Campus Collaborative to Support Student Success

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Challenging Situations Campus Collaboratives To
Support Student Success
Deborah Tull, Ph.D., Los Angeles Harbor College
tulld_at_lahc.edu [phone]
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Addressing College Student Mental Health Concerns
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Scope of Mental Health Challenge General
Population

• Mild mental illness conditions are common.
• 1/5 of Americans experience some diagnosable
  mental disorder during any given year.
• Anxiety disorders are most common.
• Depression affects 1 in 10 adults.
• 3 experience severe and persistent mental
  illness. (1)
• (1) American Psychiatric Association, 2005

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Scope of Mental Health Challenge College
Population General

• College student mental health issues are more
• severe than in past years. (2)
• Research cites increases in the following for
  college
• students
• Anxiety, Fear, Worry and Feeling Overwhelmed
• Alcohol and Substance Abuse
• Family Dysfunction
• Impact of Violence
•  Depression and Bipolar Disorder (3)
• (2) Gallagher, 2001 Benton, et al, 2003
  Benton, et al, 2004
• (3) Report to the Subcommittee
  Hearing for the Campus Care and Counseling Act,
  April 28, 2005 by Researcher, Louise Douce,
  Ph.D.,
• Higher Education Research
  Institute, 2002

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Scope of Mental Health ChallengeCollege
Population Depression

• Midwest University Study The number of students
  with depression doubled. (4)
• ACHA Study The rate of students diagnosed with
  depression has increased 56 in the last 6 years.
  (5)
• ACHA Study Nearly 50 of surveyed students
  reported feeling so depressed at times that they
  had trouble functioning. (6)
• CDC Study 28.3 of the students reported
  experiencing depression which interfered with
  daily activities for 2 weeks or longer. (7)
• (4) Kansas State University Study (1989-2001) of
  13,257 students, cited in Benton, Robertson,
  Tseng, Newton, Benton, 2003, p.69
• (5) American College Health Association,
  National College Health Assessment, 2006
• (6) American College Health Association,
  National College Health Assessment, 2006
• (7) Centers for Disease Control Study, 2002

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Scope of Mental Health Challenge College
Population Anxiety

• ACHA Study 12.4 of surveyed students reported
  having an anxiety disorder. (8)
• Midwest University Study Proportion of students
  seen for anxiety disorders doubled. (9)
• National Institute of Mental Health Study
  Anxiety disorders affect 9.1 percent of college
  students. (10)
• (8) American College Health Association,
  National College Health Assessment, 2006
• (9) Kansas State University Study (1989-2001)
  of 13,257 students, cited in Benton, Robertson,
  Tseng, Newton, Benton, 2003, p.69
• (10) National Institute of Mental Health,
  Anxiety Disorder Research, 2000

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Scope of Mental Health Challenge College
Population Suicide

• The 2nd leading cause of death for college
  students is suicide. (11)
• Every year, as many as 1100 college students die
  by suicide, most of these students were not in
  treatment at the time of their death. (12)
• Midwest University Study The number of suicidal
  students tripled. (13)
• One out of every 12 college students has made a
  suicide plan. (14)
• (11, 12) Jed Foundation, 2005
• (13) Kansas State University Study (1989-2001)
  of 13,257 students, cited in Benton, Robertson,
  Tseng, Newton, Benton, 2003, p. 69
• (14) Mental Health America (Formerly known as
  National Mental Health Association), 2007

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Scope of Mental Health Challenge Relationship
Violence

• Violence against women on college campuses is
  widespread. (15)
• The highest rates of relationship violence are
  among women 16-24 years of age. (16)
• 13 of surveyed students reported experiencing an
  emotionally abusive relationship the last school
  year. (17)
• Over half of all stalking victims are 18-29
  years. (18)
• Midwest University Study The number of students
  seen in response to sexual assault quadrupled.
  (19)
• (15) B. Fisher, F. Cullen, M. Turner, 2000
• (16) U.S. Department of Justice, Office of
  Justice Programs, 2001
• (17) American College Health Association,
  National College Health Assessment, 2006
• (18) U.S. Department of Justice, Office of
  Justice Programs, 1998
• (19) Kansas State University Study (1989-2001)
  of 13,257 students, cited in Benton, Robertson,
  Tseng, Newton, Benton, 2003, p. 69

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Scope of Mental Health Challenge College
Population Substance Abuse

• Several national surveys report that 4 in 5
  college students drink and about half engage in
  heavy episodic drinking. (20)
• 49 (3.8 million) of full time college students
  binge drink and/or abuse prescription and illegal
  drugs. (21)
• An estimated 300,000 of todays college students
  will eventually die of alcohol related causes
  such as accidents, cirrhosis of the liver and
  other diseases. (22)
• (20) American Psychiatric Association, 2006
• (21) National Center on Addiction and Substance
  Abuse at Columbia University, 2007
• (22) Core Institute, 2006

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Special Populations With UniqueMental Health
Challenges

• DSPS Students
• EOPS Students
• Cal Works Students
• Financial Aid Students
• International Program Students
• Gay/Lesbian/Bisexual/Transgender Students
• Veterans
• Intimate Partner Violence Survivors
• Student Athletes

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Impact of College Mental HealthProblems/Issues

• Campus Safety
• Behavioral Issues/Code of Conduct
• Student Performance
• Parenting
• Workforce Development

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Impact Campus Safety

• All colleges must guarantee learning environments
  that are safe and secure.
• Student mental health emergencies may bring
  unrest and harm to the student in distress, other
  students and faculty/staff/administration.
• Examples include Suicide attempts, incidents of
  stalking, sexual assault, domestic violence and
  substance abuse.

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Impact Behavioral Issues Student Conduct

• All students must abide by the student code of
  conduct.
• Perform behavioral assessment to determine if a
  student is in emotional crisis, is responding to
  a real-life crisis situation or is being
  disruptive.
• Identify and refer those in emotional distress to
  a mental health professional.
• Identify and refer those who are just acting
  out to campus disciplinarian.
• Involve police when safety is threatened.

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Impact Behavioral Issues Student Conduct

• Debunk the Myths
• People who have mental illness are not typically
  violent or dangerous.
• National Institute of Mental Health research
  indicates that only 1 are potentially dangerous.
• In rare instances when violence occurs, it is
  when the person is very seriously mentally ill
  and/or not under treatment. Refer these people
  for help.

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ImpactStudent Performance
Mental health problems interfere with student
success and are directly linked to retention and
academic performance. (23) Problems affecting
academic performance

• Stress (32)
• Sleep difficulties (23.9)
• Concern for friend or family (18)
• Depression/anxiety (15.7)
• Relationship difficulty (15.6)
• Death of friend/family (8.5)
• (23) Backels Wheeler, 2001 Haines, Norris,
  Kashy, 1996
• Spence, Duric, Roeder, 1996

• Alcohol use (7.3)
• Drug use (2.3)
• Eating disorder/problem (1.3)
• Physical assault (0.6)
• Sexual assault (0.8) (24)
• (24) American College Health Association,
  National College Health Assessment, 2006

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Impact Parenting

• College educators are mandated reporters for
  child abuse.
• Mental health issues can interfere with
  appropriate parenting.
• Mental health services can foster appropriate
  parenting and nurture healthy families.

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ImpactWorkforce Development

• A primary mission of the community colleges is
  to successfully contribute to workforce
  development. This mission can only be attained
  by graduating and transferring students who meet
  the competency standards and possess mental and
  physical health.

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Educators as Change-AgentsNeed to Participate

• Many students experience their first
  psychological problems between the ages of 20 and
  35. Educators can be a students first link to
  help through referral to mental health service
  sites.
• Most students will only undergo a single episode
  of mental illness in their entire lives and the
  vast majority (80) can be treated successfully.
• Educators must be aware that colleges will
  continue to see an increase in the enrollment of
  students needing mental health assistance.

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Educators as Change-AgentsNeed for Training

• Sensitivity and awareness training is imperative
  for administrators, faculty, staff and student
  workers.
• College professionals can be effective
  change-agents in the recovery, healing and
  educational goal attainment for this group of
  students.
• Addressing the mental health challenges of
  college students is a global issue for all
  sectors of the college Counseling Departments,
  DSPS, EOPS, Financial Aid, Assessment Centers,
  Cal Works Programs, Campus Police and Health
  Centers.

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Educators as Change-AgentsNeed for Training

• It is critical to develop a campus-wide cultural
  climate that de-stigmatizes mental illness,
  removes barriers and encourages help-seeking
  behavior.
• Educators should be trained to (1) identify the
  signs of individuals in distress and (2) take the
  appropriate steps to get help.

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Identifying Students in NeedWarning Signs

• Be aware of students who
• Appear sad, hopeless, fearful
• Make direct reference to suicide
• Appear to be under the influence
• Are often absent from class
• Seem unable to accept praise or feel success
• Appear withdrawn, isolated or moody
• Have difficulty focusing
• Appear to have difficulty eating and sleeping

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Change-Agent Training Resources

• www.lahc.edu/MentalHealth
• www.campusblues.com
• www.touchingminds.org
• www.HealthyMinds.org
• www.jedfoundation.org
• www.activemindsoncampus.org
• www.nmha.org
• www.mentalhealth.com
• www.stopstigma.samhsa.gov

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Need for College Program Development

• Every college campus should have a mental health
  service site with professional staffing to meet
  the demands of its student population.
• Cost-effective programs can be designed through
  the use of psychology interns under the
  supervision of a licensed professional.

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Need for College Program Development

• Possible Mental Health Service Site funding
  avenues include federal grants from the
  Department of Health and Human Services,
  Substance Abuse and Mental Health Services
  Administration.

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Need for College Policy Development

• Formulate campus policies for
• Identification of high-risk and potentially
  high-risk students
• Crisis management
• Promotion of mental health awareness, well-being
  and suicide prevention
• Campus police support
• Community outreach

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Community CollaborationsStudent Success Agencies

• California State Department of Rehabilitation
• Department of Mental Health
• Veterans Administration
• Domestic Violence/Sexual Assault Agencies
• Self-Help Groups
• Local Law Enforcement Agencies

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Los Angeles Harbor College and County Mental
Health Collaboration

• Close collaboration between the Los Angeles
  Community College District (LACCD) and the Los
  Angeles County Department of Mental Health
  (LACDMH) provided a think-tank response to
  college mental health challenges.
• A Chancellors Office Fund for Instructional
  Improvement (1998-99) Grant provided the
  resources to develop a collaborative program,
  The Mental Health Education Consortium Project.

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Los Angeles Harbor College and County Mental
Health Collaboration

• The Mental Health Education Consortium Project
  laid the foundation for the LACCD and the LACDMH
  to develop a partnership which supported the
  educational efforts of students with mental
  illness within the District and streamlined
  service delivery to help students with unmet
  mental health needs who qualified for L. A.
  County mental health services.

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Los Angeles Harbor College and County Mental
Health Collaboration Outcomes

• Launching of Supported Education Program
  (S.E.P.).
• An S.E.P. improves access to college and
  increases the retention of people who have a
  history of mental illnessThe college or
  university is not a treatment setting, nor is the
  supported education program a treatment program.
  Treatment is the role of the mental health
  system education is the role of the
  postsecondary education site. (25)
• (25) Unger, 1998, p. 19

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Los Angeles Harbor College and County Mental
Health Collaboration Outcomes

• Development and implementation of mental health
  sensitivity and awareness training for LACCD
  Student Service professionals and LACDMH
  supervisors at District clinics
• Global training opened direct communication
  between LACCD Student Services and LA County
  mental health workers in their respective areas.

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Los Angeles Harbor College and County Mental
Health Collaboration Outcomes

• Open communication led to a streamlined referral
  system that benefited students in need of mental
  health services.
• Open communication supported the creation of
  user-friendly web-based mental health training
  materials for the LACCD and other colleges in the
  California Community College System.

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Los Angeles Harbor College and County Mental
Health Collaboration Outcomes

• Free training resources can be found at
  www.lahc.edu/MentalHealth
• Two booklets are available Mental Illness It
  Shouldnt Drive You Crazy and The Calm
  Psychological Response (C.P.R.) Manual, a primer
  on crisis intervention for college professionals.
• Also available are many tips on conducting mental
  health training.

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Los Angeles Harbor College and CA State
Department of Rehabilitation Collaboration

• Arrangements have been made with the local
  Department of Rehabilitation Office to have a
  rehabilitation counselor stationed at LAHC to
  optimize service delivery.
• The rehabilitation counselor rotates between the
  DSPS, EOPS, and Cal-Works Office in response to
  service requests.

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Los Angeles Harbor College and Domestic
Violence/Sexual Assault Agency Collaborations

• Domestic violence/sexual assault agencies come
• on-campus to provide workshops for students.
• Los Angeles Harbor College mental health
  professionals routinely visit local shelters and
  agencies to encourage abuse survivors to attend
  college.

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Los Angeles Harbor College and Federal
Collaboration

• A USC/Los Angeles Community College consortium
  participates in a Department of Justice (DOJ)
  Grant Project designed to reduce the incidence of
  student relationship violence.
• The Consortium has developed and implemented
  training on relationship violence prevention and
  established college violence reduction policies.

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Los Angeles Harbor CollegeResearch

• An estimated 40 - 60 of women on welfare are
  victims of domestic violence and, as students,
  these women have multiple challenges.
• Tull Qualitative Dissertation - Domestic Violence
  Survivors on Welfare Learning Experiences at a
  Community College (2004)
• The dissertation focuses on college abuse
  survivor challenges and the effects that poverty
  and violence have on academic success and
  eventual self-sufficiency.

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Los Angeles Harbor CollegeResearch

• Research findings signal the importance of the
  following (a) social support, (b) college
  services,
• (c) empowerment, (d) parenting workshops,
• (e) college liaison activities with DPSS and (f)
  viable academic programs linking these students
  to self-sufficiency and life success.
• The study offers suggestions for program
  development at colleges and DPSS agencies.
• The dissertation is available at
  www.il.proquest.com

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Los Angeles Harbor College Mental Health Site
Program Development

• The LAHC Life Skills Center
• A cost-effective, humanistic, mental health site
• Developed because demand for mental health
  services at LAHC far exceeded the support
  supplied by existing Student Services staff
  public agencies
• A non-stigmatizing name was chosen.
• The Life Skills Center now meets the college
  mental health needs.

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Los Angeles Harbor College Mental Health Site
Program Development

• The Life Skills Center was created to contribute
  to the mission of the college by offering
• Brief, short-term crisis intervention and
  referrals.
• Workshops and psycho-educational groups designed
  to develop the knowledge, skills and attitudes
  necessary for students to be effective as people,
  family members, workers and citizens.
• Our goal is to enhance the quality of life for
  the individual, the campus and for society as a
  whole.

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Los Angeles Harbor College Mental Health Site
Program Development

• The Center teaches life skills which improve
  student management of college demands and equips
  students to more readily handle stressors.
• Life skills as a set of competencies enable
  students to form constructive, life-enhancing
  connections through a compassionate understanding
  of themselves and others.
• The staff is now working with academic
  departments to integrate life skill principles
  and student success groups (student success
  circles) into the curriculum.

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Addressing College Student Mental Health Concerns

• Today we are at crossroads. We are faced with
  the opportunity to bring mental health into the
  mainstream of our concerns and we cannot afford
  to fail.
• Rosalyn Carter (1998)