Bulletin Winter 1975

(3) Difficulties encountered at the operational level. The success of running a health service, in my opinion, lies in how to make the best use of limited resources to satisfy the aspirations of the medical staff on the one hand and the expectations of the patients or users on the other. Unfortunately certain members of the University continue to have misconceptions about the function of the University Health Service and are not altogether clear about their own rights and responsibilities as users of the Service. They usually take the Centre to be a place for free treatment services only. They fail to realize that treatment is but one of our many functions, by no means the most important function, and that such "free" service not only costs, but can be very costly if not used properly. As for the nature of the Centre, it is neither a casualty ward, nor a private clinic, nor a government clinic. It is far from being just a place for treatment because we believe we have an obligation to educate and we also like to place emphasis on prevention. In short, it may be looked upon as a "medical advisory centre", a key which opens the gateway to the complicated network of modern medical care system. Q. It is said that students are prone to illness under the pressure of examinations. Is this true at this University? A. This is certainly true for conditions such as psychoneurosis and psychosomatic diseases. I suppose this is one of the reasons for giving people the impression that students are more prone to illness under the pressure of examinations. Since examinations and tests are still the chief means of measuring the achievements of students, it is perhaps natural that students react to the threat of examinations with a mixed feeling of trepidation and fear. Q. Do you find that psychological and mental illnesses are among the most knotty cases ？ What is the best way to promote mental health? A. Psychological and mental illnesses are most knotty in terms of time. At times, however, their managements could be most rewarding. I find that students are more readily responsive to treatment, whatever that may mean. and given adequate time be spent to dig into the background of their difficulties. Those who have worked closely with students have gradually come to appreciate that human growth is always uneven, proceeding most of the time by fits and starts, and to realize that sudden regression may not only be completely resolved, but may, with appropriate guidance and support, be made use of as the necessary recoil to bring forth the succeeding "big leap forward". To distinguish emotional setbacks that prove temporary and ultimately benign from those that are ominous and eventually damaging challenges even the most experienced physician to make, with complete confidence. There is, in fact, no best way to handle these cases. A lot depends on an understanding of the various causes which lead to mental ill health. To promote mental health in a university setting, a prerequisite surely must be to try to identify areas or factors associated with the University environment that are likely to be productive of stress. Secondly, early recognition of various individuals or groups at risk e.g. students with academic, personality, or motivational difficulties. They should be followed up with effective counselling and guidance. Thirdly, skilled aid must be aimed at increasing the ability of students to cope with progressive level of stress. Stress is a fact of life, destructive when overwhelming or absent, but highly creative when well within the adaptability of the individual. Last but by no means least there should be educational intervention aimed at the advancement of "positive" health as well as repeatedly expounding upon a series of principles of mental health. In view of the multi-factorial origin of mental illness which, for practical purposes, may be broken down into academic, psychosocial, personality and financial factors, the teaching, administration and student services units (Deans of Students and student counsellors are very important personnel of these units) in the University, as well as parents at home have to share the responsibility of making the University and home-environment conducive to the attainment of mental health. It follows, therefore, the University administration needs to be reminded time and again of the socio-political determinants of mental health. And, I think, the student should be given every assistance to cultivate an 19