Supporting Students with Mental Health Needs Betsy Sheldon, Specialist California Community Colleges Chancellor’s Office Presentation for Academic Senate Spring Plenary Burlingame, CA April 16, 2010

Presentation Overview General data on mental health needs of CCC students and system The Mental Health Services Act (MHSA) and the Chancellor’s Office Activities to date ◦ Advisory Committee ◦ Study on mental health ◦ Funding and partner opportunities Ideas and models What a few other CCCs are doing Resources

College Students and Mental Health American College Health Assessment (2006)*  The rate of students diagnosed with depression has increased 56% in the last 6 years  Nearly 50% of surveyed students reported feeling so depressed at times that they had trouble functioning  33% of students identify stress and 16 % identify depression or anxiety disorder as factors that effect academic performance * data to be updated soon… Jed Foundation (2005)  The second leading cause of death for college students is suicide  Most of the students who commit suicide were not in mental health treatment at the time National College Depression Partnership Significant numbers of depressed students refuse formal counseling – male student in particular High levels dropout of counseling even if begin counseling or treatment

Student Veterans – Emerging Population on CCC campuses Eighteen percent (18%) of veterans returning from Afghanistan and Iraq have PTSD or depression Nineteen percent (19%) experienced a traumatic brain injury (TBI) while they were deployed The invisible nature of these conditions means that they are often ignored or have a delay in onset, often resulting in service members not being identified as needing treatment. Barriers to veterans seeking services also exist because many fear that confidentiality will be breached and career prospects threatened if they disclose mental health issues or seek services. It is estimated that 16,000 of the 22,000 returning veterans are using their GI bill education benefits at community colleges. Faculty who are teaching veteran students may not be aware of the symptoms of PTSD, depression, or TBI. Most academic faculty members do not receive training on such issues and may not feel comfortable intervening when problems arise. Other staff who may provide services to students (DSPS, counseling) may need training/informaiton about the specific needs of student veterans.

The Mental Health Services Act and The Chancellor’s Office The Mental Health Services Act (aka MHSA, and Proposition 63) was passed by voters in November 2004 The Mental Health Services Act, or MHSA, also known as Proposition 63, was enacted by voters in November 2004 Transformation of the public mental health system in California 1% tax on taxable income in excess of $1 million. Major components and allowable activities (as defined in law): ◦ Community program planning ◦ Community services and supports (CSS) ◦ Capital Facilities and Information Technology ◦ Education and Training Programs ◦ Prevention and Early Intervention Programs (PEI) ◦ Innovative Programs

Implementation of MHSA Primarily a local county implementation process ◦ Plans are developed locally under direction of the county mental health office and submitted to the State Dept of MH for approval and funding State level partnerships exist with 14 state agencies including the Chancellor’s Office CCCCO MOU with DMH to fund specialist position (me!) and support mental health activities

Major Goals of MOU Reduce gaps in mental health services for community college students by providing statewide support, technical assistance, and coordination between the Chancellor’s Office and Department of Mental Health (DMH) and external state and local stakeholders Increase collaboration and coordination among on- campus programs and with county mental health to better serve students at-risk for mental health problems Undertake efforts to reduce depression and suicide among CCC students Assist colleges with understanding the elements of college crisis prevention and intervention

Activities To Date Advisory Committee developed ◦ Membership includes representatives from the colleges, HSACCC, MHWA, CSSOs, CAPED, county mental health, the student and academic senate, veteran’s agencies and family advocates ◦ Quarterly meetings Initial website developed – in process of updating to include more resources (April 2010) Presentations, updates, and outreach to partner organizations (CAPED, HSACCC, MHWA, Troops to College)

Mental Health Data and Studies – Specific to the CCCs Gail Conrad from San Diego CCD is doing a study on the CCC mental health system CCC students Based on the National Survey of Counseling Center Directors (NSCCD) – study done on 4 year colleges and universities for 28 years HSACCC is facilitating participation of CCCs in the ACHA ◦ Initial data presented at the HSACCC conference in March ◦ Data includes mental health items Data and findings from both of these efforts will help shape future work

Funding and Partner Opportunities 1. Zellerbach Family Foundation Grant: Proposal submitted in partnership with the FCCC Purpose: increase awareness of the mental health issues and needs of transition age student veterans to faculty and staff through a pilot project at three California community colleges Bay Area) and two statewide workshops for key CCC officials. The training will provide faculty and staff with the tools to better respond to issues that emerge in the classroom and on campus, and information on where to refer them for services on campus and in the community. Develop resource materials for faculty and staff about how to identify mental health issues of transition age student veterans. The grant period is from April 1, 2010 to March 31, 2011, with a requested funding amount of $75,000 for 12 months.

Funding and Partner Opportunities 2. At Risk Suicide Prevention gatekeeper training for faculty (Kognito Interactive) ◦ met with Ron Goldman, Kognito’s CEO to discuss options for partnering with the CCCs ◦ Invited ASCCC representative to participate in meeting ◦ Two CCCs are already in the process of using this training (Pasadena City and Santa Monica College) ◦ Possibly recommend for funding under Student Mental Health Initiative or other statewide project? 3. NAMI – community based resources, peer groups -- FREE!

Some ideas/models/approaches to explore… National College Depression Partnership (NCDP): West Valley and Rio Honda HSACCC and MHWA – engage with statewide organizations for training, information, support Community partners – county mental health, National Alliance for Mental Illness (NAMI) Gatekeeper training for staff, faculty – QPR (Foothill College); At-Risk (SMC, PCC) Veteran’s Resource Center Pilot Projects

What other CCCs are doing (a few examples) Assisting The Emotionally Distressed Student is a publication from West Valley College developed for administrators, faculty, and staff. Assisting The Emotionally Distressed Student Santa Ana College also has a document for assisting faculty in their interactions with students. This document can be found on the internet at es/PDFs/brochureEmoDistr.pdf es/PDFs/brochureEmoDistr.pdf Resource Guide for Serving Students with Psychological Disabilities in California Community Colleges was developed in 1991 as joint project between the Yosemite Community College District and the Chancellor’s Office, DSPS (already on webpage)Resource Guide for Serving Students with Psychological Disabilities in California Community Colleges Mental Health Education Consortium at Los Angeles City College is a partnership between LACC and Los Angeles County Department of Mental Health. Among the many resources available at this website is the document, Mental Illness: It Shouldn't Drive You Crazy! Mental Health Education Consortium Mental Illness: It Shouldn't Drive You Crazy!

Resources Resources Chancellor’s Office Web page ◦ click on Student Services tab; then Mental Health link ◦ updates coming soon (can to access hyperlinks) Mental Health Services Act ◦ click on Prop. 63 tab List serve on mental health

Contact Information: Betsy Sheldon or (916) Thank you for your time and attention!