Identifying and Supporting Students in Distress Advisors as Campus Collaborators

Identifying and Supporting Students in Distress

Advisors as Campus CollaboratorsNACADA National Conference

October 10, 2014

Melissa Bazley, Associate DirectorBeth Howland, Associate Director

Engineering Advising, Cornell University

Agenda• Gain an understanding of Cornell University--Campus

Environment & Student Population

• Learn the value of a Public Health Approach and “Shared Language” with campus partners

• Identifying campus partners

• Consider various communication mechanisms

• Recognize limitations/empower others

• Case Studies

Agenda• Gain an understanding of Cornell University--Campus

Environment & Student Population

• Learn the value of a Public Health Approach and “Shared Language” with campus partners

• Identifying campus partners

• Consider various communication mechanisms

• Recognize limitations/empower others

• Case Studies

Cornell University• Founded in 1865 in Ithaca, NY• Federal Land Grant Institution• Both Private and Public• 7 Undergraduate Colleges• 4 Graduate/Professional Schools• 14,000+ Undergraduates• 7,000 Grad/Professional Students• Highly Selective Admissions• Decentralized

Cornell University

Agenda• Gain an understanding of Cornell University--Campus

Environment & Student Population

• Learn the value of a Public Health Approach and “Shared Language” with campus partners

• Identifying campus partners

• Consider various communication mechanisms

• Recognize limitations/empower others

• Case Studies

Cornell University

Public Health Approach to student mental health

• Many eyes and ears

• See something...say something

• Think of it as a relay team for prevention.

Shared Language

• Created to provide a more organized approach to practices already in place

• Defined Three “Levels of Distress”

• “Concern”

• “Urgent”

• “Emergency”

Signs of Distress-Academic

• Deterioration in quality/quantity of work

• Missed assignments/exams

• Repeated absences from class, lab, etc.

• Continual seeking of special provisions or extensions

• Essays or creative work that indicate extremes of hopelessness, rage, fear, despair, etc.

Signs of Distress-Emotional and Physical

• Deterioration of personal appearance/hygiene

• Unprovoked anger or hostility

• Visible changes in weight

• Excessive tearfulness

• Expressions of hopelessness, fear or worthlessness

• Direct statements of distress, family problems, etc.

Agenda• Gain an understanding of Cornell University--Campus

Environment & Student Population

• Learn the value of a Public Health Approach and “Shared Language” with campus partners

• Identifying campus partners

• Consider various communication mechanisms

• Recognize limitations/empower others

• Case Studies

Identifying Campus Partners…

• Faculty• Health Center (Counseling and Psych Services)• University Crisis Managers• Residence Life• Campus Police• University Alert Team• Judicial Administrator• Diversity Programs Office• International Students and Scholars Office• Student Disability Services Office• Staff and students

Agenda• Gain an understanding of Cornell University--Campus

Environment & Student Population

• Learn the value of a Public Health Approach and “Shared Language” with campus partners

• Identifying campus partners

• Consider various communication mechanisms

• Recognize limitations/empower others

• Case Studies

Outreach Protocol• How do we respond? Depending on the situation…

• Solicit feedback from instructors

Sample Email to Faculty:Dear Instructors/Advisors:We have received information indicating that Ima Student (1234567) has not been attending at least one of her classes regularly this term. We are hoping to determine if this is an isolated situation, or if the problem is more widespread. Please check your records and let me know if Ima has been attending your class, handing in work, sitting for exams, etc. Any information you can provide will be helpful and very much appreciated.

Ima is enrolled in the following courses this term:MATH 1920PHYS 1112CS 1110ENGL 1290PE 1432

Thank you, in advance, for your assistance. Feel free to contact me if you have questions or concerns.

Outreach Protocol• How do we respond? Depending on the situation…

• Solicit feedback from instructors

• Reach out directly to students (email, phone, etc.)

Sample Abridged Email

Dear Chris:One of your faculty members contacted us today because he/she was concerned that you have not responded to emails and have been falling behind in the coursework. Please reply to this email so that we know that you are ok and get in touch with any faculty members who have been trying to contact you. If you are having difficulty managing your course load, our office is always a resource if you would like to talk about it.

If we do not hear from you in 24 hours, we will be forced to contact your family and potentially report you as a missing person to the Cornell Police. We don’t want to cause unnecessary alarm, so please get in touch.

Outreach Protocol• How do we respond? Depending on the situation…

• Solicit feedback from instructors

• Reach out directly to students (email, phone, etc.)

• Check in with campus partners to see if there is a pattern

Outreach Protocol• How do we respond? Depending on the situation…

• Solicit feedback from instructors

• Reach out directly to students (email, phone, etc.)

• Check in with campus partners to see if there is a pattern

• Notify faculty/advisors and request academic consideration

Sample Abridged Email

Dear Instructors/Advisors:I write today on behalf of Engineering student, Ida Best, to request academic consideration. Ida has been receiving ongoing treatment at Gannett Health Center since October 3, and may need additional time to complete course work, projects, exams, etc. Please offer her any accommodations that you feel are fair and reasonable given the situation.

Ida is enrolled in the following courses…

It is Ida’s responsibility to contact you to make arrangements about how to make up work, etc.……….

Outreach Protocol• How do we respond? Depending on the situation…

• Solicit feedback from instructors

• Reach out directly to students (email, phone, etc.)

• Check in with campus partners to see if there is a pattern

• Notify faculty/advisors and request academic consideration

• Provide referrals to appropriate resources

Additional tools, programs• Advising Unit• Early Intervention program• Internal note system, shared among advisors• Re-tooled “Request to Rejoin” form and process• Admissions Application• Peer Advising Training

• Campus-wide mental health education efforts• “Notice and Respond” • “Friend 2 Friend”

• Alternative Means to Access Support Services• Let’s Talk sites• Community Consultation and Intervention Unit• EARS• Cornell University Religious Works

Parent Protocol• Depending on the situation…

• FERPA

• Provide referrals to appropriate resources

Managing Follow-Up

Agenda• Gain an understanding of Cornell University--Campus

Environment & Student Population

• Learn the value of a Public Health Approach and “Shared Language” with campus partners

• Identifying campus partners

• Consider various communication mechanisms

• Recognize limitations/empower others

• Case Studies

Limitations and Roles• Provide training/education

• Determine who should make contact with the student (who has a relationship)

• We have a shared responsibility, regardless of job title

• No two situations are the same; be willing to brainstorm an appropriate course of action

Pause for Questions?

Thanks for coming!

Questions?

Melissa Bazley, Associate Director, mh265@cornell.eduBeth A. Howland, Associate Director, bah18@cornell.edu

Cornell UniversityEngineering Advising

Olin 167Ithaca, NY 14850

607-255-7414