American College Health Association (ACHA) - RECENT ......RECENT TOPICS ON CAMPUS MENTAL HEALTH...
Transcript of American College Health Association (ACHA) - RECENT ......RECENT TOPICS ON CAMPUS MENTAL HEALTH...
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RECENT TOPICS ON CAMPUS MENTAL HEALTH SERVICES IN JAPAN AND THE U.S.
ACHA 2017.6.1.
From the U.S.Craig Rooney, PhD. University of MissouriBryant Ford, PhD. Dartmouth College
From JapanToshiyuki Marutani, MD, PhD. Tokyo Institute of TechnologyYasuko Fuse-Nagase, MD, PhD. Ibaraki UniversityAkihiro Nishio, MD, PhD. Gifu UniversityEiichiro Iwai, MA. Ritsumeikan UniversityMayumi Yamamoto, MD, PhD, MBA. Gifu UniversityKatsuhiro Yasumi, MD, PhD. Tokyo Institute of Technology
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JAPAN UNIVERSITY HEALTH ASSOCIATION (JUHA)
-An organization comprising the health service centers in Japan’s higher education institutes-
JUHA aims to be the leading voice for the health administration of universities in Japan. It aims to promote research and activities in university health to develop the
principles and skills of members.JUHA would like to contribute to the development of education and academic research, and provide advocacy, educational,
and communication services.
http://health-uv.umin.ac.jp/jimukyoku/index.html
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Partnership between ACHA and JUHA
From ACHA to JUHA in 2013
From JUHA to ACHA in 2013
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History and Structure
1957 : Japanese National University Council of Health Administration Facilities (JNUCHAF) was established.
1963 : 1st Annual meeting of JUHA was held.1964 : JUHA was established officially.
1965 : Official Journal “CAMPUS HEALTH” was started.1966 : Seven of regional affiliation and steering committee were completed.2012 : The 50th annual meeting of JUHA in Kobe.
JUHA is administered by an 18-member Board of Directors and has a council of 50-100 members. Membership has grown to 500 higher education institutions. JUHA has seven affiliates in regional branches. Meetings with these affiliates are also held every year.JUHA has a tight relationship with JNUCHAF.JUHA holds an annual meeting that includes an educational program, a special lecture, and scientific poster presentations. The annual meeting is attended by more than 800 researchers, administrators, and medical professionals such as physicians, nurses, clinical psychologists, and dieticians every year.
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UNIVERSITY HEALTH CARE SERVICE IN JAPAN-FOR STUDENTS; SCHOOL HEALTH AND SAFETY ACT-FOR FACULTY/STAFF; OCCUPATIONAL HEALTH AND SAFETY LAW
l Health counselingl Health education and promotionl Annual health check and Special health checkl First aid
l For Students; Health care center, provide health certificatel For faculty / staff; Advice for working environmental health
and risk management
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NATIONAL HEALTH CARE SYSTEM IN JAPAN
- STRONG POINTS -
Equity: everyone in Japan is covered equally for medical careFreedom: Japanese can go to any physician or hospital, with no difference cost, and physicians are in principle free to treat or prescribe as they see fitHigh quality and performance with reasonable price: It helps Japan’s population exceptionally healthyA variant of the international standard: “Japan Model”
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TopicsfromtheSurveyonNon-GraduationFactorsamongJapaneseUniversity
students
YasukoFuse-Nagase,M.D.,Ph.D.UniversityHealthCenter,IbarakiUniversity
ToshiyukiMarutani,M.D.,Ph.D.HealthSupportCenter,TokyoInstituteofTechnology
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AmericanCollegeHealthAssociationCOI Disclosure
TheauthorshavenoconflictofinteresttodisclosewithrespecttothispresentationPresentingauthors: YasukoFuse-Nagase
ToshiyukiMarutani
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Background• OnbehalfofTheMentalHealthCommitteeoftheJapaneseNationalUniversityCouncilofHealthAdministrationFacilities,wehaveconductedacontinualsurveytitled“TheSurveyofNon-GraduationCausesamongJapaneseUniversityStudents”
• Thesurveyconsistsof:• Basicstatisticalsurvey• Surveyonreasonsoftemporaryleaveanddroppingout• Surveyondeath
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TopicsonUndergraduateStudents
• Scaleandhistoryofthesurvey
• ICD-10distributionofundergraduatestudentswhorequiredtemporaryleaveordropoutwithsomementaldisorderorsuspected.
• Changeinthepercentagesofundergraduatestudentswhorequiredtemporaryleaveordropoutbecauseofschizophrenia.
• Characteristicsofstudentswhocommitsuicide.Anyclueforprevention?
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BasicStatisticalSurvey(undergraduates)intheAcademicYear2014-2015• Numberofnationaluniversitiesjoined:78/82• Numberofregisteredstudents:414,524• 37threportwaspublishedanddistributed
• 2.7%ofthestudentsrequiredtemporaryleave• 1.3%droppedout• 5.1%repeatedthesameyear
Surveyonreasonsoftemporaryleaveanddroppingout• Numberofnationaluniversitiesjoined:60/82• Numberofregisteredstudents:298,482
Surveyondeath• Numberofnationaluniversitiesjoined:73/82• Numberofregisteredstudents:374,437
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F212%
F337% F4
36%
F51%
F62% F8
15%
F29%
F348%
F432%
F53%
F61%
F89%
F91%
ICD-10codesdistributionintheacademicyear2014-15
Fuse-NagaseY,KajitaniK,HiraiN,NamuraI,SatoT;Thesurveyofundergraduatestudentswhorequiretemporaryleavefromschool,dropoutofschool,orrepeatthesameclass–37threport–.JapaneseJournalofCollegeMentalHealth1,2017(inJapanese,inpress)
Studentsrequiredtemporaryleavewithmentaldisorderorsuspected
Studentsdroppedoutwithmentaldisorderorsuspected
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Thepercentagesofstudentswhorequiredtemporaryleavebecauseofschizophrenia
0.00%
0.02%
0.04%
0.06%
0.08%
0.10%
1986-1987 1994-19952013-2014
***adjusted P<0.001 * adjusted P<0.05
***
*
*
Fuse-NagaseY,MiuraJ,NamuraI,SatoT,Yasumi K,Marutani T,SugitaY.DeclineintheseverityortheincidenceofschizophreniainJapan:Asurveyofuniversitystudents.AsianJPsychiatr.2016Dec;24:120-123.
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Thepercentagesofstudentswhodroppedoutbecauseofschizophrenia
0.00%0.01%
0.02%
0.03%
0.04%
0.05%
1986-1987 1994-19952013-2014
***adjusted P<0.001 * adjusted P<0.05
***
*
*
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2014 2013 2012 2011 ~2010
8.8 7.6 1126.7
99.2
Fuse-NagaseY,KajitaniK,HiraiN,NamuraI,SatoT;Thesurveyofundergraduatestudentswhorequiretemporaryleavefromschool,dropoutofschool,orrepeatthesameclass–37threport–.JapaneseJournalofCollegeMentalHealth1,2017(inJapanese,inpress)
Suiciderate(outof100,000)andacademicyearofadmissionundergraduatestudentsin4-yearcourseintheacademicyear2014-15
Academic year of admission
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TopicsrelatingtoGraduateStudents
• Basicdemographicdata• Leadingcausesfortemporaryleave• Leadingcausesfordroppingout• ICD-10codesdistribution• Trendsinsuiciderates
Toshiyuki MarutaniHealth Support Center, Tokyo Institute of Technology1
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PopulationofNationalUniversityGraduateStudentsinJapan(2014)
NationalUniv graduates:143,146studentsinthe2014academicyear(NationalUniv undergraduates:414,524students)
Japanese88%
Interna-onal12%
Males 72%
Females 28% Na#onal
UnivStudents60%
PrefecturalUnivStudents
6%
PrivateUnivStudents34%
GraduateStudentsinJapan
2
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Reasonsfortemporaryleavein2014Male/Femalestudents
Malestudents Femalestudents
30.9
15.9
7.0
0 5 10 15 20 25 30 35
Duetoemploymentcommitments
Economicreasons
Studyabroad
21.0
14.5
11.1
0 5 10 15 20 25
Duetoemploymentcommitments
Economicreasons
Marriage,child-bearing,child-rearing
% %3
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Reasonsfortemporaryleavein2014– Japanese/Internationalstudents
* incl.Compulsory military service
%0 5 10 15 20 25 30 35
Duetoemploymentcommitements
Economicreasons
Studyabroad
JapaneseMales
0 5 10 15 20 25
Duetoemploymentcommitements
Economicreasons
Marriage,child-bearing,child-rearing
JapaneseFemales
0 5 10 15 20 25 30
Economicreasons
Duetoemploymentcommitements
Otherenvironmentalfactors*
Interna'onalMales
0 5 10 15 20 25
Marriage,child-bearing,child-rearing
Economicreasons
Duetoafamilyma=er
Interna'onalFemales
%
%
%
%4
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Reasonsfordroppingoutin2014Male/Femalestudents
Malestudents Femalestudents
% %
23.4
23.0
5.9
0 5 10 15 20 25 30
Courseworkcompleted
withoutdegree
Findingemployment
Duetoemploymentcommitments
23.5
21.5
6.0
0 5 10 15 20 25 30
Courseworkcompleted
withoutdegree
Findingemployment
Duetoafamilyma9er
% %
5
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Reasonsfordroppingoutin2014– Japanese/Internationalstudents
0 5 10 15 20 25
Findingemployment
Courseworkcompletedwithoutdegree
Duetoemploymentcommitments
JapaneseMale
0 5 10 15 20 25
Findingemployment
Courseworkcompletedwithoutdegree
Duetoemploymentcommitments
JapaneseFemales
0 5 10 15 20 25 30
Courseworkcompletedwithoutdegree
Tui9onfeeunpaid
Findingemployment
Interna'onalMales
0 5 10 15 20 25 30
Courseworkcompletedwithoutdegree
Findingemployment
Tui<onfeeunpaid
Interna'onalFemales
%
%
%
%6
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ICD-10CodesDistribution
*2002-2014cumulativetotalofstudentsdiagnosedwithmentalillnessormentalillnesssuspected
3.1%*of64,028droppedoutstudents5.8%*of89,105temporaryleavestudents
F3:Mooddisorders,F4:Neuroticdisorders
F01%
F1 F24%
F342%
F427%F5
1%
F61%
F82%F9
Unknown22%
F0F1 F25%
F331%
F425%
F52%
F63%
F82%
F9
Unknown32%
DroppingoutcasesTemporaryleavecases
7
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TrendsinsuicideratesSu
icidesper100
,000
gradu
atestud
ents
0
5
10
15
20
25
30
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Total Male Female
AcademicYear8
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Formoreeffectiveprevention…..• Insufficientevidencetoinformprimarysuicide
preventionprogramsinuniversityandgraduateschool1,2
1.Harrod etal.(2014)2.Tachikawa etal.(2017)3.WassermanD.etal.(2015)
• WeareconsideringcarryingoutaRCTstudyreferringtotheSEYLEstudy(suicidepreventioncRCT studyforhighschoolstudentsinEU3)
9
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Support for Hikikomori(social withdrawal) or School Refusal Students in University, Japan
Health Administration Center, Gifu UniversityAkihiro NISHIO, MD,PHDAssociate Professor/Psychiatrist
1
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What is “Hikikomori”
2
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School refusalDefinition: one who did not attend school for psychological or physical reasons for more than 30 days per year.
Number: 118 000 in Japan
Hikikomori (social withdrawal)Definition: an individual without a mental illness who has no social activity and stays at home for more than 6 months.
Number: about 800 000 in Japan3
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Change of school refusal numbers
Ministry of Education Report
Junior high school High school
Elementary school
years
4
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5
Support for Hikikomori Students in University
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4月 5月 6月 7月 8月 9月 10月 11月 12月 1月 2月 3月前期試験 後期試験 卒業発表 春休み前期講義 夏休み 後期講義
Various student’s crisis requiring mental support
Senior or after graduate students have a difficulty of their research
Fresh students drop out due to difficulty of registering their class
Students have a difficulty of new human relationship
Students cannot attend their class and stop going to school without any reason
Senior or after graduate students have a difficulty of getting job
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Support for the students who have a difficulties in human relationship
- Fresh students might have a difficulty to create new human relationship since friends relationship on campus is more social and open than that of high school days. Some advice and counseling is useful for them.
- Some students might have a difficulty to create good relationship with their mentors including professor. Some support to connect with mentors or counseling is also useful for them.
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Programdate Program In charge
5/17 Relaxation not to get nervous in public Horita
5/24 It’s OK and fun not to participate in University club.
Horita,Funakoshi
5/31 Let’s experience life disabled people Funakoshi
6/7 Cooking for one person with good balance nutrition
Takada
6/14 Let’s make a plan of my future plan Kawakami
6/21 Is it harassment? Horita
6/28 Good way to have a nice summer vacation
Kawakami
Email: [email protected] charge:Horita, Funakoshi, Kawakami
(Health Administration Center)
Application
Overview
What is Ikomaiseminar?
Email: ikomai@gifu-u.ac.jpSend your students’ number, name and phone number for this address. We will reply after getting your email.
Date:Wednesday 13:30−14:30Place: Supporter’s roomSubjects:All students Capacity:10 persons
These are the useful program to advance your skill of school life and job search. And also communication place for students. It’s no problem to take part in the seminar. Don’t hesitate, Shall we go?
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Supportforthestudentswhohaveadifficultiesoftheirresearchactivities
- Studentsmightnotunderstandtheirresearchcontentsmorethanourestimation.Furthermore,(Japanese)studentshesitatetoaskwhattheydon’tunderstandandstoptoattendtheirclass.Somestudentsmightnotknowalsowhattheydon’tunderstand.Hearingindetailoftheirresearchtheme,methodofexperimentation,goaloftheresearch,citationskills,howtowritetheirarticleandestimatingwhattheyunderstandanddon’tunderstandabouttheresearchshouldbehelpfulforthem.
Havingameetingwiththeirmentorsforsharingstudent’sactualityandmakingascheduleforachievingresearchgoalishelpful.
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Supportforthestudentswhocannotattendtheirclasseswithoutanyclearreason
- Somestudentshaveadifficultyofgettingupinthemorning,sincetheircircadianrhythmhavenotestablishedyet.Measuringtheircircadianrhythm(Actigraph)andprovidingasleepingpileisuseful.Yogalessonoradvicefortheirfoodhabitisalsouseful.
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ActiGraph
13
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SupportforthestudentswhohadbeenHikikomoriforlongtime
- MakingahomevisitisusefulforthestudentswhohadbeenHikikomorimorethanoneyear.MostofthemmighthaveawilltoleavetheirHikikomori,howeverrequiresomeone’shelp.
-ThelongtimeHikikomoristudentssometimesmighthaveasomedisability.Somediagnosticapproachbymedicalprofessionalsmightbehelpfulforthem
- ItisdifficulttogobacktoUniversityinarush.Makingaflexibleschedulewithlongspanisrequired.
-ItisimportantforusnottosetahighvalueonthecauseofHikikomori.LookingforonecausalityofHikikomoriisnothelpful.
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Thank you for your attention.
Cherry blossom in Gifu University 15
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Beyond reasonable accommodation in Japan~ Special needs student
support system ~
Eiichiro Iwai (M.A.)Coordinator/School Psychologist
Disability Resource CenterRitsumeikan University
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Outline
About Ritsumeikan University
The Current Situation of Students withDisabilities in Japanese Higher Education
Special Needs Student Support System
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Four Campuses (Suzaku and Kinugasa in Kyoto, BKC in Shiga, OIC in Osaka) A total of about 36,000 students in 13 colleges and 20 graduate schoolsRitsumeikan Academy has one elementary school, four junior-high schools, and Asia Pacific University (APU) in addition to RU.
Ritsumeikan University(RU)
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Student Affairs DivisionSSttuuddeennttAAffffaaiirrss
DDiivviissiioonn
OOffffiicceeooffSSttuuddeennttAAffffaaiirrss
OOffffiicceeooffAAtthhlleettiiccss&&SSppoorrttss
SSeerrvviicceess
OOffffiicceeooffMMeeddiiccaallSSeerrvviicceess
KKiinnuuggaassaaCCaammppuuss
OOIICCCCaammppuuss
BBKKCCCCaammppuuss
Disability Resource Center (DRC)
SSttuuddeennttSSuuppppoorrttRRoooomm
Counselingsection
Coordinators(55):Mental/DevelopmentaldisabilitiesDepartment(3)PhysicaldisabilitiesDepartment(2)Certifications:Clinical/SchoolpsychologistSocialworkeretc .
Mentalhealthsection
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The Number of Students with Disabilities (SWD)in Japanese Higher Education [2016]
755(3%)1737(8%)
2546(12%)
6462(29%)
374(2%)
3442(16%)
5889(27%)
616(3%)
Visualimpairment
Deaf/Hardofhearing
Physicaldisability
Healthimpairments
Multipledisabilities
Developmentaldisabilities
Mentalillness
OthersSource:JASSO 2016
Total27257
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The number & percentage of SWD in Japan
4937 54046235
71038810
1023611768
13449 14127
21721
0
5000
10000
15000
20000
25000
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Thenumbero
fstudentsw
ithdisa
bilities
Yearofsurvey
0.20%
0.22%
0.27%
0.32%
0.37%
0.42%
0.44%
0.68%The % of SWD in the USA is
11% in 2011((Data of NCES))
0.16%
0.17%
Source:JASSO 2008-2016
変更グラフSousuuThe % of SWD in the USA
was11% in 2011((Data of NCES))
0.20%
0.22%
0.27%
0.32%
0.37%
0.42%
0.44%
0.68%
0.86%
ThetotalnumberofstudentsAbout3.2million
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The numbers of students with disabilities requesting support
7Source:JASSO2016
14,00027,000
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Special Needs Students Support System (SNSSS)Support Ø starting with “troubled feelings”
(regardless of diagnosis)Ø focusing on students’ learning and growth
experience (process-emphasized)Ø focusing on students’ self-advocacy skills
(fostering students’ need-awareness )Ø focusing on the reasonable accommodation
(fostering students and faculty mutual understanding)
Ø constructing a comprehensive support system (connecting and networking various resources on/off campus)
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Special Needs Students ThenumberofSpecialNeedsStudents(RU)
Astudentwhoattendsmylecturesveryeagerlybuthasneverhanded meanassignment.Studentswhodon’tparticipateingroupworkordiscussions.Studentswhohaveextremelypoorwriting.
Student
faculty
Howtostudy? Time
management?
Groupwork?Life
rhythm?
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SSuuppppoorrttiinnccoollllaabboorraattiioonnwwiitthh
ooffff--ccaammppuussssppeecciiaalliizzeeddiinnssttiittuuttiioonnss
10
SSuuppppoorrttiinnccaammppuusslliiffee
SSeellff--mmaannaaggeemmeennttsskkiillllssSSttrreessssmmaannaaggeemmeennttCCoouunnsseelliinngglliiffeesskkiillllss
FFiirrsstt--yyeeaarreedduuccaattiioonnCCoouurrsseeaannddlleeaarrnniinngg
AAddvviissiinnggAAccaaddeemmiiccsskkiillllss
GGuuiiddaanncceeffoorraaccaaddeemmiiccaaccccoommmmooddaattiioonn
SSuuppppoorrttffoorrSSeellff--aannaallyyssiissJJoobb--aannaallyyssiissIInntteerrnnsshhiipp
DDiissaabbiilliittyyEEmmppllooyymmeenntt
SNSSS Function to Coordinate
OOrrggaanniizziinnggtthheechallenge
AAccaaddeemmiiccssuuppppoorrtt
CCaarreeeerrssuuppppoorrttWWhhaatthhee//sshheeccaannddooWWhhaatthhee//sshheeccaannnnoottddoo
WWhhaattccaannbbeeccoommpplleemmeenntteeddwwiitthheeffffoorrttssaannddssuuppppoorrtt
CoordinatorDialogue
Student
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requestyes no
Face-to-facesupport Net-workingsupport
Diagnosis(n=173)
Group A109
Group B64
Non-diagnosis(n=232)
Group C70
Group D162
Reasonableaccommodation
Four categories N=405
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12
Comprehensivestudentsupport
Our 3 Support Functions
Students’troubledfeelings
Parents’awareness
Teachers’Officestaff’awareness
11..CCoonnnneeccttiinnggAAwwaarreenneessssttoo
SSuuppppoorrtt
AggregationandManagem
ent
NetworkingsupportReachingoutforstruggling
students(regardless ofdiagnosis)
Face-to-facesupportEnhancingstudentsself-
knowledgeandindependentsupportusage(regardlessofdiagnosis)
22..SSttuuddeennttssaannddEEnnvviirroonnmmeennttssAAsssseessssmmeenntt
33..CCoooorrddiinnaattiinnggIInnddiivviidduuaalliizzeeddSSuuppppoorrtt
Learningandacademicsupport
Campuslifesupport
Careerandemploymentsupport
Specializedinstitutions
outsidethecampus
SSuuppppoorrttffoorrsseellff--aawwaarreenneessss
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13
ConclusionlSNSSSmethodsisfocusingonindividualstudentlearningandgrowthexperienceattheuniversity.
lAccumulationandanalysisofindividualsupportdataisreturnedtoeachdepartmentandsectionaseffectivefeedback.
lUnfinishedchallengeswillbepassedon tosocialsupportnetworkseamlessly,dependingonstudents’self-understandingandgrowth.
lThissystemandstrategy willbenefitallstudentsonourcampus.
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14
Thank you very much for your kind attention
• Eiichiro Iwai • Mail:[email protected]• Coordinator/Shcool Psycologist• Disability Resource Center• Ritsumeikan Univercity
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RECENT TOPICS ON CAMPUS MENTAL HEALTH SERVICES IN JAPAN AND THE USBRYANT FORD, PHD. DARTMOUTH COLLEGE
AMERICAN COLLEGE HEALTH ASSOCIATION
ANNUAL MEETING
AUSTIN, TX
JUNE 1, 2018
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STATE OF MENTAL HEALTH ON US COLLEGE CAMPUSES
Increasing number of students seeking treatment for serious mental health problems
Trend started in late-1990s
Shift in needs for services
from developmental to severe psychological problems
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TRENDS IN COLLEGE MENTAL HEALTH FROM THE CENTER FOR COLLEGIATE MENTAL HEALTH
CCMH has generated five datasets over six years (Fall 2008, 2010-2011, 2011-2012, 2012-2013, 2013-2014) making it possible to begin examining trends among college students seeking mental health services.
I. Increase in hospitalization for mental health concerns
II. Increase in thoughts about suicide and attempts
III. Increase in NSSIBs
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WHY IS THIS HAPPENING?
De-stigmatization of mental health services
Perfectionism
Inability to cope
Medications
“Safety Nets”
Generational?
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MILLENNIAL GENERATION
• AKA – “Generation Y”
• Born: 1980 – 1999
• Milestones that have shaped their experiences
1. 9/11
2. Columbine (2004)
3. Hurricane Katrina
4. Reality TV
5. Technology (internet, e-mail)
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MILLENNIALS AND EDUCATION
• Score high on IQ tests and on traits such as self-esteem, self-liking, high expectations, and assertiveness
• Transactional relationship with education
• Increase in Virtual Learning
• Possibly most educated generation
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TRAITS OF MILLENNIALS
• Most diverse generation
*More supportive of social justice issues
*Reported to have more friends of other racial/ethnic groups
• Considered multi-taskers
• Self-expression
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SO WHAT DOES THIS LOOK LIKE IN OUR CENTERS
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TOP 10 SELF-REPORTED MENTAL HEALTH CONCERNS FROM STUDENTS (CCAPS/CCMH, 2016)
1. Anxiety2. Depression3. Relationship problems4. Stress5. Academic performance6. Family7. Interpersonal functioning8. Grief or loss9. Mood instability
10. Adjustment to a new environment.
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10 ACADEMIC IMPEDIMENTS TO ACADEMIC SUCCESS (ACHA, 2016)
1. Stress 32.2%
2. Anxiety 24.9%
3. Sleep 20.6%
4. Depression 15.4%
5. Work 14.2%
6. Upper Respiratory Infections 13.0%
7. Concern for Troubled Friend or Family Member 10.1%
8. Participation in Extracurricular Activities 9.4%
9. Internet 9.0%
10. Relationship Difficulties 8.5%
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DATA FROM THE 2010 NATIONAL SURVEY OF COUNSELING CENTER DIRECTORS
44% of clients had severe psychological problems opposed to 16% from 2000
1. Depression
2. Anxiety
3. Suicidal Ideation
4. Alcohol and Other Drugs
5. Eating Disorders
6. Self-Injury
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EDUCATION ABOUT MENTAL HEALTH
Mental health concerns
1. Age of onset is often 18-24 years of age
2. Family history
3. Environmental factors
4. Mental health issues that impede academic success
A. Mood Disorders
B. Anxiety Disorders
C. Substance Abuse
D. Sleep Disorders
E. Learning Disabilities
F. Self-harm
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UNHEALTHY BEHAVIORS
Behaviors that can lead to physical/mental concerns:
A. Dysregulated sleeping patterns
B. Poor eating habits
C. Poor study habits
D. AOD use/misuse
E. Poor class attendance
F. Negative thinking and feedback loop
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HELP-SEEKING BEHAVIORS
No typical pattern for seeking help on campus
1. Parents are often the driving forces behind help/support for their children/students
2. Seeking help is a sign of weakness
3. Students are more likely to access services if they know that others are also accessing services
4. Internalize failures and successes
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HELPING-SEEKING BEHAVIORS CONT’D
Students from marginalized groups are often less likely to access services when they are struggling
Fear of not being perceived as smart enough
Stereotype Threat
To help some student overcome some of these barriers, some college have the following support services in place:
1. FYSEP
2. First Generation
3. Peer Mentoring (affinity groups)
4. International Student Mentoring
5. Academic coaching and support for athletes
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HOW ARE MENTAL HEALTH CENTERS MEETING THE NEED
Suicide Prevention Education
Outreach
House System
Consultation
Administration
Campus Security
Staff
Faculty
Workshops
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STUDENT ENGAGEMENT
Mindset
Idealism vs Realism
Shifting behavior/creating change
Goal setting
Suspend judgment
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REFERENCES
The Millennial Generation Research Review
Affiliate of the US Chamber of Commerce
Brooks, R., Brooks, S., & Goldstein, S. (2012). The power of mindsets: Nurturing student engagement, motivation, and resilience in students. Handbook of Research on Student Engagement. (Eds. S.L. Christenson, A.L. Reschly, & C. Wiley). New York: Springer.
Harris, R. (2014). The Happiness Trap. Boston: Shambhala.
Steele, C. (1999). Whistling Vivaldi: How Stereotypes Affect Us And What We Can Do. New York: W. W. Norton & Company.
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REFERENCES
American College Health Association National Health Assessment. Fall 2016 Executive Summary.
Center for Collegiate Mental Health (CCMH) Report 2016.
The State of Mental Health on College Campuses: A Growing Crisis: The American Psychological Association
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S.CraigRooney,Ph.D.LicensedPsychologist
Director,BehavioralHealthServicesUniversityofMissouriStudentHealthCenter
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} BehavioralHealth/MentalHealthTriageversusTraditionalIntakeInterviews
} BehavioralHealthConsultation◦ Counseling◦ Psychiatric
} LowAcuityWorkshops/GroupInterventions◦ AnxietyWorkshopatMUStudentHealthCenter
} Outreach/Prevention/HealthPromotion
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} AnxietyhassurpassedDepressionastopreasonforseekinghelpamongyoungadults
} Highvolumeofloweracuityanxietyconcerns.
} Limitedavailabilityofcounselingsessions.
} Grouptherapyisoftenanempirically-supportedtreatmentofchoice
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Insomnia
Inadequatesleep
Anxietysymptoms
Worry(aboutsleep)
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} Five4-weeksessionswithrollingstarttimesspaced2weeksapart.} Completed(all4sessions)by29students(.78CompletionRate)} All11measuredobjectiveshadmeansbetween4.5and4.85(standarddeviationsbetween.27and.76).
} Mostlypositivequalitativecomments.
} Efficiency=116clientcontacthourswith20providerhours(5.8clientsperhour).
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} BehavioralHealth/MentalHealthTriageversusTraditionalIntakeInterviews
} BehavioralHealthConsultation◦ Counseling◦ Psychiatric
} LowAcuityWorkshops/GroupInterventions◦ AnxietyWorkshopatMUStudentHealthCenter
} Outreach/Prevention/HealthPromotion
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