Title: NCHA Data: Administrative and Clinical strategies for linking (mental) health and substance abuse disorders to academic success.
1NCHA Data Administrative and Clinical strategies
for linking (mental) health and substance abuse
disorders to academic success.
- Joy Himmel, Psy D.
- Director, Health and Wellness Center, Penn St.
Altoona - Keith Anderson, Ph.D.
- Psychologist, Rensselaer Polytechnic Inst.
2Objectives
- Issues that influence student learning and
academic progress. - Prevalence of disorders and a review of NCHA data
and trends. - Identifying strategies to develop best practice
guidelines that promote academic success.
3Issues that influence student learning and
academic progress.
- Determining barriers to academic success
- Surveys
- NCHA
- Data collected from 2000 to 2005
- Current analysis uses Spring 2005 data set
- N 54,111
- AUCCCD
- Survey of Counseling center directors
- Data is from Fall 2005
- N 366
4 Impediments to Academic Success
- Stress 31.6
- Cold/Flu 26.5
- Sleep Problems 24.8
- Depression 15.3
- Internet Use/ Games 14.2 (3-6 of students
addicted to internet pornography 20 are women)
5ACHA-NCHA Spring 2005
American College Health Association. American
College Health Association - National College
Health Assessment (ACHA-NCHA) Web Summary.
Updated April 2006. Available at
http//www.acha.org/projects_programs/ncha_sampled
ata.cfm. 2006
6Academic performance impaired by impact of
Alcohol use
Percentage
7Academic performance impaired by
Depression, Anxiety, Seasonal Affective
Disorder
Percentage
8Academic performance impaired by
Drug Use
Percentage
9Academic performance impaired by Internet/Computer
game use
Percentage
10Evidence for Rise in Psychological Distress
- Big 10 Universities Student Suicide Study
(1980-1990) - CDCs YRBS ( 1999 - 2003)
- CDCs NCHRBS (1995)
- ACHA-NCHA - Spring 2000 - 2004
- AUCCCDs Annual Surveys
- Published literature
11Rise on college campuses
- Earlier identification and referral (high school)
- Improved treatment options
- Decreased stigma (high school college)
- Increased accessibility/availability
- Greater use of structured screening tools,
web-based resources - Improved accommodations
- Greater parity with physical health
- More students working, increased stress
12Consequences of increased demands for service
- Advocating for more staff
- Increased wait times
- for intake and between sessions
- premature drop out
- if we focus on those with more severe disorders,
do some students fall between the cracks? - Requires an analysis of our mission
- Who should we serve?
13Related (but often unapparent) concerns
- Do some avoid treatment, problems stigma, center
reputation, concerns about confidentiality. - How do we reconcile a high demand for service
with concerns that some are still untreated.
14Why Some Students Do Not Use University
Counseling Facilities
- For help with all kinds of problems, friends were
the first choice, parents were the second choice,
and faculty and psychological services the last
choice. - Counseling centers should begin to focus their
attention on more preventive-oriented types of
services rather than traditional remediation,
which may include being available to the student
in his own life space rather than in the
counseling center. - Derksen, Timothy Hill, Clara Snyder, John. Why
Some Students Do Not Use University Counseling
Facilities. Journal of Counseling Psychology 19
No.4 (1972) 263-268.
15Stigma of Psychological Therapy Stereotypes,
Interpersonal Reactions, and the Self-Fulfilling
Prophecy
- Negative attitudes were displayed toward people
who sought psychological assistance from a
clergyman or from a psychiatrist. - A person described as seeking counseling is rated
more negatively than is a typical person. - Dovidio, John Sibicky, Mark. Stigma of
Psychological Therapy Stereotypes, Interpersonal
Reactions, and the Self-Fulfilling Prophecy.
Journal of Counseling Psychology 33 No.2 (1986)
148-154.
16Finding value in our services Retention
- 562 students asking for counseling followed over
2 year period -
- 0 sessions 65 1-12 79 gt13 83
- Several studies followed people over 5 years all
showed dramatically higher retention rates,
averaging more than 10 for students who used
counseling services - Steve Wilson, Terry Mason, Evaluating the impact
of receiving university based counseling services
on student retention - Journal of Counseling Psychology 1997 vol 44. no
3 p. 316-320
17Retention
- Social Isolation single most important
determinant of dropout rates - Pascarella and Terrazini, 1979
- Emotional- Social Adjustment items predicted
attrition better than academic items - Gerdes and Mallinckrodt 1994
- 5 year study of Berkeley students and those
making use of counseling had higher graduation
rates - Frank and Kirk 1975
18Retention
- Counseling records of 2365 students and student
body records of 67,026 over 6 years(473 /13,400)
at Western Land Grant University. - 70 report that personal problems were affecting
their academic progress - 70.9 retention of students in counseling, 58.6
retention in control group over 6 years (annual,
eventual, graduation and total retention) - Annual rates were 85.2 vs. 73.8
- Andrew Turner Journal of College Student
Development, Nov. Dec 2000
19Common Presenting Problems
- Mood Disorders
- In any given year- 9.5 of US population age 18,
or 20.9 million adult Americans, - 16.3 indicate that depression/anxiety/SAD affect
academics (NCHA, spring 2005) - Major Depressive Disorder
- Dysthymic Disorder
- Cyclothymia
- Bi Polar Disorder
- Depressive Disorder NOS
- Twice as many women as men
- NIMH Facts about Depression
20Signs and Symptoms
- Prolonged sadness/increased crying
- Noticeable changes in appetite and sleep patterns
- Worry, anxiety
- Irritability, agitation, anger
- Pessimism, indifference
- Loss of energy, persistent lethargy
- Unexplained aches and pains
- Excessive feelings of guilt, worthlessness,
hopelessness - Difficulty concentrating, indecisiveness
- Social Withdrawal, loss of pleasure in things of
interest - Excessive consumption of alcohol or other drugs
- Recurring thoughts of death or suicide
21The Prevalence of Depression as a Function of
Gender and Facility Usage in College Students
- The rate of depression is 50 higher for college
students than for non-student peers. - One-third of college drop-outs suffer depression
just before leaving school. - Men are more likely to present psychological
problems at a health facility with a
nonpsychological image. - Students with somatic symptoms associated with
depression are seen quite frequently at
infirmaries. - Balzer, Diana Pillsbury, Elecia Nagelberg,
Daniel. The Prevalence of Depression as a
Function of Gender and Facility Usage in College
Students. Journal of College Student Personnel
(Nov 1983) 525-529.
22Percentage of High School Students Who Felt Sad
or Hopeless, 1999 - 2003
Felt so sad or hopeless almost every day for gt
2 weeks in a row that they stopped doing some
usual activities during the 12 months preceding
the survey 1 No change over time
National Youth Risk Behavior Surveys, 1999 2003
232005 Spring Survey Results
American College Health Association. American
College Health Association - National College
Health Assessment (ACHA-NCHA) Web Summary.
Updated April 2006. Available at
http//www.acha.org/projects_programs/ncha_sampled
ata.cfm. 2006
24Felt things were hopeless
Percentage
Number of Incidents
NCHA 2000/05
25ACHA-NCHA Spring 2005
American College Health Association. American
College Health Association - National College
Health Assessment (ACHA-NCHA) Web Summary.
Updated April 2006. Available at
http//www.acha.org/projects_programs/ncha_sampled
ata.cfm. 2006
26Felt so depressed it was difficult to function
Percentage
NCHA 2000/05
27ACHA-NCHA Spring 2005
American College Health Association. American
College Health Association - National College
Health Assessment (ACHA-NCHA) Web Summary.
Updated April 2006. Available at
http//www.acha.org/projects_programs/ncha_sampled
ata.cfm. 2006
28Seriously considered attempting suicide
Percentage
NCHA 2000/05
29ACHA-NCHA Spring 2005
American College Health Association. American
College Health Association - National College
Health Assessment (ACHA-NCHA) Web Summary.
Updated April 2006. Available at
http//www.acha.org/projects_programs/ncha_sampled
ata.cfm. 2006
30Percentage of High School Students Who Seriously
Considered Attempting Suicide, 1991 - 2003
During the 12 months preceding the survey 1
Significant linear decrease and quadratic effect,
p lt .05
National Youth Risk Behavior Surveys, 1991 - 2003
31Summary of Suicide Suicide Attempts Comparing
18-24 year olds to total population 2001
- Female youths attempt at a slightly higher rate,
however - Male youths are more likely to have a fatal
outcome
Source CDC WISQARS Fatal Non-fatal 2001
32Risk Factors for Youth Suicide
- Personal Characteristics
- Psychopathology (mood disorders, substance abuse)
- History of prior attempt
- Cognitive and personality factors, including
hopelessness and poor interpersonal
problem-solving - Biological factors (primarily serotonin function)
Gould MS, Greenberg T, Velting DM, Shaffer D.
Youth suicide risk and preventive interventions
a review of the past 10 years. Journal of the
American Academy of child Adolescent Psychiatry.
200342(4)386-405.
33Risk Factors for Youth Suicide
- Family characteristics
- History of suicidal behavior
- Parental psychopathology
- Adverse life circumstances
- Stressful life events, loss, legal/disciplinary
problems, bullying - Physical abuse
- Sexual abuse
- Socio-environmental
- Academic problems/failure
- Media influence (contagion)
Gould MS, Greenberg T, Velting DM, Shaffer D.
Youth suicide risk and preventive interventions
a review of the past 10 years. Journal of the
American Academy of child Adolescent Psychiatry.
200342(4)386-405.
34Suicide Among College Undergraduates
- Therefore, our best estimate of number of
suicides and attempts among all U.S. college
undergraduates to date, - approx. 1,305 will die as a result of suicide
/year - approx. 31,469 will attempt suicide /year
- Note suicides using Big Ten suicide rate for
17-24 year olds 6.3/100,000 18-24 year old
undergraduates 9,367,000 30 767 college
undergraduate suicides/year - and using Harvard Pilot suicide rate for 18-24
year olds 3.74/100,000 18-24 year old
undergraduates 9,367,000 30 455 college
undergraduate suicides/year - In order to know the true number of college
undergraduate suicides attempts, we need to
know the rate of suicide attempts among this
population
Source rate is weighted average of 17-19 and
20-24 categories CDC WISQARS Fatal Non-fatal
2001
35Academic Consequences
- Consistently high/significant correlations
between GPA and - Hopelessness
- Feeling exhausted
- Considering/attempting suicide
- Feeling so depressed it was difficult to function
36Bipolar Disorder
- In any given year 5.7 million American Adults
have Bipolar (2.6). - Commonly diagnosed in college age
- 20-25 increased risk of committing suicide
- Signs and Symptoms
- Irritability, distractibility, increased energy,
elation, racing thoughts, decreased need for
sleep, reckless behavior, decreased need for
sleep, loss or reason
37Anxiety Disorders
- In any given year, anxiety disorders affect about
40 million Americans (18), NCHA spring 2005,
(13.4) - All symptoms cluster around excessive, irrational
fear and dread, subjective tension. - Generalized Anxiety Disorder
- Panic Disorder
- PTSD
- Obsessive-Compulsive Disorder
- Social Phobia
- (NIMH-Facts about anxiety disorders)
38Signs and Symptoms
- Worrying about things big and small
- Headaches or other aches and pains for no reason
- Tense, difficulty relaxing, pressured speech
- Trouble concentrating
- Irritable
- Trouble falling asleep or staying asleep
- Sweats, hot flashes
- On guard, hyper vigilant
39Adjustment Disorders
- Precipitators of stress
- Common stressors include
- Greater academic demands
- Being on your own in a new environment
- Changes in family relations
- Financial responsibilities
- Changes in your social life/fitting in
- Exposure to new people, ideas, and temptations
- Awareness of your sexual identity and orientation
- Preparing for life after graduation
- (NIMH)
40National College Health Assessment Data - Alcohol
American College Health Association. American
College Health Association - National College
Health Assessment (ACHA-NCHA) Web Summary.
Updated April 2006. Available at
http//www.acha.org/projects_programs/ncha_sampled
ata.cfm. 2006 .
41Major characteristics of abuse and dependency
- Abstinence
- Experimentation-episodic use without pattern or
consequences - Social/Recreational- seek it out, no established
pattern or negative consequences - Habituation- established pattern
- Abuse- use despite consequences
- Addiction- Abuse plus compulsion
- (Inaba, 2003)
42Cognitive impact of substance abuse
- Two to three standard drinks can directly
- interfere with restful sleep
- Cause slow thinking processes- Lack of glycogen
to the brain - Impairment in sustained concentration
- Impairment in reaction time
- Ability to use abstract thought processes
- (Dodes, 2002)
43Impact of Alcohol Abuse
- The positive
- 74.6 use a designated driver, 64.1 keep track,
42 avoid drinking games, 33.9 determine in
advance not to exceed a set number, 76.9 eat
before they go out
44Michigan Alcohol Screening Test Scores and
Academic Performance in College Students
- Several studies have indicated that problem
drinking behaviors among college students can
lead to legal, academic, or social difficulties. - Freshman reported a significantly greater weekly
drinking frequency, Sophomore weekly alcohol
consumption was significantly greater than
consumption frequencies reported by junior,
senior, or graduate students.
45Academic Consequences
- A significant inverse correlation was obtained
between GPA and weekly alcohol consumption. This
was evident for persons with GPAs below 2.5.
Students reporting lower GPAs (1.5-1.9) also
reported a significantly greater weekly
consumption of alcohol. - Data indicated negative correlation between the
students average weekly alcohol consumption and
their GPA. Students in the lowest GPA category
(1.5-1.99) had the greatest mean alcohol
consumption rate. - Lall, Rakesh Schandler, Steven. Michigan
Alcohol Screening Test Scores and Academic
Performance in College Students. College Student
Journal (1988) 245-251.
46Consequences to alcohol use and abuse
- 37 did something they later regretted
- 15 had unprotected sex
- 30 experienced blackouts
- 18.5 physically injured
- Only 4.1 report experiencing substance abuse
problems, 7.6 indicate that use affected
academics, - (NCHA, spring 2005)
47Other common problemsSleep
- Correlations between sleep patterns and reported
GPA - Consequences of sleep loss poor academic
performance, increased medical illness and
increased rates of depression and anxiety. - (Armitage, R., 2004)
- 24.8 report that sleep has affected academics,
- (NCHA, spring 2005)
48Sleep Quality, Sleep Propensity and Academic
Performance
- 15 of college students experience poor sleep
quality. - The median length of sleep reported by college
students has decreased by over one hour across
the last three decades. (Hicks, Fernandez,
Pellegrini) - Higher GPAs were associated with, waking up less
often during the night, taking fewer naps, and
sleeping somewhat longer on school nights.
49Sleep Quality and Academic Performance
- For a sample of 148 undergraduates that those who
slept on the average less than six hours per
night had lower self-reported GPAs than those who
slept nine hours or more. (Kelly, Kelly, Clanton) - Lower GPAs were significantly associated with
later weekday and weekend bedtimes, later weekday
and weekend wake-up times, and longer hours of
sleep on weekend nights. (Trockel, Barnes, Egget) - Howell, Andrew Jahrig, Jesse Powell, Russell.
Sleep Quality, Sleep Propensity and Academic
Performance. Perpetual and Motor Skills 99
(2004) 525-535.
50Sleep Problems
- 35 of adult population experience insomnia
- 11 of college students get a good nights
sleep - Loss of cognitive functioning, driving
- Increased risk of depression
- lt 7 hours yields sleep deprivation
51UA Student Quality of Sleep Project
- Mean bedtime 1243, minutes to fall asleep-25,
usual wake up time- 815, usual hours of
sleep-6.8 - Those with mental health issues and those
drinking five or more standard drinks per
occasion had greater levels of disordered sleep - Two-thirds of the students are dealing with
anxiety and over half are experiencing
depression. - Women are at higher risk for sleep disorders and
negative outcomes - (Student Health Spectrum, November 2006)
52Internet Use/computer games
- 13.4 report interference with academics (NCHA,
spring 2005) - 42 gambled in the past year and 2.6 gamble
weekly or more frequently (JACH, Sept. 2003) - The Council on Compulsive Gambling of New Jersey
survey, College age gambling moved from11.7 in
2002 to 20.9 in 2005.(www.800gambler.org) - 80/15/5 Rule Social, Problem, Compulsive
53Stress
- 31.6 indicate that stress has affected academics
(NCHA, spring 2005) - Evidence based interventions
- CBT, changing thinking
- Behavioral interventions
- Wellness prevention and intervention programs
involving nutrition, sleep, exercise
54Influences of Stress and Situation-Specific
Mastery Beliefs and Satisfaction with Social
Support on Well-Being and Academic Performance
- Stress was positively correlated with somatic and
psychological disorder and negatively correlated
with GPA. The correlations were modest for GPA
(r-.21,plt.05), anxiety (r.35,plt.001), and
somatic disorder (r.31,plt.001) but stronger for
depression (r.47,plt.001). - Grade point average was negatively related to
stress. - Stress was associated with increased somatic and
psychological symptomatology and decreased GPA. - Felsten, Gary Wilcox, Kathy. Influences of
Stress and Situation-Specific Mastery Beliefs and
Satisfaction with Social Support on Well-Being
and Academic Performance. Psychological Reports
70 (1992) 291-303.
55Eating Disorders
- Females are much more likely than males to
develop an eating disorder. Only an estimated 5
to 15 percent of people with anorexia or bulimia
and an estimated 35 percent of those with
binge-eating disorder are male.
56Bulimia
- Recurrent episodes of binge eating
- Recurrent inappropriate compensatory behavior in
order to prevent weight gain - The binge eating and inappropriate compensatory
behaviors both occur, on average, at least twice
a week for 3 months
57- Anorexia
- Resistance to maintaining body weight at or above
a minimally normal weight for age and height - Intense fear of gaining weight or becoming fat,
even though underweight - Disturbance in the way in which one's body weight
or shape is experienced, undue influence of body
weight or shape on self-evaluation, or denial of
the seriousness of the current low body weight - Infrequent or absent menstrual periods (in
females who have reached puberty)
58- Binge Eating Disorder
- Recurrent episodes of binge eating
- The binge-eating episodes are associated with at
least 3 of the following eating much more
rapidly than normal eating until feeling
uncomfortably full eating large amounts of food
when not feeling physically hungry eating alone
because of being embarrassed by how much one is
eating feeling disgusted with oneself,
depressed, or very guilty after overeating - The binge eating occurs, on average, at least 2
days a week for 6 months
59Strategies that promote academic success.Share
information/dataRecruit allies
60Identify Your Data Needs
- How busy is counseling? Waiting lists?
- Where else do students get care?
- Retention track carefully. Who comes back? How
is GPA affected. - How do students get medication? Insurance?
- How many students are hospitalized?
- Student Research gets students engaged
61Identify barriers to treatment
- What factors make it less likely that those in
distress will seek help? - Hours of operation
- Attitudes about seeking help
- Reputation of the counseling center
- Physical location
- Integrated vs non integrated
- Wait times
- Welcoming environment
- Outreach
62Academic Difficulties
- Encourage faculty to notice students who are
- Absent
- Withdrawn
- Excessively anxious about performance
- Engaging in disruptive behaviors
- Exaggerated emotional response that is
inappropriate to the situation - Talk about giving up
- Present with hopelessness or helplessness
63Screening Programs
- A form of outreach and education
- College Response National screening Program
(Depression, Bipolar, GAD, PTSD, Eating
Disorders, Alcohol) - Anonymous screening 24/7
- 509 Colleges and Universities 2004, 130,000
on-line screenings - 26 of college students who scored positive for
depression, and 27 who scored positive for
Bipolar had thoughts about or wanted to commit
suicide (2003 results).
64New Directions
- Increase recognition, treatment and compliancy
(less than 50 use psychotropic medication
correctly and consistently, MDE- 6 wks,
continuing through 6 months). - Incomplete remission of depressive symptoms is
associated with higher rates or reoccurrence.
65The opportunities and challenges of timely
diagnosis, inadequate treatment and
poorly-adherent patients
- Early identification and intervention programs
- Health risk assessments in Health Services which
include depression, ATOD, anxiety, sleep, abusive
relationships and stress. - AIP Programs utilizing a Comprehensive Wellness
model - High school to college social norms based alcohol
prevention programs
66How Far High School to College Transition
Program Results After viewing the video
- Participants were 2.62 more likely to say no to
drinking games, 6 weeks later 2.23 times more
likely - 2.5 times more likely to make a safety plan, 6
weeks later 7 times more likely - 2 times more likely to intervene at mid-semester
- 50 more likely to make plans to use a
designated driver, 6 weeks later four times more
likely - Keep track of number of drinks- 5, 16, 31
67Perception changes
- Five or more- reduced from 62 to 18 to 33
- Three or more nights a week- 72 to 38 to 62
- Number of college students who do not drink/drive
-18. 49, 31
68Primary care setting models-
- Duke University/Dartmouth study
- Structured rating scales for depression used by
the primary health care provider - Behavioral health care manager
- Counseling if necessary
- (Friedlander,Student Health Spectrum, November
2006)
69Other models
- Integrated vs nonintegrated centers
- Community Mental Health Model
- Depression Disease Management Program (Aetna),
regularly checked on patients who were on
antidepressant medication. They showed a 15
improvement in adherence rates for participants
compared to those not enrolled in the program.
70Case management in College Health
- Trained clinicians in motivational interviewing
- Shared positions within integrated Centers
- Red Flags
- Co-morbid disorders
- History of poor adherence to treatment
- Crisis Center, ER, or inpatient admissions
- Abrupt onset
- Chronic and persistent mental illness
71Creating partnerships.. From the very
beginning
- Parent orientation welcoming session during
drop-off day - Parent website
- warning signs of
- how to talk to your child about.
- how to/when to reach us about ..
- how we can help/what we can do about
- identifying the limits of our service.
72Training and Education
- Techniques for assessment and identification
(observing asking) - Skills for listening and providing support
- Procedures for referral
- What constitutes a cry for help
- Audience faculty, coaches, clergy, residential
staff, academic advisors, student advisors, tutors
73Non-Clinical Student Support Services Network
- A form of outreach and education
- Telephone helplines
- On-call services
- Peer support groups
- The Five Ds family deaths, disasters,
divorces, debts, decay
74Campus-Wide Public Health Education
- Student newspaper articles/radio spots
- How to be a good friend/neighbor
- How to manage winter blues
- How to seek help
- How to recognize signs/symptoms of
- What is a cry for help/warning sign
- The role of alcohol in this community
75How many students receive information on suicide
prevention?
- Only 14 of students receive information on
suicide prevention, the least of any health
issue. - Most students receive their health information
from their parents, leaflets, friends, and
magazines, however - the most trusted believable sources are health
educators student health service medical staff.
- Important for college counseling staff to provide
necessary information on suicide prevention,
opportunity to fill void.
Source NCHA Survey 2004
76Students Receiving Information from their college
Percentage
77Rensselaers Self Assessment Program
- Designed to identify students who might fall in
the cracks. - Make use of technology to provide information
- Effective prescreening
- Information from, Counseling Center, Health
Educator, Health Center, ALAC
78(No Transcript)
79- I spend so much time online that my grades
suffer. - 1. It is easy to spend more time on-line than
you realize. Getting lost in the internet,
playing games, on-line gambling, or surfing an
auction site can be time consuming. Many people
loose track of the time spent and as a result end
up not getting their work done or sacrificing the
social or recreational time. - 2. If you find yourself spending more time
on-line and not getting your work done, or not
leading a balanced lifestyle, you may need to
consider ways of monitoring how much time is
being used. Consider looking for strategies for
monitoring how much time you spend on-line. If
this time is making it difficult to keep up with
your schedule or spending time with your friends,
it may be time to cut back. If you find that
cutting back is difficult, consider talking with
someone who can help you with your schedule.
Some sources include ALAC, the Health Educator
and the Counseling Center. - 3. Spending large amounts of time on-line can
have many negative effects on your grades and
social life. If you find your losing track of
time on-line, ignoring your other
responsibilities, losing track of your friends,
having difficulty keeping up with your class
assignments, or getting behind in your work,
contact ALAC, the Health Educator and the
Counseling Center - 4. Some of the warning signs of internet
addiction include, spending increasing amounts
of time on-line, skipping meals when on-line,
cutting back on important activities to spend
time on-line, unsuccessful efforts to cut back on
time on-line, spending time on-line even when
doing so has negative effects. If you notice
these, or any related symptoms, you should
contact the counseling center.
80- I believe that I know how to study for and take
tests in the most effective ways. I know that
studying doesnt just mean visually reviewing
the course material. - 1. Knowing how and what to study is very
important. Your resources include your
professors and TAs (they make and grade the
exams), your LA or TLA, and the Advising and
Learning Assistance Center. We offer free
tutoring and academic suggestions. We can teach
you how to most effectively read your text book,
take notes, practice problems, and the importance
of studying alone and in groups. Take the time
now to learn how to study. It will pay off in
your understanding and preparation for your
courses and your future career. - 2. Your confidence and grades will improve when
you begin to understand how and what to study,
and when you do so in a regular and planned way.
If you need suggestions, contact the Advising and
Learning Assistance Center, your LA or TLA in the
Residence Halls. We can teach you how to study
for and take tests successfully. - 3. Making the time to study adequately every day
begins on the first day of classes. Regular
review, plenty of rest and a healthy diet can
also help with test taking. For more tips,
contact your LA, TLA, or the Advising and
Learning Assistance Center. - 4. Mastering the art of test preparation and test
taking is a major feat at the college level!
Keep up the great work, and always feel free to
seek further fine tuning and assistance from your
professors as you need it, or contact the
Advising and Learning Assistance Center for more
suggestions.
81- I know my family history for Heart disease
- 1. If you do not know your family history, ask
your family the next time you visit. Knowledge
of your family history will allow you to make
healthy choices! You might want to know that
cardiovascular disease is the leading cause of
death in the US. Risk factors for cardiovascular
disease include physical inactivity, high
cholesterol, high triglycerides, diabetes,
hypertension, excessive body fat, smoking,
tension and stress, age, and personal and family
history of CVD. If you find out that you have
some of these risk factors and want to make
healthy changes in your diet, exercise or talk to
someone about your risks, make an appointment
with the health educator or the medical clinic at
the student health center. - 4. If you have no family history of heart
disease, great! If you have cardiovascular
disease in your family, you probably know this is
the leading cause of death in the US. Risk
factors for cardiovascular disease include
physical inactivity, high cholesterol, high
triglycerides, diabetes, hypertension, excessive
body fat, smoking, tension and stress, age, and
personal and family history of CVD. If you have
some of these risk factors and want to make
healthy changes in your diet, exercise or talk to
someone about your risks, make an appointment
with the health educator or the medical clinic at
the student health center.
82Early Warning System
- Service initiated by Academic Advising and
Counseling Center - Administered by Registrars office
- Formation of the Intervention team
- ALAC, Counseling Center, Residence life
- Required training of faculty as the first
responders
83Stress Reduction Programs
- Hygiene-diet, exercise, sleep
- Social skills
- Academic skills
- Time management
- Support groups (losses, bereavement, gender
identity, etc.) - Dealing with stress during a time of war
- Choosing courses and careers
84Emergency Services
- 24-hour access
- Where to go/Whom to call/What to expect
- Community emergency/Crisis intervention services
- Mobile support services
- Hotline numbers
85Medical Leave Policies
- Policies, procedures, protocols, panels, policing
- Is the student able to function as a student?
- Is the behavior disruptive to the community?
- Re-entry protocols and criteria
- Programs for returning students
86Postvention Programs
- Crisis intervention/Emergency teams
- Support, assistance, direction
- Bringing closure
- Media relations
87Faculty and Staff Consultation Services
- Assessing the need for referral or intervention
- Available Resources
- Clarifying your own thoughts about the student
and make recommendations - Discuss follow up concerns
- Faculty and staff training
88Coordination of Care
- Handbook expectations who gets notified about
hospitalization/ return - Identifying high-risk students
- How is residence involved with worrisome
students? - Eating Disordered or Substance Abusing students
in residence, what happens? - Contracts When to invoke them
89Referral Network
- Licensed and certified mental health
professionals - Multi-disciplined
- Multi-ethnic
- Developmental perspective
- Available locations
- Accommodating hours