DAWN Z. HODGES, PH.D. JODIE VANGROV, ED.D. TAP: STUDENTS’ ASSISTANCE PROGRAM.

D A W N Z . H O D G E S , P H . D .J O D I E V A N G R O V , E D . D .

TAP: STUDENTS’

ASSISTANCE PROGRAM

Presented to the League for Innovation, March 2014

Let’s hear from you

first!


PSYCHOSOCIAL NEEDS OF COLLEGE STUDENTS

• First generation• Non-traditional• Stress• Life transitions• Substance abuse• Relationship violence• School violence (e.g.

active shooter)• Divorce• Family dysfunction• Low self esteem• Anger management

• Poor interpersonal attachments

• Lack of academic preparation

• Serious mental health problems (Depression, Bipolar Disorder and Schizophrenia first manifest in late adolescence or early adulthood)

• Suicidal ideation• Sexual assault• Eating disorders

• Kitzrow, M.A. The Mental Health Needs of Today’s College Students: Challenges and Recommendations. NASPA Journal, Vol. 41, no. 1, Fall 2003


ERIKSON'S PSYCHOSOCIAL STAGES SUMMARY CHART

(Stage, Basic Conflict, Important Events, Outcome)

Adolescence (12 to 18 years)Identity vs. Role Confusion – Basic ConflictSocial Relationships – Important EventsTeens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.Young Adulthood (19 to 40 years)Intimacy vs. Isolation – Basic ConflictRelationships – Important EventsYoung adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

http://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htm

http://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htm

http://psychology.about.com/od/psychosocialtheories/a/intimacy-versus-isolation.htm

http://psychology.about.com/od/psychosocialtheories/a/intimacy-versus-isolation.htm


EATING DISORDERS

• Eating disorders are so common in America that 1 or 2 out of every 100 students will struggle with one. Each year, thousands of teens develop eating disorders, or problems with weight, eating, or body image.

*Nemours Office of Child Health Policy and Advocacy

Washington, DC


TEEN DEPRESSION

• Signs and symptoms of teen depression• It's hard to put into words how depression feels, and people experience it

differently. There are, however, some common problems and symptoms that teens with depression experience.

• You constantly feel irritable, sad, or angry.• Nothing seems fun anymore, and you just don’t see the point of trying.• You feel bad about yourself—worthless, guilty, or just "wrong" in some way• You sleep too much or not enough.• You have frequent, unexplained headaches or other physical problems.• Anything and everything makes you cry.• You’ve gained or lost weight without consciously trying to. • You just can’t concentrate. Your grades may be plummeting because of it.• You feel helpless and hopeless .• You’re thinking about death or suicide. (If this is true, talk to someone right away!)


MOST TEEN MENTAL HEALTH PROBLEMS GO UNTREATEDBY RICK NAUERT PHD SENIOR NEWS EDITOR

REVIEWED BY JOHN M. GROHOL, PSY.D. ON NOVEMBER 19, 2013

• A Duke University review of a survey involving more than 10,000 American teenagers reveals that more than half of adolescents with psychiatric disorders receive no treatment of any sort.

• Moreover, when treatment does occur, the providers are rarely mental health specialists, said Dr. E. Jane Costello, a Duke University professor of psychology and epidemiology, the study leader.

• The country’s mental health system has come under scrutiny in recent years following a string of mass shootings in which mental illness seems to have played a role.

• Adolescents with ADHD, conduct disorder or oppositional defiant disorder received mental health care more than 70 percent of the time.

• By contrast, teens suffering from phobias or anxiety disorders were the least likely to be treated.

• Results also varied greatly by race, with black youths significantly less likely to be treated for mental disorders than white youths.

http://psychcentral.com/news/2013/11/19/most-teen-mental-health-problems-go-untreated/62242.html

http://psychcentral.com/news/author/news-editor/



http://psychcentral.com/disorders/adhd/

http://psychcentral.com/disorders/anxiety/


I’D BEEN WONDERING FOR YEARS………WHY DOESN’T TCSG START A STATE-WIDE

STUDENT ASSISTANCE PROGRAM?????


HOW IT CAME TO BE

• Email to TCSG Director of Student Affairs• Conversation with TCSG Human Resources• Conversations with Dr. Peters and Xenia Johns•Meeting with SCTC, Mike, Nichole, and Cameron and Associates• From idea to reality in less than three months!


HOW IT WORKS

• All students pay a $7 per semester fee;• Students and any members of their household

can seek counseling;• Four visits per student or household member per

issue per year• Divorce• Grief• Legal issues• Stress• Children acting out• Alcohol & Drug abuse• And others


OTHER SERVICES

•Group sessions for students• Study skills• Stress management• Financial planning• In-class presentations


TRAINING

• Provided by Cameron & Associates• One hour sessions offered for faculty, staff, and

administrators• Topics covered• What to look for in students who might need help• How to approach a student with TAP information• What not to say to students• How the services work• What services are offered• Potential liability• Question & Answer session


BROCHURES, POSTERS, AND BUSINESS CARDS

Southern Crescent Technical College

THE BROCHURE


THE USAGE STATS

• Receive monthly reports on usage• 48 students used the services during AY

2013.• But, the stats don’t tell nearly the whole

story.


RESULTS

• I personally have referred several students to the program. I know that we, as a college, have referred at least three students with suicidal ideations to the program. We have gotten them immediate help. That alone has been worth it for me. (dzh)


IT’S A SAFETY NET


ANECDOTAL EVIDENCE

• I often give out the card for the TAP program. A tutoring student actually used the counseling services and was able to remove herself from an abusive relationship. She later came in and told me how well she was doing and that the counselor had helped her so much after one session. This student is doing so well, she is taking online classes! This is not something she could do before due to her relationship situation. I say bravo to the tap program! Students, who can manage their personal lives, do a much better job handling their academic lives. At the end of the day, the student felt she got the help she needed and that’s the goal. (tutoring center director)


ANECDOTAL EVIDENCE

• I have referred several students for TAP. There are two of whom I am certain utilized the services. Both students had very positive experiences with the counseling. They each spoke highly of the staff, process and outcome. These two students were dealing with significant amounts of stress and life issues. Both were also pregnant. They each confirmed that the services produced tangible outcomes that helped them in their lives. Both stated they would be very confident in both using the services again as well as referring their peers to TAP. Each also expressed how much it meant to them that Southern Crescent provided these services. Both also relayed that had TAP not been available, the fear of not being able to pay for the services, would have kept them from seeking counseling. I am very glad that we have this resource for our students. I believe it is touching lives. (paramedic instructor)


ANECDOTAL EVIDENCE

• I referred a student to the TAP program just last semester who I believed to have an abusive situation at home. I approached her after class one day and told her that I did not need specifics; however, I felt very compelled to give her the TAP information. She broke down in tears and told me a little about what was going on at home. I explained to her that the TAP program was confidential and assured her they could help her. She is in my classes this summer and she seems to be a totally different person. (accounting instructor)


ANECDOTAL EVIDENCE

• I referred an ECCE student to TAP on Monday. This student is new to SCTC as of this semester. She grew up in an abusive house[hold] and told me that her mother had kicked the abusive father out of the house only to let him back in. Because of this my student became homeless a week before her 21st birthday. She has never lived way from her mother, doesn’t know how to manage money, and doesn’t have a job. She was furious that her mother chose her father over her and her sister (I know of one sibling, however there may be more). She is currently living with her ex-boyfriend and his father. She had to drop 2 classes because they met on campus and she doesn’t have a car (her mother was going to drive her to school, but on the first day of class her father decided he should do it). She is taking 2 online classes this semester and just needed someone besides family to talk to. I was thrilled that we could offer her TAP and she was thrilled to hear about it. (Early Childhood Care & Education instructor)


ANECDOTAL EVIDENCE

I have referred several people to the program. Each individual has been VERY happy with his or her therapist. One woman is a single mother, full-time student, has a full-time job and looked so exhausted and sad every time she came in class. I always stay for a bit after class in case someone has questions or just wants to chit chat. One day, I just asked her if she could stay behind. I told her that though she was doing well in the class, I was worried about her because she seemed so tired, and she told me her story. She was at her wits end and felt that she could not survive the stress of caring for her mother who refused to get help (schizophrenia). The student literally had to travel to New York to get her mother because she was homeless. I reminded her of TAP; Cameron and Associates referred her to a therapist here in Griffin. Her therapist helped her get her mother in with the local mental health center that works on a sliding scale basis, is on medication and working toward social security disability. Every time I see her in the hallway she runs up and hugs me and thanks me for reminding her of TAP. She has learned how to take care of herself and now exercises and eats healthy foods. I wish I had a before and after picture of her because I really believe that the program saved her life. I know that sounds dramatic, but truly she was headed down hill fast! (psychology instructor)


ANECDOTAL EVIDENCE

• I want to thank you again for your help. I wish I had ask someone sooner. With everything that is going on with me and every lawyer that I talk to. They tell me that I need $3500 or better before they can file an paperwork for a divorce case for me. My husband has left the house (which is a good thing) and does not provide anything for the house but the rent. I have a lot to do and no money to do it with. But I will keep fighting knowing that someone is out there and they are willing to help. Thank you again and may GOD give you many, many blessings. (student email to instructor)


UNEXPECTED OUTCOME

• Student discipline:• Student stole insignificant items from bookstore• One semester suspension was recommended• Suspension appeal hearing• Possibly a kleptomaniac (????), but I’m not qualified

to judge• Upheld suspension, but…• Mandated four visits to TAP program prior to return • Cannot know what they talk about, but can get

confirmation that student attended


BEYOND THE PILOTLIFE BALANCE PROGRAM (LBP)

•Atlanta Technical College•Augusta Technical College•Gwinnett Technical College•Piedmont Technical College

• Cameron expects additional colleges to add services in 2014.


TCSG OVERALL UTILIZATION COMPARISON2012 Utilization

5,500 Covered Lives• Face to Face Utilization – 146 Cases

• 2.65% Utilization Rate• Online Services – 116 Logins

• 2.10% Utilization Rate• Phone Services – 274 Calls

• 4.98% Utilization Rate• Worklife Services – 17 Cases

• .31% Utilization Rate• Training Services – 16 Sessions

• .22 Utilization Rate• Healthfair Services – 0 Sessions

• .00 Utilization Rate• CISD- Critical Incidents – 5 Cases

• .09% Utilization Rate • Supervisory Referrals – 6 Cases

• .11% Utilization Rate• Overall Utilization 10.46%

Average Rate is 5%

TCSG was 5.46% above average on Overall Utilization and .65% Above Face to Face

Utilization.

2013 Utilization5,780 Covered Lives

• Face to Face Utilization – 165 Cases• 2.85% Utilization Rate

• Online Services – 90 Logins• 1.56% Utilization Rate

• Phone Services – 364 Calls• 6.30% Utilization Rate

• Worklife Services – 10 Cases• .17% Utilization Rate

• Training Services – 6 Sessions• .10 Utilization Rate

• Healthfair Services – 0 Sessions• .00 Utilization Rate

• CISD- Critical Incidents – 5 Cases• .00% Utilization Rate

• Supervisory Referrals – 6 Cases• .10% Utilization Rate

• Overall Utilization 11.08% Average Rate is 5%

TCSG is 6.08% above average on Overall Utilization and .85% Above Face to Face

Utilization.


TIPS FOR STARTING A STUDENT ASSISTANCE PROGRAM

• Bring all the right people to the table (including the Student Government Association)

• Get support from the top• Use data and the literature

to support your cause• Find the right provider

partner, if you wish to outsource

• Remember it’s not IF a student will need this support, it’s WHEN.


CONTACT INFORMATION

Dawn Z. Hodges, Ph.D.

Vice President for Academic AffairsSouthern Crescent Technical College501 Varsity RoadGriffin, GA 30223(770) [email protected]

Jodie Vangrov, Ed.D.

Dean of General EducationGeorgia Northwestern Technical CollegeGordon County Campus1151 Hwy. 53 SpurCalhoun, Georgia 30701 (706) [email protected]


QUESTIONS?

DAWN Z. HODGES, PH.D. JODIE VANGROV, ED.D. TAP: STUDENTS’ ASSISTANCE PROGRAM.

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Transcript of DAWN Z. HODGES, PH.D. JODIE VANGROV, ED.D. TAP: STUDENTS’ ASSISTANCE PROGRAM.