How did we use the data that we collected in the survey?
We determined this barrier from the question in our survey asking if the student would be willing to use various campus resources listed in the previous question, where the possible responses were yes, no or maybe. We assigned “yes” responses to 1, “maybe” responses to 0.5 and “no” responses to 0. The percentage of students who are willing to use a resource is 81.15%.
Our determination of knowledge came from survey question 5 when we asked the student to check boxes next to all campus resources they were familiar with, Let’s Talk among them. If the student checked the box next to Let’s Talk, we assigned 1 to the response, otherwise 0. The probability that a student knows about Let’s Talk is 26.48%.
The self-stigma restriction came strictly from our research described in the data collection section, and we used 55% as the probability that someone will overcome their stigma based on the research conducted in this paper. The paper studied both public and self stigma and we determined that self-stigma was the most powerful on our campus, given that WUSTL works hard and succeeds at accepting and accommodating mental health.
We used survey question 9, which asked students to check boxes next to all the locations that would be accessible to them between 9:00AM – 5:00PM, to determine how accessible each location is. Similarly to knowledge, if the student checked that a particular location was accessible to them, we assigned the response a 1 and otherwise it would receive a 0. We did this for each location. The summary of this metric can be seen in the chart below.
To determine how likely a student was to have a crisis, we asked on our survey if the student had suffered a crisis within the last 30 days and had sought help. The only answer options to the question were yes or no, so like our approach to barrier 1, if the student answered “yes” we assigned the response a 1, else a 0. The probability that a student is in crisis was further broken down by gender, year, and school. These probabilities can be seen in the summary table below.
“Above a 3.5 and No”
Determining the criteria for barrier 5 was a little trickier than the others because it required us to use responses to six survey questions. We used survey questions asking how often students feels each of five negative feelings, in addition to the question “Are you struggling with any mental health issues currently, or have you struggled with any in the past?” We averaged each student’s responses to the five negative feelings questions to create an overall “negative feelings” scale. We made the assumption that if a student scored above a 3.5 on the negative feelings scale, they had higher negative feelings than the average WUSTL student. After finding the students with an average “negative feelings” score above 3.5, heretofore referred to as “A3N”, we further narrowed this subset by only selecting students who did not identify as struggling with a mental health issue. The probability that a student had an at-risk mental state and did not identify as such was further broken down by gender, year, and school. These probabilities are summarized in the table below.
|Characteristic||Did you suffer from a crisis and seek help from campus resources?||Score at or above a 3.5 but do not identify as having mental health problems?|