D U n i v e r s i t y P r o t o c o l F or SUP P OR T IN G S T U D E N T S I N D I S T R E S S 2016 A G E N DA I n t r odu c t i on ID: 528536
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Slide1
O
CAD University Protocol
ForSUPPORTING STUDENTS IN DISTRESS
2016Slide2
A
GENDAIntroductionN
oticeEngageReferStudent Crisis ProtocolCas
e Stu
dyC
l
o
s
ing RemarksSlide3
P
U
RPOSE OF TRAININGTo offer
clea
r guid
an
c
e
and directio
n on
how t
o
suppor
t stu
dents i
n
e
m
o
t
i
on
a
l
a
nd/or mental health distress at OCAD UniversityShared ResponsibilityConsistent, compassionate & empowering response
INTRO
NOTICE
ENGAGE
REFER
PROTOCOL
CASE STUDIES
FINAL REMARKSSlide4
A
cc
ording to the National College Heal
th Ass
essme
n
t
Survey*, student
s at
OCAD
U
report
ed th
at in
t
h
e
p
a
s
t
12 months:* THE OCAD U NCHA SURVEY WAS CONDUCTED IN APRIL 2013 AMONG A RANDOM SAMPLE OF 1,100 RANDOMLY SELECTED OCAD U STUDENTS TO WHICH 356 R
ESPONDED.
DID YOU KNOW
95%
75%53%1
5%INTRO
NOTICE
ENGAGEREFER
PR
OTOCO
L
CASE
STUDIES
FINA
L
R
E
MA
R
KS
F
e
l
t
o
v
e
r
w
h
el
me
d by all they had to do
Felt overwhelming anxiety
Felt too depressed to function
Considered suicide over a 12 month periodSlide5
“
Difficulty” or “distress” are terms to
descr
ibe em
o
t
i
ons or feelings that
inte
rfere
s w
ith a pe
rson’s
abili
t
y
t
o c
a
r
r
y
o
u
t day to day activities.INTRONOTICEENGAGEREFERPROTOCOLCASE STUDIESFINAL REMARKSA GUIDE FOR SUPPORTING FOR STUDENTS IN DISTRESS,
PAGE 6DEFINITIONS:
DISTRESSSlide6
“
T
he capacities of each and all of us to feel, think, an
d act
in way
s
t
hat enhance our ability to en
joy life
and deal
wit
h the chal
lenges we
face.I
t
i
s a
p
o
s
i
t
i
v
e sense of emotional and spiritual well-being that respects the importance of culture, equity, social justice, interconnections and personal dignity”INTRONOTICEENGAGEREFERPROTOCOLCASE STUDIES
FINAL R
EMARKS*PU
BLIC
HEALTH AG
ENCY OF CANADA
DEFINITIONS: MENTAL HEALTHSlide7
S
E
RIOUSMENTAL ILLNES
S
NO SY
M
P
T
OMSOF ME
NTAL
ILL
N
ESS
POO
RM
E
N
T
A
L
H
E
A
L
TH(Languishing)OPTIMALMENTAL HEALTH(Flourishing)e.g. A person who experiences a high level of mental wellbeing
but who also
has a diagnos
is o
f a mental
illness
e.g. A
person experienci
ng menta
l il
lnes
s w
ho has
a l
o
w
l
e
v
el
o
f
me
nt
a
l
w
e
l
l-be
i
ng
e.g. A person who has no
diagnosable mental illness and
who has a low level of mental wel
l-beinge.g. A person who has a high level o
f mental
we
ll-being and has no me
n
tal ill
ness
D
I
A
G
R
A
M
A
D
AP
TE
D
FR
O
M
T
H
E
M
EN
T
A
L
H
E
A
L
T
H
C
O
N
T
I
N
U
U
M
B
Y
C
O
R
E
Y
K
E
YE
S
,
C
M
H
A
M
EN
T
A
L
H
E
ALTH
INTRO
NOTICE
ENGAGE
REFER
PROTOCOL
CASE STUDIES
FINAL REMARKS
A MODEL OF MENTAL HEALTHSlide8
F
r
ont-line staff and faculty members
and s
tuden
t
s
at OCAD U have a
share
d res
po
nsibili
ty to
:
N
o
t
i
c
e
E
n
g
a
geReferINTRONOTICEENGAGEREFERPROTOCOLCASE STUDIESFINAL REMARKSYOUR ROLE & RESPONSIBILITYSlide9
Y
ou
r role is not to serve as a counsellor, d
iagnose a
studen
t a
n
d
/or solve the studen
t’s p
robl
em
Pr
oblem
solvin
g
a
r
ou
n
d
p
e
rsonal and/or emotional issues, exploring and processing emotions, and/or to giving advice is strictly the role of a counsellorINTRONOTICEENGAGE
REFER
PROTOCOL
CASE STUD
IESFINA
L REMARKS
NOTESlide10
N
otice signs of distres
s and communicate these to the student and/or
super
viso
r
t
h
rough the in
stru
cti
ons
outl
ined
in T
h
e
St
u
d
e
n
t
C
ri
sis Support ProtocolNOTICESlide11
R
E
FER
INTRO
NOTICE
P
R
OT
O
C
O
L
F
I
NAL
R
E
MA
R
KS
E
N
G
A
G
ECASE STUDIES
SI
G
N
S
O
F
D
I
S
T
R
E
S
S
Increased absence from class or studio
Lack of participation
Missed assignments, exams or appointments
Continual seeking of extensions
Deterioration in quality and quantity of work
Extreme disorganization
Inconsistent performance
Expression of unusual violence, morbidity or despair
Unusual response to grades/ other
evaluations
ACADEMIC
INDICATORSSlide12
I
NTR
O
NOTICE
E
N
G
A
G
E
R
E
F
ER
P
R
OT
O
C
O
L
C
A
S
E
ST
U
D
I
E
S
F
I
NA
L
R
E
MA
R
KS
PHYSICAL
INDICATORS
SI
G
N
S
O
F
D
I
S
T
R
E
S
S
Deterioration in personal hygiene
Falling asleep in class repeatedly
Noticeable cuts, bruises, or burns
Frequent or chronic illness
Disorganized, rapid or slurred speech
Unusual inability to make eye contact
Coming to class bleary-eyed or smelling of alcohol
Visible changes in weight
Statements about change in appetite or sleepSlide13
I
NTR
O
NOTICE
E
N
G
A
G
E
R
E
F
ER
P
R
OT
O
C
O
L
C
A
S
E
ST
U
D
I
E
S
F
I
NA
L
R
E
MA
R
KS
E
MOTIONA
L
&
BEHAVIOURAL
INDICATORS
Angry or hostile outbursts
More withdrawn or more animated than usual
Expressions of hopelessness or worthlessness
Crying or tearfulness
Expressions of severe anxiety or irritability
Excessively demanding or dependent behavior
Shakiness, tremors, fidgeting, or pacing
SI
G
N
S
O
F
D
I
S
T
R
E
S
SSlide14
H
av
e a direct conversation with the student to ga
ther more
infor
m
a
t
ion, actively lis
ten& e
xpres
s y
our car
e and co
ncern
i
f
y
o
u
a
r
e
c
o
mfortable doing soENGAGEINTROREFERPROTOCOLCASE STUDIESFINAL REMARKSNOTICE
ENGAGESlide15
S
tart with the student Set
& respect boundariesBe judgment-freeEmpo
wer
Offer
he
l
p the best wa
y yo
u kno
w h
owS
elf-
care
H
A
V
E
A
D
I
R
ECT CONVERSATIONINTROREFERPROTOCOLCASE STUDIESFINAL REMARKSNOTICE
ENGAGESlide16
A
NY REFERENCE TO ENDING
ONE’S LIFE MUST BE TAKEN SERIOUSLYNOTE
I
NTR
O
R
E
F
ER
P
R
OT
O
COL
C
A
S
E
ST
U
D
I
E
SFINAL REMARKSNOTICEENGAGESlide17
Supporting
students who are experiencing difficulty and personal challenges can bear a lot of weight on the person offering support, mentally, physically, and emotionally.Staff and Faculty who have Long-Term Disability coverage can seek additional supports from the Employee Assistance Program at 1-877-630-6701 which is available 24/7 and completely confidential Support is available for situations ranging from crisis to obtaining assistance for the first time.SELF-CARE
INTROREFERPROTOC
OL
CASE STU
D
I
E
SFINAL REMAR
KS
NOTICE
ENGAGESlide18
I
t is important to maintain confident
iality with respect to your interaction with the studentA
void maki
ng swe
e
pi
n
g promises of confid
entia
lity
I
n circumst
ances
where p
e
o
p
l
e
a
r
e
a
t
risk of harming themselves or another person it is necessary to breach confidentiality to ensure the safety of the personWhen disclosing, only disclose details necessar
y to ensure
the student’s s
afety
E
v
erything
you say is confiden- tial unl
ess I am co
ncerne
d about y
our
well-be
ing and i
f
t
h
a
t
i
s
t
h
e
c
a
s
e I m
a
y
w
a
n
t
to talk with my supervisor to e
nsure I am helping you the best w
ay possible.CONFIDENTIALITY
INTROREFER
PROT
OCO
L
CASE
STUDIES
FINA
L
R
E
MA
R
KS
NOTICE
ENGAGESlide19
I
NTR
O
R
E
F
ER
P
R
OT
O
C
O
L
C
A
S
E
ST
U
D
I
E
S
F
I
NA
L
R
E
MARKS
NOTICE
ENGAGE
R
O
L
E
P
L
AY
E
X
P
R
E
S
S
C
ON
C
E
R
N
I
D
E
N
T
IFY THE RISK OF SUICIDE & HAR
MFOLLOW UPLISTENNON-JUDGEMENT
ALLYSlide20
I
f there are signs of safety ri
sk, ask if the student is considering suicideTa
lk to t
he stud
e
n
t
in a safe and privat
e place
Ask di
re
ct quest
ionsA
sk if th
e
y
h
av
e a
sui
c
i
d
e
planDo you have a suicide plan?Sometimes when we are under intense stress like you are experiencing, we can have thoughts of w
antingto hu
rt ourselves. H
ave you h
ave had or are you ha
ving thoughts lik
e that?
IDENTIFY THE RIS
K OF
SUICI
DE &
HA
RM
I
NTR
O
R
E
F
ER
P
R
OT
O
C
O
L
C
A
S
E
ST
U
D
IESFINAL R
EMARKS
NOTICEENGAGESlide21
C
ommunicate
your care, understanding & acceptance of where th
e perso
n is
a
t
Set a positive to
nePo
int ou
t s
pecif
ic chang
es you
’
v
e
o
bs
e
r
v
e
d
about the studentClearly express your care and concernI’ve noticed you have been crying in class and have left class on a number of occ
asions.
EXPRESS CON
CERN
I am concerne
d about you.How a
re things g
oing for you?
I
NTR
O
R
E
F
ER
P
R
OT
O
C
O
L
C
A
S
E
ST
U
D
I
E
S
F
INAL REMA
RKS
NOTICEENGAGESlide22
A
ctively listen, validate, enc
ourage healthy coping and offer hopeAsk open-ended ques
tions
Norma
l
i
z
e the situationR
epeat f
acts an
d
emotion
s the
person
ha
s
s
ha
r
ed
O
f
f
e
r the options you are willing to offer and have clear limitsAssure the student that the situation can get betterCan you tell me more about what happened?
S
o
, wha
t you are saying
is…LISTEN
NON-JUD
GEMENTALLY
I
t
s
ou
nds
like y
o
u
’
v
e
r
e
a
c
he
d
ou
t
t
o
o
t
he
r
pe
ople for support. This is great
to hear.
INTROREFER
PROTOCOLCASE STUDIESFINAL REMARKS
NOTICE
ENGAGESlide23
M
ake a plan to refer the stud
ent to the appropriate services/resourcesAsk the st
udent h
ow thi
n
g
s
are goingFollow
up with
any ac
ad
emic is
sues th
at may
h
av
e
b
e
e
n
i
m
p
acted by the distress scenarioFOLLOW UPI’d really like to hear how things are going with you. Would you feel comfortable checking back?
I k
n
ow
you can figure t
his out, I want to he
lp you be succe
ssful both academica
lly &
perso
nally.
L
e
t
m
e k
n
o
w
h
o
w
t
h
e a
p
p
o
i
n
t
-
me
n
t goes and we
’ll plan for making up the missed w
ork.
INTROREFERPROTOCOLCAS
E STUDIES
FI
NAL
RE
MARKS
NOTICE
ENGAGESlide24
R
efer the student to the appr
opriate support resource, as listed in The Student Crisis S
uppor
t Pr
ot
o
c
ol.REFER
I
NTR
O
P
R
OT
O
C
O
L
C
A
S
E
ST
UDIESFINAL REMARKSNOTICEENGAGEREFERSlide25
W
hen in doubt, referUse the Prot
ocol to determine the contact on campus: Health & Wellness Centre or Securit
y & Eme
rge
n
c
y
ServicesPro
vide
refer
ra
l mater
ials t
o stude
n
t
D
i
f
f
e
r
e
n
t ways of making a referralOnly disclose necessary information Refusal of ReferralREFERRAL TIPSINTROPROTOCOLCA
SE STUDYFI
NAL REMARKS
NOTICE
ENGAGE
REFERSlide26
EMERGENCY
Dial 9-1-1 GOOD2TALK POST-SECONDARY HELPLINECounselling & Mental Health ResourcesAvailable 24/7/3651-866-925-5454Good2Talk.caDISTRESS CENTRES OF TORONTODistress & Crisis LineAvailable 24/7/365416-408-HELP (4357)TorontoDistressCentre.com
OFF-CAMPUS RESOURCES INTROPROTOCOL
CASE STUDY
F
I
NA
L
REMARKS
NOTICE
ENGAGE
REFERSlide27
TELEHEALTH ONTARIO
Health Advice & General Health Info from a Registered NurseAvailable 24/7/3651-866-797-0000, TTY 1-866-797-0007 GERSTEIN CRISIS CENTRECrisis Counselling & Referrals100 Charles Street EastCrisis Line: 416-929-5200Referral Line: 416-929-9897GersteinCentre.orgOFF-CAMPUS RESOURCES
INTROPROTOCOLCASE STUDY
FI
NAL R
E
MA
R
KS
NOTICE
ENGAGE
REFERSlide28
STUDENT CRISIS SUPPORT
PROTOCOL
INTRONOTICEENGAGEREFERPROTOCOLF
INAL
REMA
R
KS
C
AS
E STUDYSlide29
P
ROTOCOL OVERVIEWINTRONOTICE
ENGAGEREFERPROTOCOLFINAL REMARKS
C
ASE
STUDYSlide30
I
NTRO
NOTICEENGAGEREFERPROTOCOLFINAL REMARKS
C
A
S
E
STUDYSlide31
I
NTR
ONOTICEENGAGEREFERPROTOCOLFINAL REMARKS
CASE STUDYSlide32
U
RGENT STUDENT SUPPORT TEAM
INTRONOTICEENGAGEREFERPROTOCOLFINA
L RE
MARKS
CASE STUDY
Led by
AVP Students, Deanne
Fisher
I
s
a process, which involves the gathering and sharing of information regarding students who may be in distress or in need of
assistanceThis process follows confidentiality procedures as outlined by both the
Freedom of Information and Protection of Privacy Act and
the Personal Health Information Protection Act and is in adherence with the Ontario Human Rights
C
odeSlide33
I
NTR
ONOTICEENGAGEREFERPROTOCOL
CASE STUDY
FINAL
R
E
MARKSSlide34
I
NTR
ONOTICEENGAGEREFERPROTOCOL
CASE STUDY
FINAL
R
E
MARKS
TRIAGE TEAM
Comprised of key department leads and led by OCADU Security & Emergency Services Department.
Is activated
when there is an urgent or emergent threat of violence
to self or others on campus related to students, staff or faculty. U
tilizes an evidenced based approach to violent risk management protocol designed for post-secondary institutions. Slide35
W
ork in pairs & Ask questionsCASE
STUDY
I
NTRO
NOTICE
ENGAGE
REFER
PROTOCOL
CASE STUDY
F
I
NA
L RE
MARKSSlide36
Zach is a 2
nd
year Drawing & Painting student. He has been in your class for a couple of months and you notice his work has changed since the beginning of the semester. When presenting in critiques you notice that his ideas seem strange and there are several references to death and weapons.On this particular day, Zach comes to class particularly dishevelled and he is disruptive, speaking freely and loudly while you are trying to teach. When you request he holds off until you have completed the lesson he becomes quit agitated and angry. What do you do?CASE STUDYINTRO
NOTICE
ENGAGE
REFER
PROTOCOL
CASE STUDY
F
I
NAL
R
EMARKSSlide37
W
hat are the key issues?Wha
t is your role in dealing with them?What behaviours/ think- in
g/ visua
l sign
s
d
o
you notice that mig
ht con
- cern
y
ou?Wh
at act
ions, i
f
a
n
y
,
w
o
u
l
d
you take?RECAPZach is a 2nd year Drawing & Painting student. He has been in your class for a couple of months and you no- tice his work has changed since the beginning of the semester.W
hen presenti
ng in critiques y
ou noti
ce that his i
deas seem strange and t
here are s
everal references to dea
th and w
eapons.
On thi
s p
artic
ular d
a
y
,
Z
a
c
h
c
om
e
s
t
o
c
l
a
s
s
p
a
rticularly dishevelled and he is dis
ruptive, speaking freely and loudl
y while you are trying to teach. When y
ou request he holds off until you have completed the les
son he becom
es qui
t agit
at
ed and ang
ry.Wh
a
t
d
o
y
o
u
d
o
?
C
A
S
E
ST
U
D
Y
I
NTR
O
NOTICE
ENGAGE
REFER
PROTOCOL
CASE STUDY
F
I
NA
L
R
E
MA
R
KSSlide38
E
valuationCONTACThwc@ocadu.ca
CLOSING REMARKS
I
NTR
O
NOTICE
ENGAGE
REFER
PROTOCOL
CASE STUDY
FINAL REMARKS