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Most university students are in their late teens and twenties. Young people in this age group face questions such as “Who am I?” and “What do I want to do?” to form their own values and beliefs and try to find a direction for their lives. At the same time, they are preparing for the transition from parental shelter to independence. They are in an intermediate state, aiming for psychological and financial independence from their parents, but are not yet fully independent and must maintain a balance between the two. In addition, while their psychological maturity is progressing, their self-esteem is likely to be unstable, and it is not uncommon for them to vacillate between feelings of inferiority and superiority, making it challenging to develop a more realistic and stable self-concept.
 
In addition, the onset of mental illness cannot be ignored. It is estimated that at least one in five people in Japan will suffer from a mental illness during their lifetime. The impact of mental illness on daily and social life increases significantly from the teenage years, with an even higher rate in those in their 20s. And it is estimated that three-quarters of those affected by mental illnesses develop these illnesses by their mid-20s, i.e., during their university years. Anxiety disorders such as panic disorder, depression, bipolar disorder, and schizophrenia should be noted and not be overlooked in student support.
 
University students may face difficulties in a variety of situations. This publication is a compilation of clues to help us, as supporters, think about what to choose and for what reasons in such difficult situations. Each staff member has contributed to the book based on discussions at regular study groups held by psychologists, psychiatrists, and other mental health care support specialists at the University of Tokyo's Center for Research on Counseling and Support Services. In these study groups, one difficult situation involving a student's life was selected for each session, and a number of options for improving the situation were discussed, as well as which option was most appropriate in each case. The issues chosen for discussion ranged from general problems that are common to many students to more serious issues such as suicide risk. In addition to health conditions such as symptoms and medical conditions, we also considered differences in students' backgrounds, such as family relationships, financial situation, grades and credits, progress in studies, and job prospects, and tried to consider the options for each of these differences as much as possible. Although students' problems may vary from school to school, grade to grade, and field of study, we have tried to look beyond these differences and select problems common to as many students as possible. The staff in charge of consultation and support in different schools may range from specialists such as psychiatrists and psychologists to general office staff, and we have tried to make the descriptions as useful as possible for all types of staff.

Although this publication is essentially aimed at supporting workers, we believe it makes sense for it to be seen by students so that they can understand what we are thinking about and working on. It would be beneficial for us to talk to each other after sharing how professionals think when facing or solving a specific problem.
 

(Written by WATANABE Kei-ichiro, Professor and Vice Director, Center for Research on Counseling and Support Services / 2024)