Sponsored by: Provosts Office & Student Health Services
April 2nd and 4th, 2013
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Overview: Statistics re: college students and mental health
Recognizing warning signs of distress Communicating with a student
in distress Referring students for help Managing student requests
and situations
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Top 5 Academic Impacts MSUB ACHA-NCHA II Fall 2012 (N=588) 1.
Stress 26.6% 2. Sleep 21.5% 3. Work 21.1% 4. Anxiety 20.4% 5.
Depression 13.4% National Data Spring 2012 (N= 90,666) 1. Stress
29.0% 2. Sleep 20.6% 3. Anxiety 20.2% 4. Cold/Flu/Sore Throat 15.6%
5. Work 13.9% Academic Impact Received a lower grade on an exam, or
an important project; Received a lower grade in the course;
Received an incomplete or dropped the course; Or experienced a
significant disruption in thesis, dissertation, research, or
practicum work
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Stress and Sleep 48% rated their overall level of stress as
more than average 63% felt tired, dragged out, or sleepy at least 3
days/week 54% felt they did not get enough sleep to feel rested in
the morning at least 3 of the past 7 days
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Mental Health Within the last 12 months, % of students who said
the following has been traumatic or very difficult to handle:
Finances 47% Academics 40% Family problems 33% Sleep difficulties
31% Intimate relationships 29% Career-related issue 29% National
Data: Academics 46% Finances34% Intimate Relationships 32% Family
problems 28% Sleep difficulties 26% Other social relationships
25%
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Mental Health Within the last 12 months: 85% felt overwhelmed
by all they had to do 31% felt so depressed it was hard to function
49% felt overwhelming anxiety 36% felt overwhelming anger 7%
seriously considered suicide * Note: What may be the unintended
message we send students when we craft and ask these questions (vs.
questions that focus on resiliency)? National Data: 86% felt
overwhelmed by all they had to do 31% felt so depressed it was hard
to function 51% felt overwhelming anxiety 37% felt overwhelming
anger 7% seriously considered suicide
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NAMI Survey data 64% of students who experience mental health
problems end up withdrawing 50% of students who withdrew from
school never accessed college mental health services and support
78% believe mental health training very important for faculty/staff
22% learned about college services through faculty or staff
National Alliance on Mental Illness web-based survey
August-November 2011 N=765
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Recognizing Students in Distress Students in mild distress may
exhibit behaviors that do not disrupt others but may indicate
something is wrong and that assistance is needed. Behaviors may
include: Serious grade problems or a change from consistently
passing grades to unaccountably poor performance. Excessive
absences, especially if the student has previously demonstrated
consistent attendance. Unusual or markedly changed patterns of
interaction Other characteristics that suggest the student is
having trouble managing stress successfully Adapted from University
of Michigan (2008)
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Recognizing Students in Distress Students in moderate distress
may exhibit behaviors that indicate significant emotional distress.
They may also be reluctant or unable to acknowledge a need for
personal help. Behaviors include: Repeated requests for special
consideration, especially if the student appears uncomfortable or
highly emotional. New or repeated behavior which interferes with
effective management of the immediate environment. Unusual or
exaggerated emotional responses that are obviously inappropriate to
the situation. Adapted from University of Michigan (2008)
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Recognizing Students in Distress Students in severe distress
exhibit behaviors that signify a crisis and that necessitate
emergency care. Behaviors include: Highly disruptive behavior
Inability to communicate clearly Loss of contact with reality
Stalking behaviors. Inappropriate communications Overtly suicidal
thoughts or threats to harm others Adapted from University of
Michigan (2008)
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Recognizing Students In Distress Symptoms of Depression
Persistent sadness Feelings of hopelessness, worthlessness, guilt
Lack of motivation Lack of enjoyment of activities or class
material the person previously enjoyed Sleep disturbance
Significant weight gain or loss Suicidal ideation
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Recognizing Students in Distress Symptoms of Anxiety Excessive
worry that is difficult to control Restlessness Fatigue Difficulty
concentrating Irritability Muscle tension Sleep disturbance Panic
attacks
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Recognizing Students in Distress Symptoms of Psychosis
Delusions (false beliefs) Hallucinations (false sensory
experiences) Disorganized speech Disorganized behavior Flat or
inappropriate affect (emotional display) Absence of motivation
Speech disturbances Change in hygiene and appearance
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Recognizing Students in Distress Counseling isnt just for
mental illness! Time management techniques Stress management
techniques Sleep hygiene Balancing work/family/school Help managing
significant life events (e.g., break-ups, homesickness, roommate
difficulties) Communication and interpersonal skills Relationship
issues
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Communicating with a Student in Distress Move the student to a
quiet and secure location Express your concerns in behavioral,
nonjudgmental terms Be direct and specific Avoid judging,
evaluating or criticizing respect the students value system even if
you disagree
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Listen attentively Give student your undivided attention
Communicate understanding by repeating what he/she has told you Let
the student talk Do not minimize or immediately provide reassurance
Praise student for openness and honesty
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Remain calm and respond in a soothing manner Validate the
students feelings and experiences Take the student seriously Be
supportive and express your concern about the situation
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A Victimized Student Recognize the student may be vulnerable
and experiencing a range of intense feelings, including shame,
anger, fear and denial Believe the student Respect the students
right to make his/her own decision Let the student know that you
must, as a university employee, report any abuse, but it can be
reported as a Jane or John Doe Refer to MSUB Student in Distress
Guide www.msubillings.edu/VCSA/PDF/GuideforFacStaff-
StudentBehavior.pdf www.msubillings.edu/VCSA/PDF/GuideforFacStaff-
StudentBehavior.pdf
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A Severely Disoriented or Psychotic Student Recognize that
psychotic states can involve extreme emotion or lack of emotion and
intense fear to the point of paranoia Recognize that a student in
this state may be dangerous to self or others Call Campus Police
(2222) before you see the student so they can be in the area in
case you need them Alert someone else near you that you are seeing
a student and may need assistance Speak to the student in a direct
and concrete manner regarding your plan for getting him/her to a
safe environment
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The Aggressive, Angry or Potentially Violent Student Assess
your level of safety Call 911 or Campus Police at 2222 if you feel
in danger (9911 if on campus) Remain in an open area with a visible
means of escape Explain to the student the behaviors that are
unacceptable
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Stay calm and gain control of the situation by setting limits
Use a time-out strategy (that is, ask the student to reschedule a
meeting with you once he/she has calmed down) if the student
refuses to cooperate and remains aggressive or agitated
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The Depressed or Suicidal Student Let the student know you are
aware he/she is feeling down and you would like to provide support
and assistance Ask the student if he/she has thoughts of suicide
Take the students disclosure as a serious plea for help Express
care and concern and assure the student that you will help him/her
reach a professional
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Distance Education If any of the situations discussed here are
expressed by your online students, the same communication skills
apply. The referral information, however, changes. Mental Health
counseling is not available over the phone to students. You could
ask the student if they have ever seen a counselor and suggest
he/she call that person You could look online for resources in the
students geographical area and refer them
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Recommendations Do not become involved with a student beyond
your level of expertise or comfort Do not ignore comments such as,
I wont be a problem much longer Do not become anxious or
overwhelmed yourself Do not minimize the seriousness of the
students behavior Do not become defensive or get into an argument
or shouting match Do not convey judgment or criticism Do not act
hostile or punitive Do not make assumptions
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Referring a Student For Professional Help WHEN TO REFER Student
remains distressed following repeated attempts by you and others to
be helpful Student becomes increasingly isolated, unkempt,
irritable or disconnected Students academic or social performance
deteriorates Student behavior reflects increased hopelessness or
helplessness You are doing on-going counseling rather than
advising
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How to Refer Speak to student in direct concerned
straightforward manner Be caring but firm in recommending
counseling. Be clear about reasons concerned Be knowledgeable in
advance about services and procedures of SHS Counseling or other
campus agencies Suggest student make an appointment and provide
phone number for referral Remind student that counseling is free
and confidential You may need to be more active in assisting
student in making appointment, or walk them to Student Health
Services
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Student Health Services The Student Health Services provides
high-quality, cost-effective health care and mental health
counseling with an emphasis on health education and wellness
initiatives to promote and enhance student success. Hours :
University Campus Clinic & Counseling Monday-Friday 8:00a -
5:00p 2 nd Floor Petro Hall City College Clinic: Mon, 1p-4:30p;
Wed, 9a - 12p; Tue & Thu, 11p - 2p Tech Bldg. 2 nd Floor
Counseling: Mon, 9a-4p; Wed 9a-12 noon; Thu, 8a - 11a Phone:
University Campus: (406) 657-2153 City College Phone: (406)
247-3027 www.msubillings.edu/studenthealth
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Campus Police For emergencies dial extension 2222 For Billings
Police emergencies and medical emergencies dial 911 (9911 if on
campus) Sign up for MSUB alerts
http://www.msubillings.edu/msubalert/http://www.msubillings.edu/msubalert/
www.msubillings.edu/police/
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TRIO and SOS Provides academic support and individualized
assistance to first generation, low income or students with
disabilities Services include: Peer mentoring, study groups/tutors,
access to cultural events, workshops, financial information,
counseling and referral, midterm evaluations, newsletters,
assistance in graduation preparation, return to learn and SOS
activity club Student Opportunity Services/TRIO Library, LI 141
Phone: (406) 657-2162 Fax: (406) 657-1667 Office Hours: 8:00 am to
5:00 pm M-F www.msubillings.edu/sos/
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ASC Academic Support Center Offers classes in reading,
developmental math and developmental reading Tutoring for math,
writing, reading, science, psychology and foreign languages
Services are FREE (prepaid in tuition) University ASC front desk
657-1641 City College ASC front desk 247-3022
www.msubillings.edu/asc/
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DSS Disability Support Services Works with issues related to
physical access and issues related to course content Accessible
technology 4 testing rooms DSS does not offer tutoring, mental
health counseling, financial assistance, personal care attendants
or mobility equipment DSS cannot by law contact a student but you
can refer College of Education Room 135 657-2161 City College Room
A008 247-3029 www.msubillings.edu/dss/
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Managing Student Requests & SituationsSome Key Components
Location Safety Thorough Assessment Problem Solving Referral Clear
Communication Avoid Judgment Boundaries & Competence Active
Listening & Validation Supports/Consultation TAKE CARE OF
YOURSELF !
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Unconfirmed Diagnosis I think Im bipolar. Im pretty sure I have
ADHD. I have test anxiety. Think about student welfare Take them
seriously refer them for diagnosis & treatment Win-win Let them
know about DSS & other supportive programs
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Refusal to Work with Medical/ Mental Health They dont
understand me. They say Im faking it. Any accommodation should go
through some path (e.g., SHS, DSS, etc.) Acknowledge & validate
fears/concerns Encourage referral
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Excessive Requests Can I do a special study session with you
instead of the TA? Will you change my grade for the last exam? My
bipolar was really acting up that day. My social anxiety is really
bad. Can I skip the required presentation for this class?
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Excessive Requests (Continued) Here are some UNreasonable
accommodations: Anything that poses a threat to health/safety of
others Substantial change in essential element of curriculum (e.g.,
dropping presentation requirement for speech course) Altering
course objectives (e.g., waiving the writing element of a course)
Undue financial/administrative burden to institution
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For Additional Assistance Student Health Services Mental Health
Counselors 657-2153 Linda Crummett Judy Silverman Amber McDermott (
also in Dept of Rehab & Human Services) Kim Waldmann Department
of Psychology 657-2242 or 657-2250 (direct #) Marie Schaaf
Gallagher
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Resources Helping Students in Distress-- A Faculty and Staff
Guide for Assisting Students in Need University of Maryland
Counseling Center http://www.cte.umd.edu/HSID.pdf Reaching Out
Resources for Responding to Students in Distress Boise State
University Health and Recreation Counseling Services
http://healthservices.boisestate.edu/resources/materials/reachingOutHandbook.pdf
Student in Distress and Sexual Harassment: A Guide for Faculty and
Staff MSU Billings
http://www.msubillings.edu/VCSA/PDF/GuideforFacStaff-StudentBehavior.pdf
National Alliance on Mental Illness web-based survey
August-November 2011 N=765
http://www.nami.org/Content/NavigationMenu/Find_Support/NAMI_on_Campus1/NAM
I_Survey_on_College_Students/collegereport.pdf
http://www.nami.org/Content/NavigationMenu/Find_Support/NAMI_on_Campus1/NAM
I_Survey_on_College_Students/collegereport.pdf
