Transcript Mental Health - Algonquin College
Presented to Focus on Learning May 5 th 2012 Gillian Axten BA,MCounPsych,CO,OCC,CCDI,CCPA
Factors affecting academic performance Within the last 12 months 3-6% of students say alcohol affected their performance 15-18% of students felt like depression affected their performance 24-30% said anxiety 36-47% found stress was affecting their performance Mental Health 37% Unable to function due to depression 15% diagnosed by a professional 7% seriously considered suicide Alcohol 60% used alcohol within the last 30 days 30% had 5 or more drinks 15% had 7 or more drinks
People with Mental illness are violent and dangerous They are less intelligent They are weak willed or have a weak character Mental illness is one illness and is relatively rare
The population of students with Mental Illness, within Canadian post secondary schools, is increasing by 100% per year.
On our campus, we are seeing a significant increase in students with a mental illness diagnosis
This is natural considering the age of our student population. Most people who develop a lifelong mental health disability will do so between the ages of 16 and 30.
Reported distress rates are more than twice as high among Canadian post secondary students than among non students
85%
of students drank since arriving on Canadian campuses in September
30.4%
reported negative consequences of drinking ,
32%
patterns of harmful drinking
47%
used ‘pot’, illicit drugs
2.3%
injected
30%
reported impaired mental health
4%
reported sexual assault within the last 12 months, assault
6%
physical * CAMH 1998 Canadian Campus Survey participants = 7,800 undergraduates
A 2003 article in Professional Psychology reveals that college counseling center staffs are reporting unprecedented levels of student problems with 14 of 19 problem areas increasing in the 13 years studied. One study reported that over three-quarters of clinic directors (77.1%) noted increases in “severe psychological problems.”
Over the three time periods (from 1988 – 2001) problems became much more complicated and complex –– anxiety, depression, suicidal tendencies, sexual assault, personality disorders. Depression cases
DOUBLED
. Suicidal students
TRIPLED
. Sexual assault cases
QUADRUPLED
Changes in Counseling Center Client Problems Across 13 Years,” Sherry A. Benton, John M. Robertson, Wen-Chih Tseng, Fred B. Newton, and Stephen L. Benton, Kansas State University. Professional Psychology: Research and Practice, Vol. 34, No. 1, 66-72, 2003. Copyright 2003, The American Psychological Association, Inc.
Statistics Canada’s most recent (2002) national mental health survey found that teens and young adults aged 15-24 had the highest rates of any group for mental illnesses like mood and anxiety disorders and alcohol/drug use problems, and that these young people were also the least likely to seek help.
All our students requesting accommodation have been diagnosed by a psychiatrist and are currently under the care of a professional Some students may have a duel diagnosis, therefore having symptoms of two or more disorders To be diagnosed as having a psychiatric illness, students must meet many diagnostic criterion (ie. symptoms they experience must interfere with their daily lives)
Emotional
• Depressed, extremely sad • Suicidal • Anxious or very nervous
Behavioral
• Crying • excessive sleeping/lack of sleep • weight gain/loss • difficulty initiating activity and sustaining energy
Cognitive
• Short term memory difficulties • Attention span • Difficulty concentrating
Medication under the supervision of a psychiatrist Therapy Extra time for exams (to reduce stress) Assistance from a learning coach or a tutor
Ability to leave class as needed Taped lectures
Respect all differences and try to engage
student without forcing them Listen if they want to talk about any difficulties they may be experiencing Report suicidal ideation
Canadian Mental Health Association
Behavior
• Agitation • Nervousness • Very talkative • Inappropriate dress or behavior • Overly sexual behavior • Extreme use of alcohol, gambling, spending • Depression
Emotional
• Agitated • Anxious • High/exuberant • Depressed
Cognitive
• Thoughts of grandeur • Thoughts that are disconnected and hard to follow • Intrusive thoughts and expressions of those thoughts
Treatment with medication under the supervision of a psychiatrist (May leave the student with many side effects including lethargy, sleepiness and cognitive slowness) Hospitalization Use of extra time during exams to reduce stress Use of a note taker to assist the student in continuing with academic progress regardless of absence
Look for changes in behavior and make referrals
Provide a supportive environment
Assist student with reintegration in the class following absence Report suicidal ideation
Emotional
• Flat and unemotional • Underlying anxiety and stress Behavior • Talking to self • Strange dress or use of objects • Disconnected from the rest of the social world • Distracted by own internal thoughts • Paranoid • Self-Harming ( head banging, cutting, etc.)
Cognitive
• Generally very bright • Strange thoughts • Disconnected thoughts • Stickiness of thoughts • Rigidity • Difficulty managing change
Medication under the supervision of a psychiatrist May leave the student with many side effects including lethargy, sleepiness and cognitive slowness Extra time on exams in a separate room Ability to leave the classroom anytime Option to work alone on group projects Learning Coach to help with organization and stress management Note taker for student absences Special accommodations may be permitted because of the renovations
Some symptoms like self harming must be dealt with quietly and immediately Help student out of the situation and escort to student services or call security to assist Get the student’s attention. Speak quietly but directly that the behavior must stop because it is harmful and distressing to others Get student into a safe place, ie. student services or call security
Be calm use a quiet neutral voice
Approach quietly and, if you are comfortable, gently redirect the behavior Escort the student to security or, preferably, to student services or call security
Emotional
• Anxious • Out of control nervousness • Stressed
Behavior
• Agitations • Inability to do class presentation or even to speak in front of class • Signs of anxiety(ie needing to urinate frequently, feeling sick to the stomach, difficulty eating or sleeping) •Panic attack
Cognitive
• Difficulty concentrating • Difficulty with short term memory • Difficulty bringing thoughts together
Medication under the consultation of a psychiatrist Therapy Extra time on tests to reduce stress Option to do presentations only in front of the teacher
• Positive atmosphere with lots of encouragement to
participate
• Don’t single out students because they don’t participate •
Encourage small group work rather than large group
participation
Housekeeping Paper, Voice, Picture
Timing is everything
• Sit • Breathe • Distract from stress • Escort student to student services • Practice!
Cognitive
• Single minded • Very skilled in specific areas • Sticky thinking or inflexible • Counterintuitive thinking
Emotional
• Seemingly unemotional • Inappropriate emotional outbursts • Difficulty handling “ big” feelings • Seemingly unaware of other’s feelings • Large inner life (imagination)
Behavior
• Aloof or socially distant from others • Occasional difficulty following social cues • Intolerant to stress and will occasionally exhibit in panic attacks, social withdrawal or rarely self harming behavior • Meticulous and detail orientated • Intolerant to change especially environmental
Medication to reduce anxiety and help with flexibility of thought Counseling Extra time for exams Option, if possible, to work alone on group projects Learning coach to assist with organization in the big scheme Learning coach to work on social skills Special accommodations maybe made this year due to renovations
• • • • • Be patient and frank about behaviors with the student; if there is inappropriate or disruptive behavior speak with the student after class Be mindful of the learning differences Be mindful of the social interactions that might cause other students distress Be aware of resources available to you and the student Get student into a safe place (ie student services or call security)
• • • • • • • A study done in the USA about what Post Secondary students with Mental Health disabilities think is important to succeed in college: Confidentiality is important when helping students Staff-Student interaction is critical to gaining trust of student and helping them feel supported Extracurricular activities are important Staff should be open to learning about the student’s perspective Staff need to understand mental health; students should know about the accommodations that are available to them Positive school environment Students may require special attention and some creative thought about how to allow the students to meet the learning outcomes of the course
• • • • • • Student “ first” and a person with Mental illness “second” Stress increases the symptoms, so managing stress becomes critical Missing class may be inevitable so assistance with reintegration is important Medications can cause debilitating side effects which may be long term or temporary Change of season and change of environment can create symptoms of illness. Fall and spring are often difficult to manage for some Having someone to listen to the student, in a non judgmental way, and make appropriate referrals help to reduce the anxiety and the stigmatization that so many persons with a mental illness experience
A
• Ask questions, acquire information, active listening.
S
• Safety first – maintain your safety and that of others.
K