1. Business School June 16, 2016 Kelly S. Hennessy, Ed.D., Associate Dean of Students

2. Introductions: Health & Wellness  Angela Lauer Chong, J.D. Assistant Vice President/Dean of Students/Interim Athletic Director  Kelly S. Hennessy, Ed.D. Associate Dean of Students/Interim Assistant Vice President for Health & Wellness  Mark Forest, Ph.D. Director of Counseling & Psychological Services (CAPS)  Noryba Ritman & Kasey March (Interim) Dean of Students Case Manager

3. What is a “student of concern” or “care student”? Annoying behaviors; minor fluctuations in mood, appearance, attendance Suicidal or life threatening behaviors; significant neglect in self care; disregard for academic responsibilities Think DDT: Distressing, Disruptive, Threatening Behaviors

4. Faculty are more available and more knowledgeable about the college environment than a student’s previous support system of friends and family You may be the first to recognize something is wrong & support the students You are in an excellent position to identify and respond to a student of concern You must be able to establish and maintain an appropriate learning environment If/as Chair, new faculty (or faculty new to situation) may need support Why do faculty have a role in this?

5. ACHA/NCHA Spring 2014 Data Nationally TCNJ 33.2% of all college students say they felt so depressed they found it difficult to function in the past school year. 47.8% felt things were hopeless during the past year 87.1% felt overwhelmed by all they had to do during the past year 54.7% felt overwhelming anxiety during the past school year 32.8% of all college students say they felt so depressed they found it difficult to function in the past school year 46.8% felt things were hopeless during the past year 86.2% felt overwhelmed by all they had to do during the past year 56.4% felt overwhelming anxiety during the past school year Multidimensional Leadership Assessment (MLA) 2015 Lower Resiliency

6. Supportive social and family networks Problem-solving and conflict-resolution skills Ability to regulate emotions Ability to cope Positive future Cultural or religious beliefs Seeking mental health assistance Current practices in H&W strategies Protective Factors:

7. R eview observed behavior. Safety concerns? Any significant changes? If in doubt, always consult. R each out to the student. R efer to appropriate resource(s). The “soft” hand-off Creating a Community of Care: The 3 R’s

8. Primarily Looking for a Significant Change in:  Appearance: dress, hygiene  Communications: quieter, more verbose, disjointed  Behavior: interactions, performance, attendance, demeanor  Personality  Competencies: classroom and academic skills What Faculty Might Observe

9. Missing classes Homesickness Physical Illness Grief/Bereavement Mental Health Disruptive Behavior Life situations that impact academics Not sure who else to turn to Reasons Faculty might refer:

10. Environment Expectations Checking In Knowledge of Resources Role-modeling Promoting the Positive Student organizations/engagement Wellness programming/services Mindfulness Meditation/Counseling groups Reaching Out: Setting the Stage

11. Starting the conversation: I’ve noticed… I’m concerned about… We need to talk. Referring: Have you ever thought about… Let me walk you over to… If you would like, you can make the call from my office… Why don’t I make a call for you… I reached out to the Dean of Students office… Checking In: I wanted to follow up and see if you reached out to any of the resources we talked about. I was interested in how your have been doing. What to say…

12. Let the student know that it is not necessary to know exactly what is wrong in order to seek assistance Assure the student that seeking help does not necessarily mean their problems are unusual or extremely serious Be frank about your own limits of time, energy, training, and objectivity Likely to involve visit to CAPS, Student Affairs, Disability Services, AVI, etc. but could be Care report to Dean of Students Referral: Directly with Student

13. If any concerns of imminent threat to self or others call Campus Police: 609.771.2345 or 911 Fill out the Care Report form and submit: https://caps.tcnj.edu/in-case-of-an-emergency/student-of- concern/ https://caps.tcnj.edu/in-case-of-an-emergency/student-of- concern/ Contact the Office of the Dean of Students at 609.771.CARE (2273) Referral: Absent Student Input

14. What Happens Next???

15. Care Team Team Members Purpose DOS Team Members Counseling & Psych Services TCNJ Clinic Student Health Services Anti-Violence Initiatives Alcohol & Other Drug Ed Residential Education Disability Support Services Campus Police Academic Affairs Educational Opportunity Fund Center for Student Success Student Conduct & Dispute Resolution To serve the College and individual students by arranging, coordinating, monitoring, evaluating, and advocating for assistance and support for students in need. Through collaboration and coordination of resources, the Care Team seeks to foster academic and personal success and health and wellbeing of students.

16. Behavior Assessment & Response Team Team Membership Mission Dean of Students Team Counseling & Psych Services TCNJ Clinic Campus Police Records & Registration Residential Education Academic Affairs Student Conduct General Counsel The Behavior Assessment and Response Team is committed to improving community safety through a proactive, collaborative, coordinated, objective, and thoughtful approach to the prevention, identification, assessment, intervention, and management of situations that pose, or may reasonably pose, a threat to the safety and well-being of the campus community.

17. Care Team 2013-14: 100 students (all) 2014-15: over 250 students 2015-16: over 530 students Behavior Assessment & Response Team: 2014-15: 12 students 2015-16: 35 students (not final #)

18. Individual one-on-one Counseling Groups (14-17 groups per semester) Consultation Case Management Referrals Online Database Through counselor Helping Students in Distress document Online Resources for parents, faculty/staff, and students Ways Counseling & Psychological Services supports students

19.  Foster a community of care  Liaison to Records and Registration  Faculty Notifications of Prolonged Absences  Non-clinical Case Management  Connections to Resources (on and off-campus)  Post-transport care  Postvention Response  Response to loss of a student  Application of Involuntary Health & Safety Withdrawal Policy (updating Summer 2016) Ways Dean of Students Office supports students

20. Faculty/ DOS Partnership Answering questions Providing resources Faculty Consultation Incompletes (appropriate verse not appropriate) Class accommodations Requests from students in your department Higher Level Student Issues Death of a Student

21. FERPA allows communication about a specific student among institution of higher education (IHE) staff, faculty, and administrators who are concerned about the welfare of the student or community An education record is defined broadly to include all records directly related to a student and maintained by or on behalf of an IHE (aggregate of the IHE’s recorded information, e.g., exams, papers, emails, parking tickets, discipline complaints and materials) FERPA does not consider counseling records part of a student’s “education record.” Thoughts on FERPA

22. QUESTIONS???