AFC Learning Resources Commission Best Practices - Stacy Brown

Mental Health Education for

Administration, Faculty and Staff

Why It’s Critical

Stacey Brown, MA, LMHC, NCC Program Director, Human Services Program

School of Health Sciences

Florida Southwestern State College

Melissa Rizzuto Director, Faculty Development and Training

Division of Teaching Innovation, Faculty Development, and Online Learning


Mental Illness Education

It is critical for educators and administrators on college campuses to learn about mental health.

Stereotypes, discrimination, perceptual distortions can be prevented and/or corrected so faculty and staff can be more effective on campus with the mentally ill student.

Why do Educators Need to

Know about Mental Illness?

Mental Illness Awareness

Mental illness has been brought to the forefront of the American conversation because of recent events like Columbine, Aurora, Newton, and Washington DC.


Most people living with mental illness are not violent. But, when violence does occur, the spotlight falls on the holes in the mental health care and education systems.


We need to pause to consider whether a true awakening has occurred as a result of these traumatic events.

Are we more aware of mental illness?

Do we understand what mental illness is?

Have we eliminated the stigma?

Are we aware of the warning signs?

Have we invested in mental health care?


Stomp Out the Stigma!

Everyone should take care to know the nature of mental illnesses. Increasing awareness will reduce the stigma of mental illness. The stigma is a major barrier to people seeking help when they need it.

The more people know, the better they can help themselves or their loved ones to get the support they need.


According to the National Alliance for the Mentally Ill (NAMI):

1 in 4 American adults (approximately 60 million Americans) experience a mental health problem in any given year.

1 in 5 young people age 13 – 18 experience mental illness.

50% of all mental illness begins by age 14. 75% of mental illness shows up by age 24.

Less than one-third of adults and less than half of the children with a diagnosed illness receive treatment.

1 in 17 Americans live with a serious mental illness such as schizophrenia, depression or bipolar disorder.

1 in 10 children lives with a serious mental or emotional disorder.

1 in 20 people have mental illness issues that are disabling .

What is Mental Illness?

A mental illness is a medical condition that disrupts a person’s thinking, feeling, mood, ability to relate to others and daily functioning.

Mental illnesses are medical conditions that result in a diminished capacity for coping with the ordinary demands of life.

Mental illnesses can affect people of any age, race, religion or income.

Mental illnesses are not the result of a personal weakness, lack of character or poor upbringing.

The College

Student has Special

Challenges

Late adolescence and early adulthood have their unique challenges. Additional stressors of adjusting to college life can leave some young people particularly vulnerable to developing mental health conditions, but efforts are under way to identify and support those students.


According to epidemiological research, most mental health disorders emerge between the ages of 14 and 24 (Kessler, Berglund, Demler, Jin, Merikangas, & Walters, 2005). So, in addition to adjusting to college life, many freshmen also must manage the onset of anxiety, depression, bipolar disorder, and/or schizophrenia. And mental disorders in college-age students also are increasing in severity.


“Evidence suggests that the mental health problems of students are more severe now than they have been in the past, and that a greater number of students are seeking help,” says Daphne C. Watkins, PhD, an assistant professor of social work at the University of Michigan.

Watkins coauthored a study of mental health services on college campuses that surveyed directors of campus psychological counseling centers, who all reported a significant increase in severe psychological problems among their students compared with prior years. Administrators reported more difficult long-term mental health issues; the emergence of less prevalent conditions, such as Tourette’s and Asperger’s syndrome; and greater numbers of students coming to college already taking psychiatric medication and/or expecting mental health services when they arrive (Watkins, Hunt, & Eisenberg, 2012).


Incoming freshmen without an existing mental health diagnosis are susceptible, too. “Two common mental health conditions among college students are anxiety and depression, and they become more prevalent there due to environmental factors and not just biological factors,” notes Sonya Weisburd, MSW, senior chapter manager for Active Minds, an organization working to reduce mental health stigma with student-based advocacy. Stressors associated with transitioning into college life are numerous and almost all are new to incoming freshmen, she says, including the following:

• living away from home for the first time; • making new friends in an uncontrolled environment; • experiencing more rigorous academic expectations than high school; • having a significant financial burden, especially since many students must work to afford tuition; and • dealing with feelings of isolation and loneliness.


Watkins’ interviews also suggested that at least some college administrators are aware of and addressing the challenges associated with an increasing student population with mental health needs. However, the NAMI student survey indicates that not all colleges are effectively meeting their students’ mental health needs.

Simple resources, such as having information available on the college website about hours of service, contacts, warning signs, and how to help friends, were missing at many colleges, Gruttadaro says. “When survey respondents were asked if their college websites include information about mental health, 64% responded ‘no’ or ‘do not know.’ This needs to change,” she says.


More troubling was the lack of awareness and training among college faculty and staff—even staff in mental health services, Gruttadaro says.

Survey respondents reported that college disability resource centers did not understand mental illness as well as they should, she notes. “Though they handled developmental and physical disabilities effectively, for mental health conditions, staff were not trained in some of the resources and accommodations students with mental health issues need,” she explains.

This lack of education and awareness occurs even with the ready availability of information from organizations such as NAMI and Active Minds, according to Gruttadaro and Weisburd.

SACS

The SACS standards suggest generic goals for professional training and development.

This is GREAT NEWS because it gives us room to get creative based on our needs! So, why isn’t it happening?

Teaching and Learning Center Goals and

Professional Development Committee

The Edison State College Teaching and Learning Center was created in 2006 to provide programs, services, and resources to fulltime and adjunct teaching faculty at Edison State College. Each campus has designated a physical space for the Teaching and Learning Center, where faculty can meet, share ideas, and consult Edison State College Library teaching and learning resources. However, the TLC is more than just a physical location: it is an intellectual space. The TLC is the sharing of ideas, methods, and content among Edison faculty through casual conversation, an organized discussion group, or a planned event. All faculty members are encouraged to continually improve teaching and learning at Edison State College by sharing their expertise and taking advantage of TLC resources, events, and services.

TLC Goals—Student Learning Goals Increase class participation Improve the transfer of learning Maximize student engagement Inspire potential teachers Recognize “teachers as learners” Recognize enthusiastic and effective professors TLC Goals—Faculty Learning Goals Interact beyond departmental confines Bridge the gap between fulltime and adjunct faculty Access print, audiovisual, and electronic teaching and learning resources Collaboration, reassurance, and camaraderie Discuss teaching and learning issues and how to resolve them Discuss what works and what doesn’t work in the classroom Explore a variety of teaching methods Provide role models for effective teaching Provide a place to go for mentoring and support in a risk-free environment

WWED?

(What Would Edison Do in 2013?)

Professional Development Committee conducted focus groups (Fall, 2013). Mental health awareness was identified as need. Goals for offering education were outlined.

Stacey accidentally figured out that the goals for Professional Development in this area had not been met!

Stacey created Mental Illness Awareness Week activities (October, 2013)

Stacey created Counseling Awareness Month activites (April, 2013)

Stacey proposed, created and provided a five session Mental Health Series for faculty, staff and administrators through the Teaching and Learning Center (Spring, 2014)

Mental Illness Awareness Week

at Edison State College 2013

Community and Faculty Expert Speakers National depression screening day – over 1000 depression surveys

distributed Educational articles were published in local print media for public Television news interviews Press releases to local media and professional magazines Educational Op/Ed in regional newspapers Integration with NAMI, Lee County Mass emails to faculty staff and students Movie screenings and discussion Educational articles distributed to staff and faculty Integration into class time was encouraged Interdisciplinary cooperation (Human Services Program, Student

Services, Marketing, Counseling Services, Public Safety, TLC, BIT)

Counseling Awareness Campaign

at Edison State College,

Month of April 2013

Posters around campus Global email Articles in paper Mass emails to faculty staff and students Articles distributed to staff Integration into class time encouraged Interdisciplinary cooperation (Human Services

Program, Student Services, Marketing, Counseling Services, TLC)

Education via Human Services Facebook Page Recognition for the counseling awareness effort

by the American Counseling Association

Mental Health Professional

Development Series 2013

HUS Program Director, Stacey Brown, proposed the series to the TLC Director, Melissa Rizzuto

TLC and Professional Development Committee approved and sponsored the workshops

The TLC Packaged and marketed the workshops as a “series” Open to all faculty and staff to allow for interdepartmental

communication Intimate setting allows for questions specific to field as well as

personal application Free sharing of resources and information Follow up additional session for even more intimate questions

and answers Pre- and post-workshop surveys about knowledge of the topic

and attitudes were given to attendees as well as the usual workshop evaluations for data collection for future use

The need for education for faculty and staff on issues surrounding mental health has also been identified through the Behavioral Intervention Team, the Public Safety Department and the Student Services Department at Edison. Professional education and training for faculty and staff on this topic have been highlighted as "best practices" for colleges and universities across America by all of the counseling and education professional organizations, The National Alliance for the Mentally Ill and the US Department of Health and Human Services. Increased education and awareness of mental health issues will have a positive benefit for our faculty and staff both personally and professionally and will ultimately have positive trickle down effects for our students.

Depression - It's More Common Than You Think

Facilitator: Stacey Brown Date: 3/20/2014 - Time: 2:00 PM to 3:30 PM Locations: Lee I-122 (Polycom: Charlotte: E-105, Collier: G-109, Hendry: A-106)

This workshop explores the topic of depression and the many clinical subcategories of depression. Symptoms, behaviors, indications, treatment and self help strategies will be covered.

Understanding Anxiety Facilitator: Stacey Brown

Date: 4/24/2014 - Time: 2:00 PM to 3:30 PM Locations: Lee I-122 (Polycom: Charlotte: E-105, Collier: G-109, Hendry: A-106)

This workshop explores the topic of anxiety and the many clinical subcategories of anxiety. Symptoms, behaviors, indications, treatment and self help strategies will be covered.

Bullying - It's Everywhere Facilitator: Stacey Brown


This workshop explores the topic of bullying (AKA "harassment"). An overview of what bullying is, what it isn't, myths, statistics, and awareness across the developmental life span will be reviewed. This workshop can be tailored to address bullying in the college classroom, bullying in the workplace, etc.

Mental Illness Facts: What You Need to Know Facilitator: Stacey Brown


This workshop explores the topic of mental illness. An overview of the common mental illness issues, along with brief descriptions of each will accompany information including statistical data, myths, prevalence and treatment options of mental illness.

Attention Deficit Hyperactivity Disorder

(ADHD): What It Is and What It Isn't Facilitator: Stacey Brown


This workshop explores the topic of ADHD and the many clinical subcategories of ADHD. Symptoms, behaviors, indications, treatment and self help and classroom strategies will be covered.

Mental Illness Facts - What You Need to Know January 23 | 2:00 pm | Lee: I-122 (Polycom: Charlotte: E-105, Collier: G-109, Hendry: A-106)

Description

This workshop explores the topic of mental illness. An overview of the common mental

illness issues, along with brief descriptions of each will accompany information including

statistical data, myths, prevalence and treatment options of mental illness.

Learning Objectives

1.Learners will understand the terminology and definitions utilized regarding mental illness.

2.Learners will be familiar with the signs, symptoms and warning signs of mental illness.

3.Learners will be knowledgeable of the ongoing stigma related to mental illness.

4.Learners will know treatment and self care options for helping themselves or others with

mental illness issues in personal and professional life.

5.Learners will learn about online and community resources for professional and personal

assistance as it relates to mental illness.

http://www.edison.edu/ext/techtraining/register.php?classid=2681





TLC Mental Illness Awareness

Professional Development Series

Multiple global email advertisements announcing the trainings at start of the month

Global email advertisements announcing the trainings at start of week

Multi-campus attendance via polycom

Pre- and post-workshop knowledge and attitude surveys

Online sharing of powerpoints and handouts

Edison’s Mental Health Series

Results from 2013

TLC allowed for 40 people based on room availability.

Waiting list upon announcement!

People were eager for information

Addressed customer service, students/faculty interactions, accommodations, co-workers, family, and personal issues

Staff and faculty say that they want more trainings like this and are actively suggesting topics for the future

Edison’s Mental Health Series:

Results from 2013

Personal questions are asked during the training – never seen before in TLC!

New people (interdepartmental) are coming together and interacting

Laughter, causal, informative, related to real life, dancing, celebrating, gratitude, music, understanding, empathy

Materials shared freely with attendees Attendees want to share the info with friends, students and

co-workers New conversations about awareness, stigma, etc. Relating to real life/media/news/celebrity/on campus Conversations continue after the training is over Attendees become engaged in personal wellness and

treatment Pre and post attitude and opinion surveys show changes in

attitude and opinion Evaluations and feedback overwhelmingly positive

Mental Illness Awareness Week at


2014

It went so well that we did it again!

Human Services Program partnered with Student Services

Better marketing on campus

Better student communication

Higher student attendance at the lectures

Food + Prizes + Circus Acts + Marketing + $ + Experts =

Greater Awareness

Cornerstone GPS Assignment

MHAW

2014

Future Plans for FSW

(if Stacey were in charge)

Continue to offer this series and more

Involve cornerstone and 1st year experience

Behavior Intervention Team partnerships

BIT trainings to include mental health information as well as safety and crisis information

Student Services partnerships

Trainings on specific topics

Student educational groups

Grant writing for trainings

Policy changes and organizational change

FSW’s Thinking Big Now!

Possible future implications…

Trickle down effect from faculty and staff to student Student workshops for stress management and wellness Better resources and opportunities in Student Services Student support groups (AA, NA, CA, survivor groups) Better/bigger counseling department Compliance with recommendations of the American Counseling

Association, the Jed Foundation, the Bill Clinton Foundation, Active Minds and NAMI

Compliance with Title IX, ADA, SAMSHA, the Surgeon General and the U.S. Department of Health and Human Services

All of this will result in higher student success and retention and wellness AND a more informed, tolerant, empathetic, knowledgeable, happier staff/faculty!

New Professional

Development Ideas Proposed

Self Esteem/Wellness trainings for faculty/staff/students Mindfulness/meditation/relaxation/self care Anxiety and trauma education and support Specialized trainings for specific departments (adaptive services,

etc.) regarding classroom accommodations, etc. Integration of wellness and mental health education into the goals

for the college

www.nami.org

www.jedfoundation.org/

www.apa.org/

www.collegecounseling.org

www.counseling.org/

http://www.sprc.org/

www.nimh.nih.gov/

www.samhsa.org

For More Information

http://www.nami.org/

http://www.jedfoundation.org/

http://www.apa.org/

http://www.collegecounseling.org/

http://www.counseling.org/

http://www.counseling.org/



http://www.nimh.nih.gov/

http://www.samhsa.org/

AFC Learning Resources Commission Best Practices - Stacy Brown

Education

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