1. Connection is prevention
Counseling and mental health services
Fall 2018

2. Jed foundation model of MH Promotion and Suicide Prevention

3. Defining the Problem: Mental Health as a Continuum
Reacting
Injured
Severe/
Persistent
Impairment
Informal
Self Help
Community Supports
Coping
Family/Friends
Common
Reversible
Supportive Services
Self-Care
Skill Building
Significant Functional Impairment
Time-Out
Course of Treatment
High Risk
Duration
Difficulty with independent functioning
Multidisciplinary treatment

4. Anxiety is Primary

7. I-Gen

8. Loneliness as A public health issue
Loneliness is the equivalent of smoking 15 cigarettes a day.
Acts on same parts of brain as physical pain
Social support is protective
Loneliness is not being alone- subjective experience independent of the size of network.
Emptiness
Worthlessness
Lack of control
Personal Threat
16-24 y.o. most likely of all age groups to report feeling lonely

9. Lonely Campus: Social Connection in the Age of Digital Despair
WORLD MENTAL HEALTH DAY 5:00 p.m, Thursday, October 11th - Student Union Theater
Regina Barecca
Uconn Department of English
Julianne Holt-Lunstad
Brigham Young University
Department of Psychology

10. Developing a resilience focus for your students
Recognize
Admit (normalize) struggles/challenges
Reframe
Setbacks direct innovation and growth
Reflect
Define personal role in success
Reach out
•Connect to resources. Success doesn’t happen in isolation

11. Hitting Your Edge and Reframing Failure

12. Focus on Resilience: NORMALIZE the Struggle, EARLY INTERVENTION

13. Robert Fein End of Continuum - Stress As Centerpiece
people don't just "snap,"
"There are lots of healthy ways all of us deal with stress,"
"But if normal ways of coping with stress don't work, and a person experiences life as unbearably stressful,"
a small number of people come to believe that violence is the way to solve their problems
IDENTIFY
ASSESS
MANAGE
One focus of threat assessment is studying the behaviors of people who have already been violent. Forensic psychologist Robert Fein, PhD, co-directed two of the most comprehensive of such studies, both conducted by the U.S. Secret Service. The first looked at 83 people who attacked or attempted to attack public figures, such as U.S. presidents (Journal of Forensic Sciences, 1999), and the other, which was partially funded by the U.S. Department of Education, reviewed school shooting cases between 1975 and Together, the studies indicated that "targeted violence is the end result of an understandable and often discernible process of thinking and behavior," says Fein, now a national security psychologist. In other words, people don't just "snap," he says.
Robert A. Fein is a forensic and national security psychologist with a specialty in threat assessment and the prevention of targeted violence. He is currently a member of the Office of the Director of National Intelligence’s Advanced Technology Board. He served as a member of the Director of National Intelligence’s Intelligence Science Board from 2003 to 2010, where he chaired the ISB Study on Educing Information. Since 2001, Dr. Fein has worked with various entities in the Intelligence Community on questions concerning risk assessment, roles of psychologists in the IC, and educing information. Dr. Fein has spent the last thirty-five years working to understand and prevent targeted violence, having evaluated several thousand violent offenders and testifying in state and federal courts on over 1,000 occasions. He worked for more than twenty years with the United States Secret Service reviewing and consulting on protective intelligence cases concerning the assessment and management of persons who might present harm to the President and other national leaders. Fein is the author or co-author of more than thirty publications on preventing targeted violence. He has co-directed two major NIJ-supported, Secret Service operational studies of targeted violence: one focused on assassination; the other on school attacks. He received American Academy of Forensic Psychology's Award for Distinguished Career Contributions to Forensic Psychology in 2003, and currently holds faculty appointments at the University of Massachusetts Medical School and the Harvard Medical School.

14. What Are COMMON Concerns?
“How do I know when someone is really in distress?”
“I don’t want to make it worse.”
“I don’t know what to say.”
“I don’t want anyone to get in trouble.”
“I may not want to get involved.”
ASK THE AUDIENCE
Q – When thinking about working with students in distress, what concerns come to mind?

15. Why Should I Care?
What is goal of intervening with a distressed student?
Preserving the living/learning environment
Promoting student retention and success
Ensuring campus safety
ASK THE AUDIENCE
Q – Why is it important to know how to help students in distress?

16. That’s Not My Job

17. 4 Components of Stigma 1) Labelling
2) Link Label to Stereotype – (self-fulfilling prophecy)
3) Separation – Us vs Them (Behind the Mask)
4) Loss of Status or Discrimination
Hatzenbuehler, M.L., Phelan, J.C., and Link, B.G. (2013). Stigma as a Fundamental Cause of Population Health Inequalities. American Journal of Public Health, 103(5),
Labels can have a dramatic impact on a person‘s present and future experience that extends far beyond the descriptive. Nearly fifty years ago, in a groundbreaking study examining the power of labeling, social psychologists Robert Rosenthal and Lenore Jacobson told teachers that certain of their students had scored in the top 20% on a test purported to identify ―academic bloomers,‖ or children who were entering a period of intense intellectual development. In reality they chose the children at random, and the students they identified had scored no differently from their peers on an I.Q. test. A year later, when they administered the same I.Q. test, the students labeled ―academic bloomers‖ outperformed their peers by points. In other words, the identification of these students as ―academic bloomers‖ influenced the way their teachers taught the children; the teachers‘ higher expectations of certain students in turn actually fostered dramatic intellectual development.
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The label, randomly assigned, became a self-fulfilling prophecy.19 Unfortunately, labels can constrain people‘s potential just as they can expand it.

18. Get training
In the past year we have overhauled our suicide prevention training model, adopting a new in-person training we call HELPS, and adding an online option for individuals not able to attend an in-person training.
Our Suicide Prevention Committee continues to grow, but in particular we have increased our collaboration with student groups such as Active Minds, NAMI, USG, and UConn Against Gun Violence.
Our Consultaiton & Support Drop-In program is one of the many ways we have creatively addressed need for expanded access to our services, especially for students who are hesitant to come to CMHS. In this past year, we expanded our Drop-In program to a community location, the 4th floor of the Student Union, which is convenient for all students but is especially visible to students who are members of the cultural centers.
We’ll go through each of these areas in a bit more detail now.

19. Making a Referral Tier 1 = in need of immediate assistance
Immediate danger – call 911 or UConn Police
UConn CMHS 24/7 On-Call –
Tier II = in need of additional supports
UConn CMHS –
Consultation & Support Drop-In, Therapy services, 24/7 On-call
National Suicide Prevention Lifeline –
Crisis Text Line – Text “HOME” to
SUGGESTED LANGUAGE: Recall earlier, we spoke about the two tiers of warning signs. Tier I signs require immediate intervention. In situations in which someone is threatening to immediately harm themselves, has already done so, or has a weapon, please call 911 immediately. UConn Police are Crisis Intervention trained and are well equipped to support someone experiencing a mental health crisis.
(click for next section) Tier II warning signs may not require immediate intervention, but do indicate the need for additional resources and support. Consider referring the student to UConn’s Counseling & Mental Health Services, or if they’re not comfortable using a campus resource (or not a student), you can use the National hotline or text line.
If you find that the person in crisis is reluctant to seek help, consider calling with them together, or walking them over to CMHS (located on the 4th floor of Arjona). Remember, you should never ignore the warning signs or promise to keep it a secret, it is always best to seek additional support for a person in crisis.
Some sample language you can offer…
“It sounds like you’re really going through a lot; thank you for sharing it with me. I care about you and want to make sure you get the support you need, and there are a lot of great resources we can call. Let’s call Counseling & Mental Health together, to see how they can help.”

20. Counseling & Mental Health Services
We’re here to help!!
Counseling & Mental Health Services
Services available in English, Hindi, Mandarin, Marathi, and Spanish

21. Arjona Building, 4th floor
My office is located in the Arjona building on the fourth floor, across from Mirror Lake.
Arjona Building, 4th floor

22. Monday through Friday, 1-3pm at CMHS
Fall semester:
Monday through Friday, 1-3pm at CMHS
Tuesdays, 10am-12pm in Student Union 410

23. Counseling & Mental Health Services for mental health crises
Group therapy
On-Call 24/7
for mental health crises
(Free!)
Individual therapy
Meeting with a professional (individually or in a group) to talk about your concerns and work toward resolving them.
Psychiatry

24. Contact Us Counseling & Mental Health Services 860-486-4705
counseling.uconn.edu
@uconncmhs
Suicide Prevention Lifeline
suicidepreventionlifeline.org
Lastly, here is our contact information in case you want to reach out!

27. Suicide Prevention Week Keynote Speaker
WHO: Wade Davis
Former NFL player, UN Women’s Global Champion for Innovation, NFL’s first LGBT Inclusion Consultant
WHEN: Thursday, September 20th, 7pm
WHERE: Jorgensen
Wade Davis is an outspoken feminist, and well-known public speaker on issues of gender, race, and the impact of masculinity on mental health. He launched the #BlackMenAndFeminism campaign and has collaborated with the Time’s Up and #MeToo movements.