Compile the Answers for Each Question

I have received an Excel file that shows the summary of the form answers we will group the responses for each question so we can analyze and look at the results concerning the frequency of the answers given.

Group Answers Together by Question

Section 1: Demographics

For demographics there is no necessity for wide qualitative analysis but here is the breakdown:

• Age Groups: The majority are students aged 35 and above with a small population coming from the age brackets of 31-35 and 18-24 (McGowan et al., 2020).
• Gender: The respondents are mainly female.
• School Year: All respondents are graduate students.
• Participation in Mental Health Awareness Events: Most are not and few have been to awareness events.

Section 2: Open-Ended Questions

Question 1: How do you define mental health, and what role does it play in your everyday life as a college student?

Common Themes

• Emotional Well-being and Stress Management: When asked, several respondents (almost all of them women) describe mental health as emotional health or the ability to cope with stress and daily tasks (McGowan et al., 2020).
• Coping with Negative Emotions: Male respondents consider it more in terms of overcoming negative feelings and maintaining a positive disposition.
• Role in Daily Life: The respondents universally stress the role of mental health in coping with stress and emotions that a graduate student faces.

Repetition

• A considerable number of respondents argue that mental health enables one to cope with daily stress and other difficulties.

Question 2: Have you ever participated in a mental health awareness campaign on campus? If yes, please describe your experience.

Common Themes

• The majority have not participated: All nine respondents said that they had not been involved in any mental health campaigns but showing interest (Seven et al., 2020).

• Some participation with mixed experiences: Some of those few, who were able to get the opportunity to participate, indicated that the event was not as influential or helpful to them.

Repetition

• When it comes to experience, a majority have none but they have an interest in the specific slots.

Question 3: In your opinion, what are the most effective methods for raising mental health awareness among college students?

Common Themes

• Workshops and Seminars: Most of the respondents mentioned that things that can work are workshops or seminars.
• Peer-to-peer Support: This method also has the spotlight of a fairly large number of respondents.
• Social Media: A few participants agreed on the notion that social media is a useful instrument for fighting issues of mental health (Seven et al., 2020).

Repetition

• There are several answers, at least two of which many respondents mentioned as being effective: Workshops/seminars and peer support.

Question 4: How do you believe mental health campaigns impact students’ willingness to seek help for mental health issues?

Common Themes

• Some impact: Campaign respondents said they perceive them as improving awareness, not very much to encouraging students to seek help.
• Willingness depends on various factors: One respondent said, ‘Campaigns raise willingness,’ while others said that they barely did so (Khan et al., 2020).

Repetition

• The majority of the respondents agree with the fact that the majority of the campaigns are Awareness-creating but do not compel the students to seek Assistance.

Question 5: What challenges do you think students face when trying to access mental health resources on campus?

Common Themes

• Stigma and Embarrassment: Reasons for non-use of professional support included self-stigma as cited by numerous respondents.
• Lack of Awareness or Access: Other respondents identify a lack of awareness of resources, costs and time conflict as some of the impediments (Khan et al., 2020).

Repetition

• The reasons mentioned most often are stigma, lack of awareness, and practical difficulties.

Question 6: What suggestions do you have for improving mental health campaigns or resources available to students?

Common Themes

• Increase Workshops and Events: The majority of respondents propose to enhance the number of workshops and peer support groups (Venegas et al., 2022).
• Improve Confidentiality and Privacy: Several of the respondents highlight confidentiality as regards seeking assistance.
• Increase Accessibility and Affordability: A few of the respondents explained that it is important to operate more cheaply and provide more services.

Repetition

• There are four areas of improvement in employee assistance programs highlighted below; workshops, peer support, and better confidentiality.

Question 7: Describe any changes in your perception of mental health as a result of awareness campaigns at your school.

Common Themes

• Minimal Change: The majority of the respondents express the least change in their perception of mental health through campaigns (Venegas et al., 2022).
• Increased Acceptance: One respondent said, they discovered mental health problems to be more acceptable and less stigmatized than in the past.

Repetition

• The majority of the respondents remain non-permanent hence, there is no extreme change in their perception most of the time.

Question 8: How can universities better support students who are struggling with mental health issues?

Common Themes

• More Workshops and Peer Support: A common idea to address the topic is an increase in the number of workshops and peer support groups (Kohrt et al., 2020).
• Increase Mental Health Services and Reduce Stigma: One is encouraging service delivery and the other is the removal of stigma on services or being a service user.

Repetition

• The major recommendations suggest increased availability of services and access to peer support.

Analyze Themes and Patterns

From the responses, the succeeding key themes develop:

• Workshops and Seminars: It was mentioned earlier, though, that people seem to agree that increasing the number of workshops and seminars is a good idea to improve mental health literacy.
• Peer Support: Several respondents thought that peer-to-peer support is important for minimizing stigma and maximizing readiness to seek help (Kohrt et al., 2020).
• Barriers to Access: Self-identification process, lack of information, time constraints, and cost are repeatedly reported as challenges to mental health care.
• Minimal Campaign Impact: Though respondents think that campaigns indeed help to raise awareness, those people stated that campaigns do not create much of an impact to generate a change in behavior or the likelihood of someone seeking assistance (McGowan et al., 2020).
• Suggestions for Improvement: The solutions include enhanced medical, psychological, and social confidentiality, easier access to various services, preliminary information about mental health problems obtained from social networks and peer support.

Draft Your Analysis

Analysis of Findings

From the qualitative data, it is possible to identify several key themes regarding college students’ awareness and perceptions of MH public health campaigns. Students’ understanding of mental health as an essential factor is essential for coping with daily stress and some individuals think that it is related to emotions (Ssewanyana, 2023). Many respondents with no awareness campaign attendance were common and those who had were either indifferent or least impressed with the campaigns.

Informal and formal training such as workshops, seminars and support from fellow, people within or from other companies have been rated as the most effective ways to raise awareness. Major barriers are the social shame of contacting, difficulties in coordinating, and lack of knowledge about possibilities. In response to these issues the respondents provide similar solutions which include the opening of more workshops, moving up a gear on confidentiality, and dismantlement the stigma around mental health problems (Ssewanyana, 2023).

In conclusion, universities could further increase the effectiveness of awareness campaigns by working on removing barriers connected with access, providing more numerous differentiated support resources, as well as guaranteeing that the student feels safe in their attempt to advantage of such services.

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Appendixes