1. What To Look For What To Do How To Respond Financial Aid Advisors: October 29, 2015, Point Lookout Retreat Center, Northport, Maine

2.  Douglas Johnson, Director Counseling Center  Kenda Scheele, Asst. Vice President Student Life

3. Neurobiology Helicopter Parents Snow-Plow Parents Increased Narcissism Reduction in Empathy Consumer Mentality Increased Diagnoses Social Media & Connectedness

4. http://www.acha-ncha.org/docs/ACHA-NCHA- II_ReferenceGroup_ExecutiveSummary_Spring2013.pdf

5. Felt things were hopeless45.3 % Felt overwhelmed by all you had to do81.6 % Felt exhausted (not from physical activity81.6 % Felt very lonely57.3 % Felt very sad61% Felt so depressed it was difficult to function31.3% Felt overwhelming anxiety50.7 % Felt overwhelming anger37.1% Seriously considered suicide 7.1% Attempted suicide 1.2% Intentionally cut, burned, bruised, or injured self 5.5%

6. Rating of Stress in Last 12 monthsMaleFemaleTotal No Stress3%0.7%1.6% Less than average stress12.6%4.9%7.5% Average Stress39.9%36.6%37.7% More than average stress36.6%46.3%42.9% Tremendous Stress7.9%11.5%10.3% In Past 7 days how often felt tired, dragged, out or sleepy during the dayMaleFemaleTotal 0 days8.1%10%9.4% 1 – 2 days34.8%28.7%30.8% 3 – 5 days41%46.3%44.4% 6 + days12.4%18.8%16.6%

7. Felt things were hopeless45.3 % Felt overwhelmed by all you had to do81.6 % Felt exhausted (not from physical activity)81.6 % Felt very lonely57.3 % Felt very sad61% Felt so depressed it was difficult to function31.3% Felt overwhelming anxiety50.7 % Felt overwhelming anger37.1% Seriously considered suicide 7.1% Attempted suicide 1.2% Intentionally cut, burned, bruised, or injured self 5.5%

8. Rating of Stress in Last 12 monthsMaleFemaleTotal No Stress3%0.7%1.6% Less than average stress12.6%4.9%7.5% Average Stress39.9%36.6%37.7% More than average stress36.6%46.3%42.9% Tremendous Stress7.9%11.5%10.3% In Past 7 days how often felt tired, dragged out or sleepy during the dayMaleFemaleTotal 0 days8.1%10%9.4% 1 – 2 days34.8%28.7%30.8% 3 – 5 days41%46.3%44.4% 6 + days12.4%18.8%16.6%

9. Within the last 12 months, any of the following have been traumatic or very difficult to handleMaleFemaleTotal Academics40%48.4%45.6% Career-related issue22.8%26.2%25.1% Death of a family member or friend12.8%17.8%16.1% Family problems20.2%31.9%27.9% Intimate relationships27.9%34.2%32.1% Other social relationships19.8%28.0%25.2% Finances29.3%36.2%33.9% Health problem of family member or partner14.6%21.3%19.0% Personal appearance14.1%26.4%22.2% Personal health issue12.6%20.9%18.1% Sleep difficulties23.8%27.7%26.4% Other8.0%9.9%9.3%

10. National Data on Students Considering Suicide  55% of students had experienced suicidal thoughts in their lifetime  46% never talk to anyone else about thoughts or suicidal attempts  Of those who talked to others, 67% first told a friend/peer  Of those who talked to others, 52% found it helpful and 58% were advised to seek professional help  80% of students who die by suicide each year are not known by the campus counseling center

11.  Suicide (attempts, ideation, talk, plan, etc.)  Self-Injury  Threats of harm to self/others  Violence  Destruction of property  Extensive attention seeking  Serious and/or repeated conduct code violations  Patterns of disordered eating/over-exercising  Substance abuse  Behaviors that alarm, frighten, raise significant concern among others

12.  ACADEMIC INDICATORS  Repeated absences  Missed assignments, exams, appointments  Deterioration in quality/quantity of work  Extreme disorganization and/or erratic performance  Written or artistic expression of unusual violence, morbidity, social isolation, despair; essays or papers that focus on suicide or death  Continual seeking of special provisions/arrangements  Overblown or disproportionate response to grades or other evaluations

13.  BEHAVIOR AND EMOTIONAL INDICATORS  Direct statements indicating distress, family problems and/or loss  Angry or hostile outbursts, yelling or aggressive comments or behavior  More withdrawn or animated than usual or in the past  Expressions of hopelessness or worthlessness; crying or tearfulness  Expressions of severe anxiety or irritability  Excessively demanding or dependent behavior  Lack of response to outreach from instructors, professors or other staff  Shakiness, tremors, fidgeting, or pacing

14.  PHYSICAL INDICATORS  Deterioration in physical appearance or personal hygiene or cleanliness  Excessive fatigue, exhaustion; falling asleep in class or at work repeatedly  Visible changes in weight; statements about change in appetite or sleep  Noticeable cuts, bruises or burns  Frequent or chronic illness  Disorganized speech, rapid or slurred speech, confusion  Unusual inability to make eye contact  Coming to class, work, lab or events bleary-eyed or smelling of alcohol or marijuana  Violent behavior in and/or out of class (throwing things, hitting objects or people, etc.)  Direct or veiled threats of harm (previous or current)

15.  Concern expressed by co-worker, student, peers, instructors, etc.  A hunch or gut-level reaction that something is not right/is wrong  Physical or verbal aggression directed at self, others, animals, property, etc.  Statements indicating the person will be going away for a long time, or no need to put up with them for much longer, etc.

16.  Be aware of your own attitudes & beliefs  Notice changes in student’s behavior  Appreciate verbal & non-verbal communication  Avoid assumptions & generalizations  Be direct with your questions & concerns  Reflective listening models reflective thinking  Empathize with their uncertainty

17.  Be clear about your goals & your role  Talk to the student in private  Use “I” statements  Practice active listening  Get information but respect boundaries  Talk directly about your concerns  Don’t promise secrecy  Normalize difficulties & give hope  Follow up  FERPA vs. Maine Privacy Law

18.  Cultural differences  Veterans  Disabilities  Sexual Assault/Harassment  Other at-risk populations

19.  “I do hear that this is very upsetting to you, and it makes sense that it would be. I do want to help if I can, and it would be helpful if we can slow down and go over it slowly.  “I do want to help, but when you talk with me with anger it makes me feel ________________ and then I find it difficult to know how to help you.”  “I can appreciate the fact that this situation is upsetting on top of all the other stress you may have, Maybe one of the things we can do is get you some support, to help you with what you’re going through right now”  Others?

20.  When you feel over your head  When you’re not making progress in helping the student  If you think the student has a disability  If you feel unsafe  If you feel a student is not safe  Others?

21.  Student Behavioral Review Team (SBRT)  Deans of Students Office  Counseling Center  UMPD  Disability Support Services  Office of Community Rights & Responsibilities  VETS Office  Mind Spa/Touchstone Office  Career Center  Residence Life & First Year Experience  Non-traditional & Commuter Student Lounge

22. What behaviors & situations are you most concerned about?

23.  Description/Definition  Purpose and Role  Behavior and Crises  Process/Procedure  Broad Approach  Questions/Concerns Does your school have a BIT (behavior intervention team)?

24.  The mission of the UMaine SBRT is to promote and support: 1) the health and safety of the campus community, and 2) community member health, wellbeing, and success by coordinating information and developing support plans for people of concern.

25.  Reviews any student that involves medical, mental health and/or behavior issues  Meetings provide forum for professional consultation and collaboration  Reviews cases brought to its attention, referrals, etc.  Develops strategies for additional fact- finding, intervention, management and/or referral to appropriate resources

26. David Fiacco, Community Standards Andrea Gifford, Asst. Dean Doug Johnson, Counseling Center Peter Reid, Associate Dean NSFA Roland Lacroix, Chief UMPD John Lawler, Residence Life Mary Mahoney-O’Neil, Assistant Dean Sara Henry, Disability Services Kenda Scheele, Asst. Vice President Ryan Taylor, Head Trainer Athletics Scott Delcourt, Assoc. Dean of Graduate School Others as needed

27.  Emergency Operations Center (EOC)  NIMS  Threat Assessments  Etc.

29.  TATs address a particular concern  TATs meet only to address the emergent concern  TATs typically include members of the Review Team but also include others (e.g., faculty, particular program or office staff such as International Programs or Graduate School)  TATs use a threat assessment tool to help gauge the threat, lethality or danger  Examples of Tools: NIU’s Integrative Threat Assessment Matrix, DOJ Threat Assessment Model

31.  Another team  Chief of UMPD on both  HR, EO also on employee team

33. Touchstone  Suicide Prevention Program  Engaging with students IS suicide prevention!  Thomas Joiner  Why People Die by Suicide (2005) Those who desire suicide: Perceived burdensomeness + Failed belongingness Those who are capable of suicide. Serious attempt or death by suicide.