1 Creating and Sustaining a Campus-wide Approach to Student Mental Health Seattle, Washington AHEAD 2011 Betty Benson, Ph.D. Barbara Blacklock, MA, LISW Disability Services University of Minnesota

2 Agenda Overview College Students and Mental Health Role of Disability Services Offices Research to Practice: Provost’s Committee on Student Mental Health Questions Application on Your Campus Next Steps on Your Campus

3 Quiz 1.11% of college freshman come to campus with a mental health diagnosis 2.21% of college students would meet criteria for a psychiatric disorder (axis I) within the last 12 months 3.Most college students think others will think less of them if they seek mental health treatment 4.Fewer than 60% of college students with a mental disorder sought treatment within the last year 5.Nearly 1% of college/university students have attempted suicide in the last year Blanco et al, 2008 U of MN 2010 Student Health Survey U of Michigan Healthy Minds Study, 2008

4 Quiz (Answers) 1.23% (11%) of college freshman come to campus with a mental health diagnosis. False 2.30% (21%) of college students would meet criteria for a psychiatric disorder (axis I) within the last 12 months. False 3.Most college students think others will think less of them if they seek mental health treatment. True 4.Fewer than 25% (60%) of college students with a mental disorder sought treatment within the last year. False 5.Nearly 1% of college/university students have attempted suicide in the last year. True Blanco et al, 2008 U of MN 2010 Student Health Survey U of Michigan Healthy Minds Study, 2008

As many as 30% of all students on our campuses may have a diagnosable mental illness. One in ten of all students report having seriously considered suicide and 1% of students report having actually attempted suicide within the last 12 months. U of MN 2010 Student Health Survey 5

Role of Disability Services Outreach Individual accommodations Awareness of campus and community resources Reduction of environmental barriers 6

Overview of Grant Needs Assessment Project: Exploring Barriers and Opportunities for College Students with Psychiatric Disabilities (completed June 2003) Gather comprehensive data on the needs of college students with psychiatric disabilities Identify the real and perceived barriers facing these students on college campuses Identify strategies that may reduce or remove barriers to full participation in post secondary education

8 Environmental Barriers 1.Stigma and stereotypes 2.Complex nature of psychiatric disabilities 3.Organizational and institutional barriers 4.Limited student resources and insurance 5.Limited access to information and services Needs Assessment Project 2003

9 What environmental barriers are you aware of on your campus? 1.Stigma and stereotypes 2.Complex nature of psychiatric disabilities 3.Organizational and institutional barriers 4.Limited student resources and insurance 5.Limited access to information and services 6.Other:

Strategies 1.Improve coordination and collaboration 2.Ensure access to resources and training 3.Use the principles of Universal Instructional Design (UID) 4.Reduce student isolation 10 Needs Assessment Project 2003

What is the first strategy you would like to develop on your campus? 1.Improve coordination and collaboration 2.Ensure access to resources and training 3.Expand the use of the principles of Universal Instructional Design (UID) 4.Reduce student isolation 5.Other:

Student Mental Health What is the message on your campus? 1.Student mental health is a private, individual issue. 2.Mental health is not an academic issue. 3.Student mental health is a campus-wide issue. 4.Student mental health is not a disability issue. 5.Students with mental illness need to take medical leaves and return to campus when they are symptom- free. 6.Other: 12

Our Previous Message Student mental health is a private, individual issue. We have a number of helpful resources, if you can find them. 13

Current Message on Our Campus Student mental health is a campus-wide issue; faculty, staff and students are all affected by student mental health and are part of the solution in addressing these issues. 14

15 How did we get here?

16 Research to Practice Provost’s Committee on Student Mental Health present

17 Charge to the Committee Raise awareness about student mental health Affect policy change Improve conditions on our campus for students with mental health disabilities Serve as a model for campus collaboration

18 Provost’s Committee on Student Mental Health Students Housing & Residential Life Disability Services Counseling Mental Health Center Center for Teaching and Learning Campus Police Parent Program International Student and Scholar Office Distributed Education and Technology Academy of Distinguished Teachers - Faculty Health Promotions Student Affairs Graduate School Multicultural Affairs

19 Public Health Approach Needs Assessment Prevention Informative/Educational Systemic/Sustainable Intervention Accessible/Environmental

20 Needs Assessment Boynton Health Service 2010 Student Health Survey 34,097 students surveyed at 17 colleges and universities. 40.2% response rate 29.8% lifetime diagnosis of a mental illness % rate of depression in the last 12 months 0.8% attempted suicide Over half (55%) of students with mental health concerns report these concerns negatively impact their academic performance.

21 Prevention Stress management and sleep 27.7% report an inability to manage their stress level 49.1% of students report having received adequate sleep on only three or less days over the preceding 7 days Adequate sleep is correlated with ability to handle stress Access to firearms 11.4% of students have immediate access to a firearm (36.3% of these have access to a handgun Boynton Health Service 2007 Student Health Survey Graduate school harassment 45% bullied by non-advisor faculty member 78% did not report the bullying behavior Uncivil Behavior and the Graduate Student Experience at the U of M (2007)

22 Informative/Educational Central Website which is promoted Editorials in the campus and local papers Special events Information for parents Tools for faculty and staff Collaborative training Online training Website resources Syllabus statement Stigma reduction campaign Collaborative training to students

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Website Wallet Cards 24

Marketing the Site 25 15,000 students viewed the site during the campaign!

Parent Program: Mental Health Webinar 26

Collaborative Faculty and Staff Training Components 27 Campus Mental Health Statistics Roles and buy-in How to approach students in distress Mental health disability and accommodations Campus resources

Online Training 28

Mental Health Syllabus Statement As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via Developed and endorsed by the Provost’s Committee on Student Mental Health, June 2006 Approved by the Senate Committee on Educational Policy June 2009

30 Systemic/Sustainable On campus collaboration Bring together multiple stakeholders Centralize mental health resource information Coordinate initiatives and care Strengthens liaison relationships with other campus resources Promotes UD approach Off Campus Collaboration Expands campus resources through connections to community programs Expands circle of influence with other department’s national resources

31 Intervention Early identification Faculty, staff, and students: Approaching distressed students Referral – Campus wide awareness of campus resources Early and appropriate treatment Quick access to care Decreased barriers to care Provider awareness of student specific issues

32 Accessible/Environmental Reduced barriers Quality health insurance Medication coverage No pre-existing condition exclusion Affordable Mandatory insurance On-campus resources

Application on Your Campus 33

Campus Approach Reactive Problem based Individual accommodations Responds to campus fear and promotes internalized stigma Operates in a silo Proactive Planful Individual accommodations and reduction of environmental barriers Promotes reduction of internal and external stigma Promotes campus wide collaboration 34

Your Campus 35 Does your campus take a reactive or proactive (Public Health) approach to student mental health? Reactive Proactive

36 Components of an Effective Committee Provost appointed Co-chairs Regular meeting dates Consistent, central meeting space Minutes and Action Step follow-up Subcommittees Limit number of members (review commitment annually) Food

Next Steps on your Campus 1. Review: Primary Barriers Campus Message Priority Strategies Campus Approach 2. Who are the key stakeholders on your campus? 3. Who needs to be involved in the first planning meeting and who will initiate the meeting? 37

Benefits of a Campus-wide Committee A coordinated system of delivering mental health services to students A coordinated system of mental health resources that provides support for faculty and staff Implementation of campus wide strategies to reduce stigma Proactive response to campus issues Increase in number of campus allies 38

Unexpected Benefits Collaboration on campus-wide training Policy change Access to multiple audiences Donated resources More effective referrals Tools for the Administration to use in crisis Access to key stakeholders for student organization Reduction of duplication of services Clarifying and strengthening campus partnerships 39