Student Affairs and Wellness Collaboration to Support Student Mental Health and Wellbeing NASPA Strategies Conferences January 19, 2018, 11AM

Transcription

1 Student Affairs and Wellness Collaboration to Support Student Mental Health and Wellbeing 2018 NASPA Strategies Conferences January 19, 2018, 11AM

2 Active Minds: CHANGING THE CONVERSATION ABOUT MENTAL HEALTH Active Minds empowers students to speak openly about mental health to educate and encourage helpseeking.

3 GOALS OF THE AWARD: Focus on what schools are doing right Celebrate colleges taking a public health approach Champion schools putting an equal emphasis on physical and mental health Recognize excellence at a wide range of institutions Identify key strategies for building a healthy campus Inspire locally-driven change

4 BACKGROUND: Established in 2014 and presented biannually Development: A year of research, interviews and focus groups. Based on frameworks from: ACHA s Healthy Campus 2020 framework NASPA s Strategic Primer on College Student Mental Health American Psychological Association and the American Council on Education JED/SPRC Comprehensive Model for Mental Health Promotion and Suicide Prevention Application process: Includes student support and testimonials, evidence of impact, and a group interview Review process: external panel of health professionals, administrators, researchers and students

5 AWARD CRITERIA: Prioritize a collective, strategic approach Pursue health comprehensively Champion student voices Create equal opportunities for health Provide quality, responsive, accessible clinical services Enact sustainable systems changes and policy-oriented long-term solutions Secure and make the most of available resources Measure results to motivate, guide and focus action

6 * Western Washingto n University * California State University, Long Beach University of Minnesota * Lawrence University * University of Wisconsin, Madison* * School of the Art Institute of * Sacramento State Chicago Jefferson College* University of Texas at Austin * University of North * Carolina at Greensboro

7 TODAY S AGENDA: 1) Examples from Three Diverse Winning Institutions 2) Panel Discussion with Audience Questions

8 TODAY S PRESENTERS: 1) Jill Belville, Recreation/Wellness Director, UNC Greensboro 2) Casey Carr, Retired Assoc. Dean of Students, Cornell University 3) Elva Munro, Prevention/Wellness Director, Western Washington University

9 UNCG Transitions and Focus

10 Taking Giant Steps The University of North Carolina at Greensboro Strategic Plan- Health and Wellness Health and Wellness is broadly defined to encompass the many dimensions necessary for individuals to cope, adapt, grow, and develop. This theme encompasses predictors and indicators of the state of the human condition, and scientific advances related to Health and Wellness.

11 Pursuing Positive Mental Health Outcomes Reduce stigma of mental illness and treatment Promote help-seeking behaviors Improve mental illness

12 Check Up from the Neck Up Wellness Programming SPARTA Peer Health Education Weight Neutral Health Programming Spartan Scents Mindfulness

13 SUPPORTING STUDENT MENTAL HEALTH AND WELL-BEING Karen "Casey" Carr Retired Associate Dean of Students Retired Advisor, Cornell Minds Matter Cornell University

14 Upstream Culture Change - Melanie Boyd

15 Returning from Leave of Absence Group

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18 1 Prioritizing a Collective, Strategic Approach Executive Committee on Campus Health and Safety: Senior administration provides oversight of health policy and mental health-related initiatives. Council on Mental Health and Welfare: Staff, faculty, graduate and undergraduate student leaders guide development of the University's mental health strategies President's Council on Alcohol and Other Drugs: Staff, faculty, graduate and undergraduate student leaders oversee prevention and intervention strategies related to AOD abuse, associated violence, and hazing. The Council on Hazing Prevention: provides a leadership structure for developing and guiding the university's hazing prevention strategies. The Council on Sexual Violence Prevention: This group studies and evaluates the campus environment, prevention strategies, policies, procedures, and services and explores opportunities for fostering cultural change, reducing risks, and increasing support for members of the community affected by sexual violence. Student Assembly: deals with quality of life issues for students, making sure that student issues are heard and addressed. Most recently, the SA submitted Resolution 8, advocating for a syllabus statement on mental health. Mental Health Policy Group: Faculty and staff collaborate on development of policies aimed at identifying and supporting students in distress. The MHPG's current focus is an examination of faculty opportunities to address student mental health within the academic environment.

19 2 Defining Health Broadly and Pursuing it Comprehensively Leadership statements: President David Skorton began his tenure making a call for Cornell to be an "ever more caring community," providing a philosophical foundation for Cornell's comprehensive approach to mental health and well-being. In the wake of the 2010 suicide cluster, President Skorton implored Cornell students: "If you learn anything at Cornell, learn to ask for help." Strategic plan: The Cornell Strategic Plan ( ) includes the following goal in service of Educational Excellence: "Promote the health and wellbeing of students (undergraduate, graduate, and professional) as a foundation for academic and life success." Policy initiatives Faculty conducted a review of the academic calendar and implemented a February Break. The Faculty Senate passed a resolution discouraging professors from assigning extra academic work over breaks. Both actions were taken to support student mental health & well-being and reduce unnecessary stress.

20 3 Championing Student Voices

21 Cornell Minds Matter Dining with Diverse Minds

22 Faces of Mental Health

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24 Cornell Minds Matter Resilience Training

25 CREATE A CARING COMMUNITY For all its intensity, Cornell is a caring community because of the efforts we all make faculty, staff, and students to seek help for ourselves and to offer support to others. President David Skorton

26 Real Students Reel Stories

27 Tapestry of Possibilities

28 PROTOCOL FORRESPONDING TO STUDENTS IN DISTRESS When you observe or hear about an undergraduate or graduate student behaving or appearing in a way that makes you concer ned about his/her psychological/emotional well-being, consider these choices: CONCERNED (normal business hours): Contact your college s Academic Advising or Student Services Of fice if you believe the student needs help that you cannot pr ovide and it is normal business hours. See back for contact info. Tell the staff member what you know about the student and the situation. The staff member may prepare you for a discussion with the student or s/he may contact the student to provide counseling, services, and/or referral. URGENT (anytime): Call Gannett Health Services at for a consultation if you believe the student has a serious need for help now, but no one is in immediate danger and the Academic Advising or Student Services Office is closed. If the student is present, tell the student you would like to help and need to get guidance from someone more knowledgeable. If you need to leave to make the phone call, make sure someone else stays with the student. Tell the counselor who you are, where you are, and what you know. The counselor will coach you about what you should do next. Once the situation has been addressed, proceed with CONCERNED protocol. Note: You may walk the student to Gannett or to the Academic Advising or Student Services Office. Under no circumstances should you drive the student anywhere if there is immediate danger or you are quite concerned about the student. EMERGENCY (anytime): If you believe that you and/or someone else may be in any kind of immediate physical danger (if a weapon is involved, if you or others feel immediately and personally threatened, or if the student has a plan to do personal harm) at any time, call Cornell Police: 911 from a campus phone, from your cell phone, or pick up a Blue Light phone. Tell the police who you are, where you are, and what you know. The police will coach you about what you should do next. Once the situation has been addressed, proceed with CONCERNED protocol.

29 ACTION STEP #1 PHYSICAL INDICATORS Deterioration in physical appearance or personal hygiene Excessive fatigue, exhaustion; falling asleep in class repeatedly Visible changes in weight; statements about change in appetite or sleep Noticeable cuts, bruises, or burns Frequent or chronic illness Disorganized speech, rapid or slurred speech, confusion Unusual inability to make eye contact Coming to class bleary-eyed or smelling of alcohol OTHER FACTORS Concern about a student by his/her peers or teaching assistant A hunch or gut-level reaction that something is wrong CONSULT WITH ONE OR MORE OF THESE RESOURCES: Academic Advising or Student Services; see list and contacts at right Department chair or dean CONSULT The Graduate School or the Graduate Field Assistant (for the student s field) Gannett Health Services: 24-hour phone consultation for physical and mental health concerns, ( If a student is const antly fatigued, his/her production is going down, or he/she is easily irritated, it s always an indication that something is not right. If it s beyond the normal up and down of student performance during the semester and things do not get better, you have to advise the student to seek help. I worry about students who feel isolated. Kids need to know where to go, who to go to when they need help. Dale Grossman, Applied Economics and Management Werner Goehner, Architecture RECOGNIZING STUDENTSIN DISTRESS 3 8 FACULTY MANUAL

30 PROMOTING STUDENT WELL-BEING SYNOPSIS OF STUDENT CONCERNS AND CONDITIONS PROMOTING STUDENT WELL-BEING SYNOPSIS OF STUDENT CONCERNS AND CONDITIONS

31 Deliver coordinated crisis management Health service on-call 24/7 CU Police Crisis Managers Community Support Meetings (postvention) Cayuga Medical Center

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33 Lift Your Spirits

34 Karen "Casey" Carr Retired Associate Dean of Students Retired Advisor, Cornell Minds Matter Cornell University

35 Active Minds Healthy Campus Award 2015 Elva Munro, Director Prevention & Wellness Services

36 Changes Since Our Award in 2015 New President New Vice President for our Enrollment & Student Services division End of the grant for one of the award component programs Significant turnover of key staff in all three of the award component departments Much general turnover of university staff and faculty that were collaborators, support, and allies for these programs Shift of some award program pieces to new departments and hiring of new project managers

37 Western s Three Featured Programs Residence Education Model University Residences BRAVE SAMHSA Suicide Prevention Grant BEST SELF Prevention & Wellness Services

38 Residence Education Model Designed and implemented through Western s University Residences department The Residence Education Model involves every student living in campus housing, reaching approximately 92% of freshmen annually and provides all students living in the Residence halls with training, education, and skill-building for: Achieving personal wellness Maintaining healthy relationships Understanding their role in a healthy community

39 BRAVE Building Resiliency And Voicing Empathy for All Students Originated in 2013 through a federal SAMHSA grant Developed as an upstream suicide prevention intervention for higher-risk populations Multiple path approach: o Increase awareness of mental health needs of college students, available resources, and coordinating awareness events o Promote and implement Kognito, along with targeted group training and curriculum infusion presentations addressing suicide prevention o Collaborate with the existing Student Care and Concern Team to provide supportive intervention to students reporting emotional distress o Increase access to resources for students in distress

40 BEST SELF Created by Prevention & Wellness Services Based on the Character Strengths and Virtues identified in the work of Christopher Peterson and Martin Seligman BEST SELF was designed and promoted as a tool anyone can use to: o Meet challenges o Attain goals (personal and academic) o Enhance well-being Using an easy to apply process: 1) Identify your challenge or goal 2) Choose one or two characteristics to apply to your goal/challenge 3) Practice applying the chosen characteristics to your goal/challenge daily 4) Reflect on how the above process worked for you review weekly progress and adjust as needed

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42 Development of BEST SELF Initiative

43 BEST SELF Outcome Data after 2-5 months of practice 85% of students trained went on to use BEST SELF 94% used the characteristics of the BEST SELF model to help overcome or meet a challenge BEST SELF model applied to overcome/meet challenges or achieve goals regarding: 75% Academics 65% Stress 54% Emotional Health 50% Relationship Issues 44% Anxiety 28% Physical Health BEST SELF characteristics most utilized: 74% Open-mindedness 68% Self-regulation/Self-care 74% Persistence/Perseverance 57% Humor

44 BEST SELF Characteristics by % of Utilization Virtue Category : Transcendenc e Temperance Justice Humanity Courage Wisdom & Knowledge

45 Key Challenges, Evolution & Outcomes Staff turnover (all areas) In the other program areas lack of communication to new staff & lack of records about accomplishments & outcome data Lower enthusiasm level for new staff for the older programs Challenge of keeping programs revitalized to meet the changing needs of our students Combating the impulse/expectation to create programs when students typically don t attend or get their information through that medium

46 Active Minds: HEALTHY CAMPUS AWARD Contact: Laura Horne, Director of Programs Made possible with support from: