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Librarians at the World’s Ending
Why and How Access Services Staff Should 
Prepare for Patron Mental Health Crises
Jude Morrissey, Access Services Librarian, Yale Divinity School

ABSTRACT Since 2020, there has been an emerging realization that mental 
health is important, but psychological distress and mental health crises were 
serious problems before the pandemic. We can expect them to continue 
to be issues that need to be addressed for a long while, including on our 
campuses. Are they, however, issues within the purview of academic librar-
ies? This session presented information on recognizing the need to address 
psychological distress on campus and why academic librarians should be 
concerned, as well as provided some ways libraries and library staff can ad-
dress psychological distress and mental health crises among students and 
other patrons, proactively and reactively.

While grand pronouncements of the end of the world may seem hy-
perbolic, there are many who are currently in mental health crises 
and whose worlds are collapsing around them. There are students 
at our institutions of higher education, undergraduate and grad-
uate/professional alike, who feel like their worlds are crumbling 
and who will act from that feeling. Many are reporting moderate 
to serious psychological distress as well as loneliness, which have 
a negative impact on their educational advancement and can lead 
to severe consequences for themselves and those around them. As 
academic librarians, we (especially those of us in access services) 
can and ought to intervene to help our students—but we must do so 
carefully, so as to avoid exacerbating existing problems of mission 
creep and vocational awe.

RECOGNIZING THE NEED

According to the American College Health Association’s National Col-
lege Health Assessment summaries for Fall of 2021, most students 
in higher education—74.8% of undergraduates (American College 



198  atLa 2022 ProCeedinGs

Health Association 2022, Undergraduate Student ... 2021, 12) and 
67.4% of graduate/professionals (ACHA 2022, Graduate Student ... 
2021, 12)—report moderate to serious psychological distress, mean-
ing they are reporting symptoms of depression, anxiety, and stress 
strong enough to affect various aspects of their lives, including their 
educational achievements. About half of students in higher educa-
tion—53.9% of undergraduates (ACHA 2022, Undergraduate Stu-
dent ... 2021, 12) and 45.8% of graduate/professionals (ACHA 2022, 
Graduate Student ... 2021, 12)—also report loneliness, which has a 
serious impact on mental and physical wellbeing. It can trigger psy-
chological distress, or it can be a result of psychological distress; it 
is also a risk factor for substance abuse. In fact, it can form a spiral: 
symptoms of psychological distress limit connections with others, 
which increases loneliness and decreases the protective nature of 
community engagement, which in turn increases symptoms of psy-
chological distress (Mental Health America n.d.). One of the severe 
symptoms of psychological distress is self-harm (cutting, burning, 
bruising, or otherwise injuring oneself without the intention of dy-
ing by suicide), which 11% of undergraduate students are reporting 
engaging in (ACHA 2022, Undergraduate Student ... 2021, 13).

Given the events that have occurred in the last few years, it should 
be no surprise that our students have more on their minds than 
school. In addition to worrying about financial costs, employment, 
grades, future direction, and commitments to family and friends, 
they have had to face a global pandemic, supply shortages, worsen-
ing climate change, an insurrection, mass shootings, violent social 
injustice, and more.

But while the number of students reporting psychological distress, 
loneliness, and even self-harm have increased, they have not sky-
rocketed from the fall of 2019. Even before the pandemic, according 
to the American College Health Association’s National College Health 
Assessment summaries for Fall of 2019, about two-thirds of students 
in higher education—69% of undergraduates (ACHA 2020, Under-
graduate Student ... 2019, 11) and 62.6% of graduate/professionals 
(ACHA 2020, Graduate Student ... 2019, 11)—reported psychological 
distress, half—50.3% of undergraduates(ACHA 2020, Undergraduate 
Student ... 2019, 11) and 41.9% of graduate/professionals (ACHA 2020, 
Graduate Student ... 2019, 11)—reported loneliness, and a solid tithe 
of undergraduate students—10.1% (ACHA 2020, Undergraduate Stu-
dent ... 2019, 12)—reported self-harm. Our students’ mental health 



Listen and Learn sessions  199

should have been concerning us even before they had to worry about 
what kind of mask they should wear or how they would manage to 
get formula for their babies.

Our students are suffering considerable psychological distress, 
but they are not alone. While we think of cancer, heart disease, and 
lung disease as serious health issues, there are more cases of mental 
health problems than all three of these conditions combined. Prob-
lematically, most of those who need care do not receive it, which can 
have devastating consequences: approximately every 12 minutes, 
26 people in the U.S. attempt suicide, and one succeeds. Tens of thou-
sands more every year lose their lives to substance abuse (Mental 
Health First Aid USA 2020).

It does not, however, have to be the end of the world; if we recog-
nize when someone’s world is ending, we might be able to save their 
world. Early intervention is important. We do not have to wait un-
til there is a crisis to help, and it is much easier to address a mental 
health problem before it reaches critical stages. In fact, the sooner 
we can intervene, the easier recovery is for the person. If the world 
is only a little unraveled, it is easier to put back together than if it has 
fallen apart completely. Not everyone receives treatment, though, 
for three primary reasons. First, stigma is a concern. Diagnoses can 
have a real impact on future job prospects, on relationship dynam-
ics, on financial stability, and much more. Second, lack of access to 
care is another big problem: most of those in need of care do not 
receive it, in large part because it can be prohibitively expensive or 
time consuming, or there might not be anyone in the area to help 
them. Third, lack of information is another concern: perhaps a per-
son has access, but if they do not know that, then it does not do them 
any good (Mental Health First Aid USA 2021).  

FINDING OUR PLACE

It is obvious that there is a need for institutions of higher education 
to address the mental health wellbeing of students. The question 
still remains whether it is the library’s duty to do so and, if there is a 
duty to act, how exactly the library should respond. Like an invasive 
weed, mission creep and vocational awe can undermine the mission 
of the library, crowding out projects that the library ought to take 
on and monopolizing resources that should be spent in other ways.



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Mission creep often starts small, with projects that seem like 
things we can do, even if they are only mission-adjacent. Too fre-
quently, those small things become big problems that are hard to re-
verse and threaten to undermine the library’s actual mission, directly 
or indirectly (usually by taking our time and other resources away 
from mission-specific projects). Allowing one or two small projects 
can also open doors to other, larger mission-adjacent projects that 
are similar. It is difficult to justify not performing a special request 
for one department when another department is already getting 
special allowances. It is important that the library stick closely to the 
stated mission objectives when taking on new projects.

Likewise, vocational awe can be a serious problem that needs to 
be rooted out. Libraries are not sacred and perfect, nor can or should 
they be relied upon to solve all problems. We need to stop thinking 
of libraries as temples, and we should certainly not think of librar-
ians as saviors. Academic libraries and librarians have distinct, im-
portant roles to play in higher education that do not include ongoing 
mental health care treatment. It is unreasonable to expect libraries 
and librarians to solve this problem in addition to performing all our 
other tasks, although we wish we could.

Besides, there are other places and persons on campus—health 
services, counseling services, chaplains, resident assistants, etc.—
who ought to be better trained and therefore better suited to address 
mental health problems. That does not mean, however, that there is 
no place in the conversation for academic libraries; there are good 
reasons why we, particularly those in access or user services posi-
tions, should be concerned about mental health problems on campus 
and be prepared to address certain aspects of such in our own spaces.

For one thing, libraries are where students are told to go for in-
formation. If we do not know the answer, it is still expected that we 
know where to look for it. Students may know counselors or chap-
lains are available, but not how to get in touch with them, so they are 
likely to come to the place they expect to find someone who has or will 
know how to find that information. Libraries are also big, safe spaces. 
They are places where students can go to be alone with other people 
around, or where they know they can be protected after regular class 
hours. If they are feeling distressed or frightened and need a place to 
go, the library is frequently a place they know will be open and will 
not require interaction if they do not wish to interact but will have 
people to connect with if they need someone there at the moment.



Listen and Learn sessions  201

In addition, students know library staff as people in the institu-
tion—but people who do not control their grades, are not involved 
in their financial commitments, and who do not communicate with 
their parents. We are authoritative, for information purposes, but 
we are not authority figures, generally speaking. This is true for ac-
cess or user services staff in particular because we are usually the 
first and most frequent library staff members students interact with, 
through quick directional questions, checking items in and out, etc.

The end result of all this taken together is that we can fully ex-
pect students to come to the library when they are in psychological 
distress—to find information, to find a place of refuge, and to find 
familiar faces that are not authority figures. Given this, we should 
expect that, especially without proactive measures, we will have 
mental health crises in our libraries. It is just a question of when.

Remember, most people do not receive treatment when they need 
it. They are in those loneliness loops and are not getting help with 
recovery; their mental health is likely deteriorating. Consider if a 
person broke their ankle just a little bit and did not seek treatment; 
the more they walk on it, the worse it gets—and the closer they get 
to serious, perhaps permanent, damage. We cannot predict when a 
crisis will occur and neither can the individual in psychological dis-
tress. No one schedules a panic attack, any more than a person sched-
ules tripping and falling. In addition, we cannot always stop a crisis 
once it gets started. A person experiencing severe psychological dis-
tress may not be able to control their fear and anger and calm down 
easily, any more than a person having a heart attack can just stop it.

Mental health first aid is a necessity for academic librarians. First 
aid responders can save lives with mental health first aid just as they 
can with medical first aid. Being there to intervene when someone 
is having suicidal ideation can save their life just as much as being 
there to intervene when someone is choking. While we do not want 
to move beyond our mission as a library and should not be expected 
to take the role of counselors and chaplains on campus, we should 
be involved in addressing mental health issues in our own way and 
in our own space.

MEETING THE NEED

If academic libraries and librarians have an appropriate place in 
the conversation of addressing psychological distress among our 



202  atLa 2022 ProCeedinGs

students, then we need to find appropriate ways to meet the need; 
that is, library-specific ways of helping that do not conflict with the 
library’s mission. When we think about practical ways to address 
the need, a good place to start is with the three primary reasons 
why people do not get treatment: stigma, lack of access, and lack of 
information.

Reducing stigma is a good place to start. For one thing, we can be 
open about our own mental health. During the pandemic, many of 
us felt moderately to severely stressed, depressed, or anxious—that 
is, we were in psychological distress—but we did not admit it to oth-
ers, especially our student staff or patrons. Instead, we put on a brave 
face and mustered up a cheerful attitude for work. We might think 
we are setting a good example when we do that, but what message 
are we actually sending to students or coworkers in psychological 
distress? Those who are already feeling lonely are likely to feel even 
lonelier if they think they are the only ones who are inordinately 
stressed, depressed, and anxious. If we are cheerful and getting on 
with things, at least to all appearances, others are not likely to tell us 
if they are thinking about hurting themselves. But if we are honest 
with others about feeling stressed ourselves, they might open up to 
us. It is important to do this carefully, though—we ought not burden 
students or coworkers with everything we tell our therapists, nor 
should we forget that stigma exists with real-world consequences. 
No one should feel the need to share official diagnoses with students 
or anyone else if they are not in a position to do so safely. Providing 
information about psychological distress is another way to combat 
stigma. Knowing the extent of the situation serves two purposes: one, 
it lets those who are suffering know they are not alone; two, it makes 
those who are not suffering aware of how prevalent psychological 
distress is and how to recognize and address it when they encounter 
it in their friends and family—and in themselves.

Another thing we can do is advocate for access to care. We do not 
control who does and does not have access to campus resources, but 
we can find out who does and does not. While we do not control ac-
cess to resources, we can speak to those who do about weak spots 
we find and make sure they are aware of the need. Perhaps all our 
students are covered, but what about their spouses and children? 
How suddenly after graduation does coverage stop, and what hap-
pens to alumni then? Who should they ask about off-campus access 
to care? For instance, during the pandemic, I talked to students who 



Listen and Learn sessions  203

were having difficulty making appointments with counselors: there 
were too many students seeking help and not enough counselors to 
meet the need, compounded by students needing care who were 
not on campus but were spread all around the world. Luckily, those 
needs were known and being addressed long before I found the per-
son to speak to about it—but there must have been a first person to 
speak up about the lack of access. There may be times when we are 
the first to hear from students about access issues. We can also be 
ready to provide information about accessibility. Not having what 
you need when you need it can be devastating. If the library serves 
a community with many members who do not have access to on-
campus resources, find some ways they might be able to get help. 
For instance, if a graduate student needs mental health counseling 
for their child, is that child covered in the same way the student is? If 
not, are they covered some other way, and how do they arrange that 
care? We do not need to display this information anywhere, neces-
sarily—but if a student comes to the desk and asks, it would be nice 
to have that information.

Without doubt, the best information libraries can provide is a list 
of available resources. The list does not have to be comprehensive, 
but students should know what is available on campus, in the com-
munity, and/or nationally, especially in the case of emergencies. At 
our institution, we have an area for displays near the circulation 
desk; right now, we have a selection of mental health books from our 
collection displayed—and, as usual, a bibliography handout listing 
those and related resources. Tacked onto the end of the bibliography 
is a short list of available hotlines and other services, along with how 
to contact them (by phone, chat, and/or text). It is an unobtrusive 
way for students to get that information if they are not comfortable 
asking. A similar list is always posted on the library’s bulletin board.

Displays are one form of passive programming, but there are oth-
er programming opportunities available, both passive and active. Ac-
ademic libraries are generally familiar with therapy dog programs, 
which are an excellent way to help students destress, particularly at 
times like midterms and finals. But the dogs cannot always be there, 
some students are scared or allergic to dogs, and some who need 
help the most are not going to want to cuddle puppies and cry in the 
corner as a group activity. It is not a difficult step to set up passive 
programming, in addition to active programming like therapy dog 
visits—things students can take home or into a quiet corner. They 



204  atLa 2022 ProCeedinGs

should be left out unobtrusively, if possible. At our library, we often 
leave out a tabletop labyrinth as well as rosaries and prayer beads, 
which occasionally disappear (and that makes me happy; I can get 
or make more). We also leave out a rotating selection of small items 
like pull-apart erasers, coloring bookmarks, or motivational stick-
ers for patrons to take home. The most popular accidental item we 
have is a stuffed sheep, originally part of a collection for local min-
istry use. During midterms, finals, and other stressful times, it gets 
carried around the library by students who need something soft and 
friendly to rest with for a while. These little things can have a bigger 
impact than we think—even if it is just to let students know that we 
recognize the stress in their lives. As well as providing things and 
activities ourselves, we can set aside space to advertise other com-
munity activities like yoga practices or meditation meetings.

In the end, though, we need to be ready to provide mental health 
first aid in the case of an emergency at our libraries. This is not to 
be confused with mental health counseling or care. It is similar to 
medical first aid—we can respond to a tumble down the stairs, but 
we are not doctors and cannot set a broken bone or diagnose a con-
cussion. In the same way, we can and should be ready to provide 
mental health first aid should an emergency occur, but we are not 
responsible for actual mental health care—it is beyond our librar-
ies’ missions. It is important to include our student staff members in 
determining how to respond to mental health crises in the library, 
too. Students frequently serve as frontline staff: working the circ 
desk, doing the shelving, answering the main line, etc. Often, they 
will be closest in the event of a crisis, so they need to know what to 
do—even if what they should do is simply, “Go get the nearest li-
brarian.” If possible, though, encourage them to get fully certified 
and arrange for training opportunities; they will be best prepared, 
and we will be encouraging students to consider the importance of 
mental health and mental health care as they go out into the world 
to make a difference.

Recognizing the importance of being prepared for a mental health 
crisis in the library, the best step to take is to earn mental health first 
aid certification, which is offered through the National Council for 
Mental Wellbeing. Individuals can find classes, or organizations can 
contact an instructor to arrange a class for a group at their website, 
www.mentalhealthfirstaid.org. Like medical first aid certification, 
there is typically pre-class work that takes a couple hours, followed 



Listen and Learn sessions  205

by a whole-day class. Classes are offered in-person, virtually, or in 
a hybrid situation. Certification lasts three years before recertifica-
tion is necessary.

Before arranging certification classes for individuals, libraries, or 
specific departments, funds and time must be set aside to accomplish 
it. That requires convincing library administration that it is a neces-
sary idea that fits within the library’s mission and goals. If profes-
sional or staff development is included as part of the library’s goals, 
mental health first aid certification certainly should count; it is an 
opportunity to learn a skill that will make library staff better at their 
jobs, which is why it is important to see how it fits into the library’s 
mission. The heart of every academic library’s mission should be 
supporting your students in their education. Mental health first aid 
is tied to educational success: psychological distress that impacts the 
student’s ability to complete their classwork should be addressed as 
early as possible, which requires that those around them recognize 
that they are in psychological distress and to assist them in finding 
help. For this reason, it is important for library staff to know their 
institution’s relevant numbers. National statistics are helpful for 
seeing the need generally, but it is better to know what is going on 
at the specific institution; how psychological distress manifests in a 
specific community determines how best to address the need for that 
community. For instance, at our institution there was a significant 
increase in the number of students seeking mental health care over 
the last couple years, which is a good data point for why the library 
should have someone certified in mental health first aid. Finding the 
most relevant statistics can be easy. Check with the counseling center 
and chaplain’s office; they will have numbers to share without invad-
ing student confidentiality or privacy, and they will support the idea 
of having mental health crisis first responders on campus. They will 
probably have a list of resources to share, as well.

If there is a particularly strong pattern of situation, libraries can 
create training and workflows for patron-facing staff, especially stu-
dent staff, to handle that situation specifically. For instance, librari-
ans at the University of Nebraska–Omaha noticed a pattern of trauma 
calls, specifically suicidal ideation; so they created a handbook and 
workflow, including sample scripts and resource numbers, for staff 
answering the phones; and then they trained their desk staff in the 



206  atLa 2022 ProCeedinGs

workflow.1 One of the great things about how UNO librarians created 
their suicide prevention guide and training is that librarian Marina 
“Bob” Hand has experience in the medical field that was useful in its 
development (Hand and Rogers 2021). There will be people on cam-
pus who are willing to help identify specific needs and ways of ad-
dressing them, and who will be happy to do so—including students, 
faculty, and staff. It is important to find and involve these people.

There are big ideas and major changes that can be made, but the 
easiest and most effective thing library staff can do is to build aware-
ness into every interaction they have with students. Recently, I had a 
student staff member come to me with a request for a slight, tempo-
rary change in her schedule. It was easy enough to just say, “Sure. No 
problem.” I noticed, however, that she was not excited about some-
thing that should have been exciting for her. I asked her about how 
she was feeling and explained why I was asking; she admitted that 
she was feeling homesick and lonely and was struggling to find the 
connections she needed to feel part of the community at our school. 
I told her I understood how she was feeling and suggested a person 
in the chaplain’s office she could speak to for her immediate need. 
We also talked about ways she could find or make community for 
longer term support. A week later, she came back to tell me that she 
had talked to the chaplain and had been connected to a community 
that had plans for activities important to her—she was no longer 
disconnected and was no longer lonely. All I needed to do to help her 
was to be aware of her distress, listen, and know who to direct her 
to, but it made a difference for her levels of psychological distress. It 
can sometimes be that easy.

CONCLUSION

The need for support of students under psychological distress is 
clear, and the library does have a seat at the table for the conver-
sation of how best to do so while avoiding mission creep and voca-
tional awe. Of course, there is plenty to read on the topic. It is also 
important to get creative and to look for new ways to help and pro-
vide information that are in line with the library’s mission. Having 
multiple avenues and styles of outreach means you can help students 

1  Contact Marina “Bob” Hand at the University of Nebraska–Omaha Dr. C.C. and 
Mabel L. Criss Library for more information and/or a copy of the policy, “Sui-
cide Prevention: How to Handle a Person in Crisis.”



Listen and Learn sessions  207

who were not supported before. Keep the therapy dogs; add stuffed 
animals. Give out stickers sometimes and erasers others. Put out 
prayer beads and perhaps consider giving a workshop on how to use 
or make them. The most important step, however, is to be prepared 
for mental health crises before they occur. Earning mental health 
first aid certification (and encouraging student staff to get certified, 
as well) cannot be recommended highly enough. Encourage faculty 
and staff friends in other departments to get certified, too—it is bet-
ter to have several first responders than none if a crisis occurs. Keep 
looking for ways to help; our students need it.

YALE UNIVERSITY MENTAL HEALTH CARE RESOURCES

On-Campus Care Resources
Urgent Mental Health Services for Students: Mental health 
professionals are available 24/7 for urgent situations. During regular 
office hours, a clinician may be reached through the Department of 
Mental Health and Counseling at 203-432-0290. After office hours 
and on weekends and holidays, a mental health clinician may be 
reached for urgent situations through the Acute Care Department 
at 203-432-0123. (https://yalehealth.yale.edu/more/urgent-mental-
health-services-students)
Yale University Chaplain’s Office: Our chaplains are meeting one 
on one with anyone who would like to talk. Appointments can be 
made on our Chat with a Chaplain Form, by reaching out to one of 
our chaplains directly through email found on our staff bios, or by 
calling our office at (203) 432-1128. (https://chaplain.yale.edu/)

Off-Campus Care Resources
988 Suicide and Crisis Lifeline: Hotline that can help with many 
issues, not just suicide: feelings of sadness, hopelessness, or suicidal 
thoughts/planning; friends or families worried about loved ones; 
interest in mental health treatment referrals. People can call, text, 
or chat to be connected to trained counselors who will listen, un-
derstand how their problems are affecting them, provide support, 
and connect them to resources if necessary. Learn more or connect 
with a counselor at www.988lifeline.org, or text or call 988 for help.

https://yalehealth.yale.edu/more/urgent-mental-health-services-students
https://yalehealth.yale.edu/more/urgent-mental-health-services-students
https://chaplain.yale.edu/


208  atLa 2022 ProCeedinGs

Crisis Text Line: Organization that helps people with mental health 
challenges, 24/7; connects individuals with trained crisis volunteers 
who provide confidential advice, support, and referrals, as needed. 
Text “MHFA” to 741741
Lifeline Crisis Chat: Chat online with crisis centers around the U.S. 
Chat at www.crisischat.org.
SAMHSA (Substance Abuse and Mental Health Services Adminis-
tration) National Helpline: 24/7 treatment referral and information 
service (in English and Spanish) for individuals and families facing 
mental and/or substance use disorders. Call 1-800-662-HELP (4357), 
text your zip code to 435748 (HELP4U), or visit the online treatment 
locater at https://findtreatment.samhsa.gov/.
The Trevor Project: Trained counselors are available 24/7 to sup-
port people under 25 who are in crisis, feeling suicidal, or who need 
a safe and non-judgmental place to talk; specializing in supporting 
the LGBTQI+ community. Call 866-488-7386, text “START” to 678678, 
or chat at www.thetrevorproject.org. 

SUGGESTED FURTHER READING

Center for Mental Health Services (U.S.). Building Bridges: Mental 
Health on Campus: Student Mental Health Leaders and College 
Administrators, Counselors, and Faculty in Dialogue. DHHS 
publication, vol. 4310, Rockville, MD, U.S. Dept. of Health and 
Human Services, Substance Abuse and Mental Health Services 
Administration, Center for Mental Health Services, 2007.

Chaplaincy Innovation Lab and Ruderman Family Foundation. 
Student Mental Health and Spirituality: Insights from the 
Counselor-Chaplain Model. Chaplaincy Innovation Lab, 2021, 
chaplaincyinnovation.org/resources/student-mental-health.

Holder, Sara, and Amber Lannon, editors. Student Wellness and 
Academic Libraries: Case Studies and Activities for Promoting 
Health and Success. Chicago, IL, Association of College and 
Research Libraries, 2020.

WORKS CITED

American College Health Association. 2022. American College 
Health Association-National College Health Assessment III: 
Graduate Student Reference Group Executive Summary Fall 
2021. Silver Spring, MD: American College Health Association.

https://findtreatment.samhsa.gov/
http://www.thetrevorproject.org


Listen and Learn sessions  209

American College Health Association. 2020. American College 
Health Association-National College Health Assessment III: 
Graduate/Professional Student Executive Summary Fall 2019. 
Silver Spring, MD: American College Health Association.

American College Health Association. 2022. American College 
Health Association-National College Health Assessment III: 
Undergraduate Student Executive Summary Fall 2021. Silver 
Spring, MD: American College Health Association.

American College Health Association. 2020. American College 
Health Association-National College Health Assessment III: 
Undergraduate Student Reference Group Executive Summary 
Fall 2019. Silver Spring, MD: American College Health 
Association.

Hand, Marina, and Lacey Rogers. 2021. “When Tragedy Calls: 
Best Practices for Training Staff on Handling Trauma Calls.” 
Presented at 2021 Access Services Conference, Atlanta, GA, 
November 17, 2021.

Mental Health America. n.d. Is Loneliness Making My Mental Health 
Struggles Harder? Accessed July 11, 2022. https://mhanational.
org/loneliness-making-my-mental-health-struggles-harder.

Mental Health First Aid USA. 2021. The Importance of Early 
Intervention for People Facing Mental Health Challenges. June 
2021. Accessed May 24, 2022. https://www.mentalhealthfirstaid.
org/2021/06/the-importance-of-early-intervention-for-people-
facing-mental-health-challenges/.

Mental Health First Aid USA. 2020. Why Mental Health First 
Aid? January 2020. Accessed May 24, 2022. https://www.
mentalhealthfirstaid.org/2020/01/why-mental-health-first-aid/.

https://mhanational.org/loneliness-making-my-mental-health-struggles-harder
https://mhanational.org/loneliness-making-my-mental-health-struggles-harder
https://www.mentalhealthfirstaid.org/2021/06/the-importance-of-early-intervention-for-people-facing-
https://www.mentalhealthfirstaid.org/2021/06/the-importance-of-early-intervention-for-people-facing-
https://www.mentalhealthfirstaid.org/2021/06/the-importance-of-early-intervention-for-people-facing-
https://www.mentalhealthfirstaid.org/2020/01/why-mental-health-first-aid/
https://www.mentalhealthfirstaid.org/2020/01/why-mental-health-first-aid/

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