Adventures in Mentoring: Peer Leaders & Campus Mental Health Phillip D. Rash, Ph.D. Ronald K. Chapman, Ph.D. Rebecca Crawford, M.S. Brigham Young University

 Students under Pressure  College and university counseling centers are now examining how best to serve the growing number of students seeking their services  Monitor on Psychology September 2014 College Mental Health

 Research over the past 5-10 years has confirmed that 1 in 4 college students has a diagnosable mental disorder  The National College Health Assessment suggested (2013) that during the last year:  1 in 3 college students experienced depression to the degree that it impaired their academic functioning  50% of students experienced significant anxiety  1 in 3 students reported that stress had significantly impacted their academic performance  Psychiatric disorders are the largest group of students seeking disability accommodations in higher education College Mental Health

 Students with emotional difficulties have the largest higher education dropout rate of any disability category (Sutherland, 2001)  86% of students with psychiatric disorders withdraw from college before finishing their degree (Collins et. al. 2005)  The National Institute of Mental Health reports that 15% of the age group have a mood disorder College Mental Health

 The Center for Collegiate Mental Health reported that in students being seen in college counseling centers related that:  48.7% had previously attended counseling  32.9% had previously taken medication for mental health concerns  30.3% had seriously considered suicide  23.2% had engaged in self injury College Mental Health

 Academic and school concerns85.2%  Anxiety/worry/nervousness79.4%  Trouble with concentration69.8%  Procrastination/motivation 69.6%  Depression68.2% Counseling Center Statistics

BYU’s Mentoring “Program”  Brief Overview of Peer Mentors on BYU Campus Variety of paid positions – FYM, CASC, Academic Support FYM - self-select opportunity to university-wide initiative FYM - serves all first-year students (including transfers) Each mentor has mentees fall and winter semesters Most assigned via courses (GE and gateway) Mentor-only as close to majors as we can get and keep balance Mentor work schedule is quite flexible Major expectation is academic connection to campus Extensive training that sets the tone on the “hows” Detail oriented application/interview system

Our Shared Values  Mentoring is Learning  Reflection Kindles Growth  Relationships are Everything  Professionalism Strengthens Relationships  Success= Consistent Focused Effort  Mentoring is not responsive, it is proactive  Mentors become “friends with training” The First-Year Mentoring Way

Case Studies  Fortuitous phone call- “I’m not doing very well”  Late night text message- “Phil I really need you to call me”  New Student Orientation – “No, he wants to go home right now”

Training & Supervision  Mental health content is embedded throughout our training process and not consolidated in one place and at one event. We find that there is a “rhythm” to a semester and common concerns tend to surface at predictable times.  Most of the skills we teach are used in all conversations and not exclusively with students struggling with mental health concerns.  Crisis and emergency response training is provided at the beginning of the academic year semester.  There is no such thing as completed training (for staff or for mentors.

Training & Supervision  Training is Comprehensive and On-Going  Fall Training  Spring Training  Summer On-Line Modules  Certification  Weekly Staff Meeting  Practice, Practice, Practice  Role plays  Goreact.com (video practice)

Training & Supervision  Supervision- (1 part training, 1 part support, 1 part accountability & follow-through)  Weekly one-on-one supervision with staff and peer supervisor  Weekly “Co-Mentoring” groups  Open door policy with staff

Vital Skills & Information  Listening  Noticing (Observing)  Asking Questions  Reflection  Anatomy of a Conversation  Boundaries  Learning Skills  Self-Authorship  Counseling Center  Common concerns & how to recognize them  How to respond to a crisis  Accessing emergency contacts  Common concerns that might “present” as academic in the rhythm of the semester

Critical Relationships  On-Campus Housing  Specific residence hall liaisons  FYM director is invited to Res. Life Executive Committee  Faculty  First-Year Writing (small class sizes and significant mentor involvement)  Academic Advisors  Counseling & Psychological Services