RECENT TOPICS ON CAMPUS MENTAL HEALTH SERVICES IN JAPAN AND THE U.S.

ACHA 2017.6.1.

From the U.S.Craig Rooney, PhD. University of MissouriBryant Ford, PhD. Dartmouth College

From JapanToshiyuki Marutani, MD, PhD. Tokyo Institute of TechnologyYasuko Fuse-Nagase, MD, PhD. Ibaraki UniversityAkihiro Nishio, MD, PhD. Gifu UniversityEiichiro Iwai, MA. Ritsumeikan UniversityMayumi Yamamoto, MD, PhD, MBA. Gifu UniversityKatsuhiro Yasumi, MD, PhD. Tokyo Institute of Technology

JAPAN UNIVERSITY HEALTH ASSOCIATION (JUHA)

-An organization comprising the health service centers in Japan’s higher education institutes-

JUHA aims to be the leading voice for the health administration of universities in Japan. It aims to promote research and activities in university health to develop the

principles and skills of members.JUHA would like to contribute to the development of education and academic research, and provide advocacy, educational,

and communication services.

http://health-uv.umin.ac.jp/jimukyoku/index.html

Partnership between ACHA and JUHA

From ACHA to JUHA in 2013

From JUHA to ACHA in 2013

History and Structure

1957 : Japanese National University Council of Health Administration Facilities (JNUCHAF) was established.

1963 : 1st Annual meeting of JUHA was held.1964 : JUHA was established officially.

1965 : Official Journal “CAMPUS HEALTH” was started.1966 : Seven of regional affiliation and steering committee were completed.2012 : The 50th annual meeting of JUHA in Kobe.

JUHA is administered by an 18-member Board of Directors and has a council of 50-100 members. Membership has grown to 500 higher education institutions. JUHA has seven affiliates in regional branches. Meetings with these affiliates are also held every year.JUHA has a tight relationship with JNUCHAF.JUHA holds an annual meeting that includes an educational program, a special lecture, and scientific poster presentations. The annual meeting is attended by more than 800 researchers, administrators, and medical professionals such as physicians, nurses, clinical psychologists, and dieticians every year.

UNIVERSITY HEALTH CARE SERVICE IN JAPAN-FOR STUDENTS; SCHOOL HEALTH AND SAFETY ACT-FOR FACULTY/STAFF; OCCUPATIONAL HEALTH AND SAFETY LAW

l Health counselingl Health education and promotionl Annual health check and Special health checkl First aid

l For Students; Health care center, provide health certificatel For faculty / staff; Advice for working environmental health

and risk management

NATIONAL HEALTH CARE SYSTEM IN JAPAN

- STRONG POINTS -

Equity: everyone in Japan is covered equally for medical careFreedom: Japanese can go to any physician or hospital, with no difference cost, and physicians are in principle free to treat or prescribe as they see fitHigh quality and performance with reasonable price: It helps Japan’s population exceptionally healthyA variant of the international standard: “Japan Model”

TopicsfromtheSurveyonNon-GraduationFactorsamongJapaneseUniversity

students

YasukoFuse-Nagase,M.D.,Ph.D.UniversityHealthCenter,IbarakiUniversity

ToshiyukiMarutani,M.D.,Ph.D.HealthSupportCenter,TokyoInstituteofTechnology

AmericanCollegeHealthAssociationCOI Disclosure

TheauthorshavenoconflictofinteresttodisclosewithrespecttothispresentationPresentingauthors: YasukoFuse-Nagase

ToshiyukiMarutani

Background• OnbehalfofTheMentalHealthCommitteeoftheJapaneseNationalUniversityCouncilofHealthAdministrationFacilities,wehaveconductedacontinualsurveytitled“TheSurveyofNon-GraduationCausesamongJapaneseUniversityStudents”

• Thesurveyconsistsof:• Basicstatisticalsurvey• Surveyonreasonsoftemporaryleaveanddroppingout• Surveyondeath

TopicsonUndergraduateStudents

• Scaleandhistoryofthesurvey

• ICD-10distributionofundergraduatestudentswhorequiredtemporaryleaveordropoutwithsomementaldisorderorsuspected.

• Changeinthepercentagesofundergraduatestudentswhorequiredtemporaryleaveordropoutbecauseofschizophrenia.

• Characteristicsofstudentswhocommitsuicide.Anyclueforprevention?

BasicStatisticalSurvey(undergraduates)intheAcademicYear2014-2015• Numberofnationaluniversitiesjoined:78/82• Numberofregisteredstudents:414,524• 37threportwaspublishedanddistributed

• 2.7%ofthestudentsrequiredtemporaryleave• 1.3%droppedout• 5.1%repeatedthesameyear

Surveyonreasonsoftemporaryleaveanddroppingout• Numberofnationaluniversitiesjoined:60/82• Numberofregisteredstudents:298,482

Surveyondeath• Numberofnationaluniversitiesjoined:73/82• Numberofregisteredstudents:374,437

F212%

F337% F4

36%

F51%

F62% F8

15%

F29%

F348%

F432%

F53%

F61%

F89%

F91%

ICD-10codesdistributionintheacademicyear2014-15

Fuse-NagaseY,KajitaniK,HiraiN,NamuraI,SatoT;Thesurveyofundergraduatestudentswhorequiretemporaryleavefromschool,dropoutofschool,orrepeatthesameclass–37threport–.JapaneseJournalofCollegeMentalHealth1,2017(inJapanese,inpress)

Studentsrequiredtemporaryleavewithmentaldisorderorsuspected

Studentsdroppedoutwithmentaldisorderorsuspected

Thepercentagesofstudentswhorequiredtemporaryleavebecauseofschizophrenia

0.00%

0.02%

0.04%

0.06%

0.08%

0.10%

1986-1987 1994-19952013-2014

***adjusted P<0.001 * adjusted P<0.05

＊＊＊

＊

＊

Fuse-NagaseY,MiuraJ,NamuraI,SatoT,Yasumi K,Marutani T,SugitaY.DeclineintheseverityortheincidenceofschizophreniainJapan:Asurveyofuniversitystudents.AsianJPsychiatr.2016Dec;24:120-123.

Thepercentagesofstudentswhodroppedoutbecauseofschizophrenia

0.00%0.01%

0.02%

0.03%

0.04%

0.05%

1986-1987 1994-19952013-2014

***adjusted P<0.001 * adjusted P<0.05

＊＊＊

＊

＊

2014 2013 2012 2011 ~2010

8.8 7.6 1126.7

99.2

Fuse-NagaseY,KajitaniK,HiraiN,NamuraI,SatoT;Thesurveyofundergraduatestudentswhorequiretemporaryleavefromschool,dropoutofschool,orrepeatthesameclass–37threport–.JapaneseJournalofCollegeMentalHealth1,2017(inJapanese,inpress)

Suiciderate(outof100,000)andacademicyearofadmissionundergraduatestudentsin4-yearcourseintheacademicyear2014-15

Academic year of admission

TopicsrelatingtoGraduateStudents

• Basicdemographicdata• Leadingcausesfortemporaryleave• Leadingcausesfordroppingout• ICD-10codesdistribution• Trendsinsuiciderates

Toshiyuki MarutaniHealth Support Center, Tokyo Institute of Technology1

PopulationofNationalUniversityGraduateStudentsinJapan(2014)

NationalUniv graduates:143,146studentsinthe2014academicyear(NationalUniv undergraduates:414,524students)

Japanese88%

Interna-onal12%

Males 72%

Females 28% Na#onal

UnivStudents60%

PrefecturalUnivStudents

6%

PrivateUnivStudents34%

GraduateStudentsinJapan

2

Reasonsfortemporaryleavein2014Male/Femalestudents

Malestudents Femalestudents

30.9

15.9

7.0

0 5 10 15 20 25 30 35

Duetoemploymentcommitments

Economicreasons

Studyabroad

21.0

14.5

11.1

0 5 10 15 20 25

Duetoemploymentcommitments

Economicreasons

Marriage,child-bearing,child-rearing

% %3

Reasonsfortemporaryleavein2014– Japanese/Internationalstudents

* incl.Compulsory military service

%0 5 10 15 20 25 30 35

Duetoemploymentcommitements

Economicreasons

Studyabroad

JapaneseMales

0 5 10 15 20 25

Duetoemploymentcommitements

Economicreasons

Marriage,child-bearing,child-rearing

JapaneseFemales

0 5 10 15 20 25 30

Economicreasons

Duetoemploymentcommitements

Otherenvironmentalfactors*

Interna'onalMales

0 5 10 15 20 25

Marriage,child-bearing,child-rearing

Economicreasons

Duetoafamilyma=er

Interna'onalFemales

%

%

%

%4

Reasonsfordroppingoutin2014Male/Femalestudents

Malestudents Femalestudents

% %

23.4

23.0

5.9

0 5 10 15 20 25 30

Courseworkcompleted

withoutdegree

Findingemployment

Duetoemploymentcommitments

23.5

21.5

6.0

0 5 10 15 20 25 30

Courseworkcompleted

withoutdegree

Findingemployment

Duetoafamilyma9er

% %

5

Reasonsfordroppingoutin2014– Japanese/Internationalstudents

0 5 10 15 20 25

Findingemployment

Courseworkcompletedwithoutdegree

Duetoemploymentcommitments

JapaneseMale

0 5 10 15 20 25

Findingemployment

Courseworkcompletedwithoutdegree

Duetoemploymentcommitments

JapaneseFemales

0 5 10 15 20 25 30

Courseworkcompletedwithoutdegree

Tui9onfeeunpaid

Findingemployment

Interna'onalMales

0 5 10 15 20 25 30

Courseworkcompletedwithoutdegree

Findingemployment

Tui<onfeeunpaid

Interna'onalFemales

%

%

%

%6

ICD-10CodesDistribution

*2002-2014cumulativetotalofstudentsdiagnosedwithmentalillnessormentalillnesssuspected

3.1%*of64,028droppedoutstudents5.8%*of89,105temporaryleavestudents

F3:Mooddisorders,F4:Neuroticdisorders

F01%

F1 F24%

F342%

F427%F5

1%

F61%

F82%F9

Unknown22%

F0F1 F25%

F331%

F425%

F52%

F63%

F82%

F9

Unknown32%

DroppingoutcasesTemporaryleavecases

7

TrendsinsuicideratesSu

icidesper100

,000

gradu

atestud

ents

0

5

10

15

20

25

30

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Total Male Female

AcademicYear8

Formoreeffectiveprevention…..• Insufficientevidencetoinformprimarysuicide

preventionprogramsinuniversityandgraduateschool1,2

1.Harrod etal.(2014)2.Tachikawa etal.(2017)3.WassermanD.etal.(2015)

• WeareconsideringcarryingoutaRCTstudyreferringtotheSEYLEstudy(suicidepreventioncRCT studyforhighschoolstudentsinEU3)

9

Support for Hikikomori(social withdrawal) or School Refusal Students in University, Japan

Health Administration Center, Gifu UniversityAkihiro NISHIO, MD，PHDAssociate Professor/Psychiatrist

1

What is “Hikikomori”

2

School refusalDefinition: one who did not attend school for psychological or physical reasons for more than 30 days per year.

Number: 118 000 in Japan

Hikikomori (social withdrawal)Definition: an individual without a mental illness who has no social activity and stays at home for more than 6 months.

Number: about 800 000 in Japan3

Change of school refusal numbers

Ministry of Education Report

Junior high school High school

Elementary school

years

4

5

Support for Hikikomori Students in University

４月 ５月 ６月 ７月 ８月 ９月 １０月 １１月 １２月 １月 ２月 ３月前期試験 後期試験 卒業発表 春休み前期講義 夏休み 後期講義

Various student’s crisis requiring mental support

Senior or after graduate students have a difficulty of their research

Fresh students drop out due to difficulty of registering their class

Students have a difficulty of new human relationship

Students cannot attend their class and stop going to school without any reason

Senior or after graduate students have a difficulty of getting job

Support for the students who have a difficulties in human relationship

- Fresh students might have a difficulty to create new human relationship since friends relationship on campus is more social and open than that of high school days. Some advice and counseling is useful for them.

- Some students might have a difficulty to create good relationship with their mentors including professor. Some support to connect with mentors or counseling is also useful for them.

Programdate Program In charge

5/17 Relaxation not to get nervous in public Horita

5/24 It’s OK and fun not to participate in University club.

Horita,Funakoshi

5/31 Let’s experience life disabled people Funakoshi

6/7 Cooking for one person with good balance nutrition

Takada

6/14 Let’s make a plan of my future plan Kawakami

6/21 Is it harassment? Horita

6/28 Good way to have a nice summer vacation

Kawakami

Email: ikomai@gifu-u.ac.jpIn charge：Horita, Funakoshi, Kawakami

(Health Administration Center)

Application

Overview

What is Ikomaiseminar?

Email: ikomai＠gifu-u.ac.jpSend your students’ number, name and phone number for this address. We will reply after getting your email.

Date：Wednesday 13：30−14：30Place: Supporter’s roomSubjects：All students Capacity：10 persons

These are the useful program to advance your skill of school life and job search. And also communication place for students. It’s no problem to take part in the seminar. Don’t hesitate, Shall we go?

Supportforthestudentswhohaveadifficultiesoftheirresearchactivities

- Studentsmightnotunderstandtheirresearchcontentsmorethanourestimation.Furthermore,(Japanese)studentshesitatetoaskwhattheydon’tunderstandandstoptoattendtheirclass.Somestudentsmightnotknowalsowhattheydon’tunderstand.Hearingindetailoftheirresearchtheme,methodofexperimentation,goaloftheresearch,citationskills,howtowritetheirarticleandestimatingwhattheyunderstandanddon’tunderstandabouttheresearchshouldbehelpfulforthem.

Havingameetingwiththeirmentorsforsharingstudent’sactualityandmakingascheduleforachievingresearchgoalishelpful.

Supportforthestudentswhocannotattendtheirclasseswithoutanyclearreason

- Somestudentshaveadifficultyofgettingupinthemorning,sincetheircircadianrhythmhavenotestablishedyet.Measuringtheircircadianrhythm(Actigraph)andprovidingasleepingpileisuseful.Yogalessonoradvicefortheirfoodhabitisalsouseful.

ActiGraph

13

SupportforthestudentswhohadbeenHikikomoriforlongtime

- MakingahomevisitisusefulforthestudentswhohadbeenHikikomorimorethanoneyear.MostofthemmighthaveawilltoleavetheirHikikomori,howeverrequiresomeone’shelp.

-ThelongtimeHikikomoristudentssometimesmighthaveasomedisability.Somediagnosticapproachbymedicalprofessionalsmightbehelpfulforthem

- ItisdifficulttogobacktoUniversityinarush.Makingaflexibleschedulewithlongspanisrequired.

-ItisimportantforusnottosetahighvalueonthecauseofHikikomori.LookingforonecausalityofHikikomoriisnothelpful.

Thank you for your attention.

Cherry blossom in Gifu University 15

Beyond reasonable accommodation in Japan～ Special needs student

support system ～

Eiichiro Iwai (M.A.)Coordinator/School Psychologist

Disability Resource CenterRitsumeikan University

Outline

About Ritsumeikan University

The Current Situation of Students withDisabilities in Japanese Higher Education

Special Needs Student Support System

Four Campuses (Suzaku and Kinugasa in Kyoto, BKC in Shiga, OIC in Osaka) A total of about 36,000 students in 13 colleges and 20 graduate schoolsRitsumeikan Academy has one elementary school, four junior-high schools, and Asia Pacific University (APU) in addition to RU.

Ritsumeikan University(RU)

Student Affairs DivisionSSttuuddeennttAAffffaaiirrss

DDiivviissiioonn

OOffffiicceeooffSSttuuddeennttAAffffaaiirrss

OOffffiicceeooffAAtthhlleettiiccss&&SSppoorrttss

SSeerrvviicceess

OOffffiicceeooffMMeeddiiccaallSSeerrvviicceess

KKiinnuuggaassaaCCaammppuuss

OOIICCCCaammppuuss

BBKKCCCCaammppuuss

Disability Resource Center (DRC)

SSttuuddeennttSSuuppppoorrttRRoooomm

Counselingsection

Coordinators(５５):Mental/DevelopmentaldisabilitiesDepartment(3)PhysicaldisabilitiesDepartment(2)Certifications:Clinical/SchoolpsychologistSocialworkeretc .

Mentalhealthsection

The Number of Students with Disabilities (SWD)in Japanese Higher Education [2016]

755(3%)1737(8%)

2546(12%)

6462(29%)

374(2%)

3442(16%)

5889(27%)

616(3%)

Visualimpairment

Deaf/Hardofhearing

Physicaldisability

Healthimpairments

Multipledisabilities

Developmentaldisabilities

Mentalillness

OthersSource:JASSO 2016

Total27257

The number & percentage of SWD in Japan

4937 54046235

71038810

1023611768

13449 14127

21721

0

5000

10000

15000

20000

25000

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Thenumbero

fstudentsw

ithdisa

bilities

Yearofsurvey

0.20%

0.22%

0.27%

0.32%

0.37%

0.42%

0.44%

0.68%The % of SWD in the USA is

11% in 2011（（Data of NCES））

0.16%

0.17%

Source:JASSO 2008-2016

変更グラフSousuuThe % of SWD in the USA

was11% in 2011（（Data of NCES））

0.20%

0.22%

0.27%

0.32%

0.37%

0.42%

0.44%

0.68%

0.86%

ThetotalnumberofstudentsAbout3.2million

The numbers of students with disabilities requesting support

7Source:JASSO2016

14,00027,000

Special Needs Students Support System (SNSSS)Support Ø starting with “troubled feelings”

(regardless of diagnosis)Ø focusing on students’ learning and growth

experience (process-emphasized)Ø focusing on students’ self-advocacy skills

(fostering students’ need-awareness )Ø focusing on the reasonable accommodation

(fostering students and faculty mutual understanding)

Ø constructing a comprehensive support system (connecting and networking various resources on/off campus)

Special Needs Students ThenumberofSpecialNeedsStudents(RU)

Astudentwhoattendsmylecturesveryeagerlybuthasneverhanded meanassignment.Studentswhodon’tparticipateingroupworkordiscussions.Studentswhohaveextremelypoorwriting.

Student

faculty

Howtostudy? Time

management?

Groupwork?Life

rhythm?

SSuuppppoorrttiinnccoollllaabboorraattiioonnwwiitthh

ooffff--ccaammppuussssppeecciiaalliizzeeddiinnssttiittuuttiioonnss

10

SSuuppppoorrttiinnccaammppuusslliiffee

SSeellff--mmaannaaggeemmeennttsskkiillllssSSttrreessssmmaannaaggeemmeennttCCoouunnsseelliinngglliiffeesskkiillllss

FFiirrsstt--yyeeaarreedduuccaattiioonnCCoouurrsseeaannddlleeaarrnniinngg

AAddvviissiinnggAAccaaddeemmiiccsskkiillllss

GGuuiiddaanncceeffoorraaccaaddeemmiiccaaccccoommmmooddaattiioonn

SSuuppppoorrttffoorrSSeellff--aannaallyyssiissJJoobb--aannaallyyssiissIInntteerrnnsshhiipp

DDiissaabbiilliittyyEEmmppllooyymmeenntt

SNSSS Function to Coordinate

OOrrggaanniizziinnggtthheechallenge

AAccaaddeemmiiccssuuppppoorrtt

CCaarreeeerrssuuppppoorrttWWhhaatthhee//sshheeccaannddooWWhhaatthhee//sshheeccaannnnoottddoo

WWhhaattccaannbbeeccoommpplleemmeenntteeddwwiitthheeffffoorrttssaannddssuuppppoorrtt

CoordinatorDialogue

Student

requestyes no

Face-to-facesupport Net-workingsupport

Diagnosis(n=173)

Group A109

Group B64

Non-diagnosis(n=232)

Group C70

Group D162

Reasonableaccommodation

Four categories N=405

12

Comprehensivestudentsupport

Our 3 Support Functions

Students’troubledfeelings

Parents’awareness

Teachers’Officestaff’awareness

11..CCoonnnneeccttiinnggAAwwaarreenneessssttoo

SSuuppppoorrtt

AggregationandManagem

ent

NetworkingsupportReachingoutforstruggling

students(regardless ofdiagnosis)

Face-to-facesupportEnhancingstudentsself-

knowledgeandindependentsupportusage(regardlessofdiagnosis)

22..SSttuuddeennttssaannddEEnnvviirroonnmmeennttssAAsssseessssmmeenntt

33..CCoooorrddiinnaattiinnggIInnddiivviidduuaalliizzeeddSSuuppppoorrtt

Learningandacademicsupport

Campuslifesupport

Careerandemploymentsupport

Specializedinstitutions

outsidethecampus

SSuuppppoorrttffoorrsseellff--aawwaarreenneessss

13

ConclusionlSNSSSmethodsisfocusingonindividualstudentlearningandgrowthexperienceattheuniversity.

lAccumulationandanalysisofindividualsupportdataisreturnedtoeachdepartmentandsectionaseffectivefeedback.

lUnfinishedchallengeswillbepassedon tosocialsupportnetworkseamlessly,dependingonstudents’self-understandingandgrowth.

lThissystemandstrategy willbenefitallstudentsonourcampus.

14

Thank you very much for your kind attention

• Eiichiro Iwai • Mail:1972-a@st.ritsumei.ac.jp• Coordinator/Shcool Psycologist• Disability Resource Center• Ritsumeikan Univercity

RECENT TOPICS ON CAMPUS MENTAL HEALTH SERVICES IN JAPAN AND THE USBRYANT FORD, PHD. DARTMOUTH COLLEGE

AMERICAN COLLEGE HEALTH ASSOCIATION

ANNUAL MEETING

AUSTIN, TX

JUNE 1, 2018

STATE OF MENTAL HEALTH ON US COLLEGE CAMPUSES

Increasing number of students seeking treatment for serious mental health problems

Trend started in late-1990s

Shift in needs for services

from developmental to severe psychological problems

TRENDS IN COLLEGE MENTAL HEALTH FROM THE CENTER FOR COLLEGIATE MENTAL HEALTH

CCMH has generated five datasets over six years (Fall 2008, 2010-2011, 2011-2012, 2012-2013, 2013-2014) making it possible to begin examining trends among college students seeking mental health services.

I. Increase in hospitalization for mental health concerns

II. Increase in thoughts about suicide and attempts

III. Increase in NSSIBs

WHY IS THIS HAPPENING?

De-stigmatization of mental health services

Perfectionism

Inability to cope

Medications

“Safety Nets”

Generational?

MILLENNIAL GENERATION

• AKA – “Generation Y”

• Born: 1980 – 1999

• Milestones that have shaped their experiences

1. 9/11

2. Columbine (2004)

3. Hurricane Katrina

4. Reality TV

5. Technology (internet, e-mail)

MILLENNIALS AND EDUCATION

• Score high on IQ tests and on traits such as self-esteem, self-liking, high expectations, and assertiveness

• Transactional relationship with education

• Increase in Virtual Learning

• Possibly most educated generation

TRAITS OF MILLENNIALS

• Most diverse generation

*More supportive of social justice issues

*Reported to have more friends of other racial/ethnic groups

• Considered multi-taskers

• Self-expression

SO WHAT DOES THIS LOOK LIKE IN OUR CENTERS

TOP 10 SELF-REPORTED MENTAL HEALTH CONCERNS FROM STUDENTS (CCAPS/CCMH, 2016)

1. Anxiety2. Depression3. Relationship problems4. Stress5. Academic performance6. Family7. Interpersonal functioning8. Grief or loss9. Mood instability

10. Adjustment to a new environment.

10 ACADEMIC IMPEDIMENTS TO ACADEMIC SUCCESS (ACHA, 2016)

1. Stress 32.2%

2. Anxiety 24.9%

3. Sleep 20.6%

4. Depression 15.4%

5. Work 14.2%

6. Upper Respiratory Infections 13.0%

7. Concern for Troubled Friend or Family Member 10.1%

8. Participation in Extracurricular Activities 9.4%

9. Internet 9.0%

10. Relationship Difficulties 8.5%

DATA FROM THE 2010 NATIONAL SURVEY OF COUNSELING CENTER DIRECTORS

44% of clients had severe psychological problems opposed to 16% from 2000

1. Depression

2. Anxiety

3. Suicidal Ideation

4. Alcohol and Other Drugs

5. Eating Disorders

6. Self-Injury

EDUCATION ABOUT MENTAL HEALTH

Mental health concerns

1. Age of onset is often 18-24 years of age

2. Family history

3. Environmental factors

4. Mental health issues that impede academic success

A. Mood Disorders

B. Anxiety Disorders

C. Substance Abuse

D. Sleep Disorders

E. Learning Disabilities

F. Self-harm

UNHEALTHY BEHAVIORS

Behaviors that can lead to physical/mental concerns:

A. Dysregulated sleeping patterns

B. Poor eating habits

C. Poor study habits

D. AOD use/misuse

E. Poor class attendance

F. Negative thinking and feedback loop

HELP-SEEKING BEHAVIORS

No typical pattern for seeking help on campus

1. Parents are often the driving forces behind help/support for their children/students

2. Seeking help is a sign of weakness

3. Students are more likely to access services if they know that others are also accessing services

4. Internalize failures and successes

HELPING-SEEKING BEHAVIORS CONT’D

Students from marginalized groups are often less likely to access services when they are struggling

Fear of not being perceived as smart enough

Stereotype Threat

To help some student overcome some of these barriers, some college have the following support services in place:

1. FYSEP

2. First Generation

3. Peer Mentoring (affinity groups)

4. International Student Mentoring

5. Academic coaching and support for athletes

HOW ARE MENTAL HEALTH CENTERS MEETING THE NEED

Suicide Prevention Education

Outreach

House System

Consultation

Administration

Campus Security

Staff

Faculty

Workshops

STUDENT ENGAGEMENT

Mindset

Idealism vs Realism

Shifting behavior/creating change

Goal setting

Suspend judgment

REFERENCES

The Millennial Generation Research Review

Affiliate of the US Chamber of Commerce

Brooks, R., Brooks, S., & Goldstein, S. (2012). The power of mindsets: Nurturing student engagement, motivation, and resilience in students. Handbook of Research on Student Engagement. (Eds. S.L. Christenson, A.L. Reschly, & C. Wiley). New York: Springer.

Harris, R. (2014). The Happiness Trap. Boston: Shambhala.

Steele, C. (1999). Whistling Vivaldi: How Stereotypes Affect Us And What We Can Do. New York: W. W. Norton & Company.

REFERENCES

American College Health Association National Health Assessment. Fall 2016 Executive Summary.

Center for Collegiate Mental Health (CCMH) Report 2016.

The State of Mental Health on College Campuses: A Growing Crisis: The American Psychological Association

S.CraigRooney,Ph.D.LicensedPsychologist

Director,BehavioralHealthServicesUniversityofMissouriStudentHealthCenter

} BehavioralHealth/MentalHealthTriageversusTraditionalIntakeInterviews

} BehavioralHealthConsultation◦ Counseling◦ Psychiatric

} LowAcuityWorkshops/GroupInterventions◦ AnxietyWorkshopatMUStudentHealthCenter

} Outreach/Prevention/HealthPromotion

} AnxietyhassurpassedDepressionastopreasonforseekinghelpamongyoungadults

} Highvolumeofloweracuityanxietyconcerns.

} Limitedavailabilityofcounselingsessions.

} Grouptherapyisoftenanempirically-supportedtreatmentofchoice

Insomnia

Inadequatesleep

Anxietysymptoms

Worry(aboutsleep)

} Five4-weeksessionswithrollingstarttimesspaced2weeksapart.} Completed(all4sessions)by29students(.78CompletionRate)} All11measuredobjectiveshadmeansbetween4.5and4.85(standarddeviationsbetween.27and.76).

} Mostlypositivequalitativecomments.

} Efficiency=116clientcontacthourswith20providerhours(5.8clientsperhour).

} BehavioralHealth/MentalHealthTriageversusTraditionalIntakeInterviews

} BehavioralHealthConsultation◦ Counseling◦ Psychiatric

} LowAcuityWorkshops/GroupInterventions◦ AnxietyWorkshopatMUStudentHealthCenter

} Outreach/Prevention/HealthPromotion