Citation

Hoffmann FL, Mastrianni X. J. Am. Coll. Health 1989; 38(1): 15-20.

Copyright

(Copyright © 1989, Informa - Taylor and Francis Group)

DOI

unavailable

PMID

2760335

Abstract

Traditional biases about the nature of mental illness and the mission of the academic environment have frequently shaped college policy and practice affecting mentally ill, suicidal, or chemically addicted students. Too often, removal of the student from campus has been seen as appropriate, therapeutically and educationally. The assumption that separating seriously disturbed students from the classroom is in the students' best interests is challenged by models of cognitive and emotional functioning that recognize the multifaceted nature of each. Such models affirm the salience of the student identity for the troubled student's sense of self and therapeutic prognosis. Creating an environment responsive to and supportive of the student in distress may also lead to significant educational benefits to the institution as a whole. Higher education has an opportunity to create work and study environments that meet broadly conceived ethical and educational goals. Experience with the Skidmore College-Four Winds Hospital program demonstrates that few additional resources are needed to implement such policy and practice.

Language: en