And what you can do to help Presented to Focus on Learning May 5 th 2012 Gillian Axten BAMCounPsychCOOCCCCDICCPA General Student Population Mental Health 37 Unable to function due to depression ID: 340928
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Slide1
The Truth About Mental Illness
And what you can do to help
Presented to Focus on Learning May 5
th
2012
Gillian
Axten
BA,MCounPsych,CO,OCC,CCDI,CCPASlide2
General Student Population
Mental Health37% Unable to function due to depression15% diagnosed by a professional 7% seriously considered suicide
In numbers
Alcohol
60% used alcohol within the last 30 days
30% had 5 or more drinks
15% had 7 or more drinks
Factors affecting academic performance
Within the last 12 months
3-6% of students say alcohol affected their performance
15-18% of students felt like depression affected their performance
24-30% said anxiety
36-47% found stress was affecting their performanceSlide3
Myths about mental illnessSlide4
Mental Health
The population of students with Mental Illness, within Canadian post secondary schools, is increasing
by 100% per year.
On
our
campus,
we are seeing a significant increase in students with a mental illness diagnosis
This
is natural considering the age of
our student population. Most
people
who
develop a lifelong mental health disability will do so between the ages of 16 and 30.Slide5
THE HARD FACTS
85%
of students drank since arriving on Canadian campuses in September
30.4%
reported negative consequences of drinking
, 32% patterns of harmful drinking47% used ‘pot’, 2.3% injected illicit drugs
30%
reported impaired mental health
4%
reported sexual assault within the last 12 months,
6%
physical assault
* CAMH 1998 Canadian Campus Survey participants = 7,800 undergraduates
Reported distress rates are more than twice as high among Canadian post-secondary students than among non-studentsSlide6
MORE FACTS
A 2003 article in
Professional Psychology
reveals that college counseling
center staffs
are reporting unprecedented levels of student problems with 14 of 19 problem areas increasing in the 13 years studied. One study reported that over three-quarters of clinic directors (77.1%) noted increases in “severe psychological problems.” Over the three time periods (from 1988 – 2001) problems became much more complicated and complex –– anxiety, depression, suicidal tendencies, sexual assault, personality disorders.
Changes in Counseling Center Client Problems Across 13 Years,” Sherry A. Benton, John M. Robertson,
Wen-Chih
Tseng, Fred B. Newton, and Stephen L. Benton, Kansas State University.
Professional Psychology: Research and Practice,
Vol. 34, No. 1, 66-72, 2003. Copyright 2003, The American Psychological Association, Inc.
Depression cases
DOUBLED
.
Suicidal students TRIPLED
.
Sexual assault cases
QUADRUPLED
Slide7
Even more facts
Statistics Canada’s most recent (2002) national mental health survey found that teens and young adults aged 15-24 had the highest rates of any group for mental illnesses like mood and anxiety disorders and alcohol/drug use problems, and that these young people were also the least likely to seek help.Slide8
Psychiatric Diagnosis
All our students requesting
accommodation
have been diagnosed by a psychiatrist and are currently under the care of a
professional
Some students may have a duel diagnosis,
therefore having symptoms of two or more disordersTo be diagnosed as having a psychiatric illness, students must meet many diagnostic criterion (ie. symptoms they experience must interfere with their daily
lives)Slide9
Depression
What are the signs?Slide10
Depression
Treatment and Academic AccommodationsSlide11
Depression
Respect
all differences and try to engage student without forcing
them
Listen
if they want to talk about any difficulties they may be experiencing
Report
suicidal ideation
In the classroomSlide12
Suicide
Canadian Mental Health AssociationApplied S
uicide
I
ntervention
Skills TrainingSlide13
Bipolar
What are the signs? Slide14
Treatement
and
Accomodations
Bipolar Slide15
Look
for changes in behavior and make referralsProvide a supportive environment
Assist
student with reintegration in the
class following absence
Report
suicidal ideationBipolar
In the classroomSlide16
Schizophrenia
What are the signs? Slide17
Treatment and
Accommodations
SchizophreniaSlide18
Schizophrenia
Some symptoms like self harming must be dealt with quietly and immediately
Help student
out
of the situation
and escort
to student services or call security to assistGet the student’s attention. Speak quietly but directly that the behavior must stop because it is harmful and distressing to
others
Get student into a safe
place,
ie
.
student
services or call security
In the classroomSlide19
Self Harming
Be calm use a quiet neutral voice Approach quietly and, if you are comfortable, gently redirect the behavior Escort the student to security or, preferably, to student services or call securitySlide20
Anxiety Disorder
What are the signs?Slide21
Treatment and Accommodations
Anxiety DisorderSlide22
Anxiety
Positive atmosphere with lots of encouragement to participateDon’t single out students because they don’t participate
Encourage
small group work rather than large group participation
In the classroomSlide23
Classroom Stress Management
Housekeeping Paper, Voice, Picture Timing is everythingSlide24
Panic attacks
Sit BreatheDistract from stressEscort student to student servicesPractice!
What do you do? Slide25
Autism Spectrum DisorderSlide26
Autism Spectrum Disorder
BehaviorAloof or socially distant from others
Occasional difficulty following social cues
Intolerant to stress and will occasionally exhibit in panic attacks, social withdrawal or rarely self harming behavior
Meticulous and detail orientated
Intolerant to change especially environmentalSlide27
Treatment and Accommodations
Autism Spectrum DisorderSlide28
Be patient and frank about behaviors with the student; if there is inappropriate or disruptive behavior speak with the student after classBe mindful of the learning differences Be mindful of the social interactions that might cause other students distress
Be aware of resources available to you and the studentGet student into a safe place (ie student services or call security)
Autism Spectrum Disorder
In ClassSlide29
What
students sayA study done in the USA about what Post Secondary students with Mental Health disabilities think is important to succeed in college:Confidentiality is important when helping studentsStaff-Student interaction
is critical to gaining trust of student and helping them feel supported
Extracurricular
activities are important
Staff should be open to learning about the student’s perspectiveStaff need to
understand mental health; students should know about the accommodations that are available to themPositive school environment Students may require special attention and some creative thought about how to allow the students to meet the learning outcomes of the course
about Post Secondary and Mental HealthSlide30
What our Students say
Student “ first” and a person with Mental illness “second”Stress increases the symptoms, so managing stress becomes criticalMissing class may be inevitable so assistance with reintegration is importantMedications can cause debilitating side effects which may be long term or temporaryChange of season and change of environment can create symptoms of illness. Fall and spring are often difficult to manage for some
Having someone to listen to the student, in a non judgmental way, and make appropriate referrals help to reduce the anxiety and the stigmatization that so many persons with a mental illness experience
about Mental HealthSlide31
How Can We Help?
Just Ask!