et al., 2015). The CMHWB course can provide opportunities for students to help others, make connections that can foster positive emotions, and engage in meaningful work within their campus community. Therefore, engaging in the CMHWB course may promote multiple aspects of wellness. For example, Hermanstyne et al. (2022) found that having undergraduate and graduate students tutor high school students facilitated mental health and well-being, decreased stress, and improved student's resiliency when managing academic challenges. Students enrolled in the CMHWB course reported that they thought their work was meaningful and enjoyed being involved within the community. As a result, the CMHWB course may provide important implications for a student's own well-being, while also improving the well-being of the campus. To determine if engaging in community mental health initiatives benefits student well-being, instructors should evaluate students’ well-being before and after taking the course (i.e., positive emotions, life satisfaction; Diener et al., 2012). Also, instructors could compare the perceived benefits of students engaged in the course versus students who opt to volunteer in the community (e.g., Moore & Allen, 1996; Stukas et al., 2016).

Benefits for the Community

When individuals experience flourishing, which involves functioning well and experiencing high levels of well-being, they can make positive changes that may increase the likelihood of larger groups and communities also being able to flourish (Forgeard et al., 2011; Huppert & So, 2013). Curwood et al. (2011) established a community–university partnership, that involved graduate students engaging in long-term community psychology research over 3 years at an anti-poverty organization. The community–university partnership created a “community research and action course” that required students to engage in community service for 100 h per year on a research project that focused on social justice and positive change. The findings from the course suggested that there are some questions that need to be considered when designing a community-based course. For example, challenges for funding, space, and how time-consuming placements can be, need to be considered when developing a community psychology course. These challenges are mitigated in the CMHWB course as students are only required to participate in the course for 3 hours a week and are compensated via course credit. The available literature highlights the benefits of using experiential learning to enhance instructional and budgetary resources, and strengthen available resources (Cantor, 1995). Thus, engaging in a CMHWB course can benefit departments and schools with limited resources by having senior psychology students working in a campus support unit for course credit can be cost-effective for the university. Not only does having students work on campus help lower costs associated with running the services, but it also allows more individuals to work together to improve the services. Additionally, participation in a CMHWB course may be important for fostering positive community mental health on campus. Having peer champions can help promote the mental health and well-being of the campus and reduce the barriers associated with accessing mental healthcare (Moroz et al., 2020). Therefore, from a practical perspective, engaging students in community-based work may be more efficient than having students work at external organizations, albeit both have their place and benefits.

The CMHWB course also may create opportunities for students to promote wellness within the campus community and actively help others experiencing challenges pertaining to mental health and well-being. Within the course, students are taught about the mental health and well-being services and resources available to them, which can be spread throughout the university's community. Students may experience more comfort discussing mental health challenges and services with peers because they are more easily able to identify with them (Gillard, 2019). As students discuss the resources available to them, the resources can be seen to be more readily available to the community and destigmatize the use of the services.

Lastly, this course may provide benefits to the greater society by fostering community citizens who are well-versed in mental health and well-being. Students can take what they have learned and carry it with them into their own community and possibly helping others beyond the university setting, thereby facilitating well-being more broadly. Aknin et al. (2018) has suggested that helping others can create a positive feedback loop as it is a rewarding process that evokes positive emotions, which makes engaging in future prosocial behaviors more likely. Similarly, Fredrickson (2004) has argued for the “broaden and build model” whereby positive emotions can be restorative and give individuals the mental resources to think or act in prosocial ways. Specifically, positive emotions allow people to build different resources (e.g., psychological, intellectual, social, and physical), which can facilitate future positive emotions and create an upward spiral of wellness. Therefore, those who participate in the CMHWB course may help others increase positive emotions beyond their campus community, which could help create a positive feedback loop and increase pro-sociality, and aid in overall wellness of the broader community. To determine community benefits from the CMHWB course, instructors may want to examine the impact student placements had on bettering campus mental health services. Instructors could interview the campus service partners to examine if and how student placements improved their services, and their ability to serve the campus community's mental health more broadly.

Limitations

Despite the benefits of the CMHWB course, it may not be a viable option for every institution. Specifically, to provide on campus placements to students requires considerable active communication between the instructor and various unit managers across campus. The course also requires a willingness between instructor and campus partners to collaborate to ensure a positive educational experience. It is important to consider that not all applicable units, despite a willingness to participate, will be able to accept a placement student (e.g., existing workload of personnel). Moreover, the number of partner units participating will ultimately dictate the size of the cohort able to enroll. This challenge is discussed in research by Curwood et al. (2011), who argued that there is a is a high level of commitment from the students and faculty required to engage in community-based research. Specifically, there are departmental and institutional system approvals that need to be met, which require long-term communication to ensure that the connections can remain in place. Before universities decide to implement this course, there requires sufficient interest from students and that there are enough course partnerships established to promote the longevity of the course/program.

Further, the length of time students were at placement and the lack of data collection evaluating the impact of the course were major limitations to understanding the influence of the CMHWB course. Students in this course participated in their placement for 3 hours per week totally approximately 55 hours (will vary depending on the length of terms at the institution). Systematic data were not collected to determine the influence of the course on the student well-being or the impact the course had on the campus community. However, student evaluations indicated the course had a very positive impact on one's own well-being and in helping formulate their future career path. Anecdotal information from placement supervisors indicated a mutually beneficial experience and desire to continue participating in the course. Moreover, rather than the instructor having to seek out placement supervisors, potential supervisors reached out to the instructor to participate the next time the course was being offered.

Future Directions

Although there is research on community mental health interventions in an educational setting, little research has examined how community mental health can be implemented within a course and applied to the campus community. Future research should evaluate the proposed course to determine the effectiveness of the implementation. The course should be evaluated to determine if the learning outcomes can provide benefits that translate outside of the classroom, thus, knowledge mobilization of the material should be evaluated. Knowledge mobilization involves taking knowledge and effectively translating it into practice (Levin, 2008). Future research should examine the specific learning outcomes that a CMHWB course can provide, such as teaching professional skills (e.g., problem-solving, time management, and communication skills; Foster et al., 2019). In addition, as the course has a focus on mental health and wellness, the course should be evaluated for increasing student sensitivity and understanding of mental health and well-being, which are important for working in a mental health setting (Krupa et al., 2009). Satisfaction with the course could be examined, from both students and campus partners, to determine what aspects of the course are enjoyable and what could be improved.

Conclusion

The goal of a CMHWB course is to provide experiential learning on mental health and well-being using a campus setting as the “community.” By working collaboratively with campus support units, students can apply their skills that, in turn, may improve the campus community and extend beyond their time at university into the broader society. Having all individuals work together within their community can create an environment that fosters inclusivity and wellness, while providing accessible support for community members. Considering the increased demand for mental health and wellness services on university campuses (Oswalt et al., 2020; Watkins et al., 2012) having the opportunity for students to work within support units on campus can be mutually beneficial. The present paper offers a “proof of concept” for a senior, undergraduate CMHWB course that may provide numerous benefits to the university (e.g., cost-efficiency), the students (e.g., networking), and the broader community (e.g., knowledge mobilization). Overall, the CMHWB course may be one more example of Light and Jegla's (2022) movement to, “Becoming Great Universities: Small Steps for Sustained Excellence.”

Supplemental Material

sj-doc-1-jee-10.1177_10538259231217460 - Supplemental material for A Community Mental Health and Well-Being University Level Course: Design and Implementation

Supplemental material, sj-doc-1-jee-10.1177_10538259231217460 for A Community Mental Health and Well-Being University Level Course: Design and Implementation by Joanna Pozzulo, Alexia Vettese and Anna Stone in Journal of Experiential Education

Footnotes

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Alexia Vettese

Supplemental Material

Supplemental material for this article is available online.

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