Transcript Slide 1

NCHA Data: Administrative and
Clinical strategies for linking
(mental) health and substance
abuse disorders to academic
success.
Joy Himmel, Psy D.
Director, Health and Wellness Center, Penn St. Altoona
Keith Anderson, Ph.D.
Psychologist, Rensselaer Polytechnic Inst.
Objectives
1. Issues that influence student learning and
academic progress.
2. Prevalence of disorders and a review of
NCHA data and trends.
3. Identifying strategies to develop best
practice guidelines that promote academic
success.
Issues that influence student
learning and academic progress.
• Determining barriers to academic success
• Surveys
– NCHA
• Data collected from 2000 to 2005
• Current analysis uses Spring 2005 data set
• N= 54,111
– AUCCCD
• Survey of Counseling center directors
• Data is from Fall 2005
• N= 366
Impediments to Academic Success
•
•
•
•
•
Stress 31.6%
Cold/Flu 26.5%
Sleep Problems 24.8%
Depression 15.3%
Internet Use/ Games 14.2% (3-6% of
students addicted to internet pornography;
20% are women)
ACHA-NCHA Spring 2005
American College Health Association. American College Health Association - National
College Health Assessment (ACHA-NCHA) Web Summary. Updated April 2006. Available
at http://www.acha.org/projects_programs/ncha_sampledata.cfm. 2006
Academic performance impaired
by impact of Alcohol use
Percentage
8
7
6
5
4
3
2
1
0
Rec'd
lower
exam
grade
Rec'd
lower
class
grade
Dropped
class/inc.
2000
2001
2002
2003
2004
2005
Academic performance impaired by
Depression, Anxiety, Seasonal Affective Disorder
Percentage
10
9
8
7
6
5
4
3
2
1
0
2000
2001
2002
2003
2004
2005
Rec'd lower
exam grade
Received
lower course
grade
Dropped/Inc.
Academic performance impaired by
Drug Use
2.5
Percentage
2000
2001
2002
2003
2004
2005
2
1.5
1
0.5
0
Rec'd lower
exam grade
Rec'd lower
course
grade
Dropped/Inc
Academic performance impaired by
Internet/Computer game use
12
10
Percentage
2000
2001
2002
2003
2004
2005
8
6
4
2
0
Rec'd lower
exam grade
Rec'd lower
course
grade
Dropped/Inc
Evidence for Rise in
Psychological Distress
• Big 10 Universities Student Suicide Study
(1980-1990)
• CDC’s YRBS ( 1999 - 2003)
• CDC’s NCHRBS (1995)
• ACHA-NCHA - Spring 2000 - 2004
• AUCCCD’s Annual Surveys
• Published literature
Rise on college campuses
– Earlier identification and referral (high school)
– Improved treatment options
– Decreased stigma (high school & college)
– Increased accessibility/availability
– Greater use of structured screening tools,
web-based resources
– Improved accommodations
– Greater parity with physical health
– More students working, increased stress
Consequences of increased
demands for service
• Advocating for more staff
• Increased wait times
– for intake and between sessions
– premature drop out
– if we focus on those with more severe disorders,
do some students fall between the cracks?
• Requires an analysis of our mission
–Who should we serve?
Related (but often unapparent)
concerns
• Do some avoid treatment, problems
stigma, center reputation, concerns about
confidentiality.
• How do we reconcile a high demand for
service with concerns that some are still
untreated.
Why Some Students Do Not Use University
Counseling Facilities
• For help with all kinds of problems, friends were the
first choice, parents were the second choice, and
faculty and psychological services the last choice.
• Counseling centers should begin to focus their
attention on more preventive-oriented types of
services rather than traditional remediation, which
may include being available to the student in his
own life space rather than in the counseling center.
Derksen, Timothy; Hill, Clara; Snyder, John. “Why Some Students Do Not Use University Counseling Facilities.” Journal of
Counseling Psychology 19 No.4 (1972): 263-268.
Stigma of Psychological Therapy: Stereotypes,
Interpersonal Reactions, and the Self-Fulfilling
Prophecy
• Negative attitudes were displayed toward people
who sought psychological assistance from a
clergyman or from a psychiatrist.
• A person described as seeking counseling is
rated more negatively than is a “typical” person.
Dovidio, John; Sibicky, Mark. “Stigma of Psychological Therapy: Stereotypes, Interpersonal Reactions, and the SelfFulfilling Prophecy.” Journal of Counseling Psychology 33 No.2 (1986): 148-154.
Finding value in our services
Retention
• 562 students asking for counseling followed over 2
year period
• 0 sessions 65%
1-12 79%
>13 83%
• Several studies followed people over 5 years all
showed dramatically higher retention rates,
averaging more than 10% for students who used
counseling services
Steve Wilson, Terry Mason, Evaluating the impact of receiving university based counseling services on
student retention
Journal of Counseling Psychology 1997 vol 44. no 3 p. 316-320
Retention
• Social Isolation single most important
determinant of dropout rates
Pascarella and Terrazini, 1979
• Emotional- Social Adjustment items predicted
attrition better than academic items
Gerdes and Mallinckrodt 1994
• 5 year study of Berkeley students and those
making use of counseling had higher
graduation rates
Frank and Kirk 1975
Retention
Counseling records of 2365 students and student
body records of 67,026 over 6 years(473 /13,400)
at Western Land Grant University.
• 70% report that personal problems were affecting
their academic progress
• 70.9% retention of students in counseling, 58.6%
retention in control group over 6 years (annual,
eventual, graduation and total retention)
• Annual rates were 85.2 vs. 73.8%
Andrew Turner Journal of College Student Development, Nov. Dec 2000
Common Presenting Problems
Mood Disorders
– In any given year- 9.5% of US population age 18+, or
20.9 million adult Americans,
– 16.3% indicate that depression/anxiety/SAD affect
academics (NCHA, spring 2005)
•
•
•
•
•
Major Depressive Disorder
Dysthymic Disorder
Cyclothymia
Bi Polar Disorder
Depressive Disorder NOS
– Twice as many women as men
NIMH Facts about Depression
Signs and Symptoms
•
•
•
•
•
•
•
•
•
•
•
•
Prolonged sadness/increased crying
Noticeable changes in appetite and sleep patterns
Worry, anxiety
Irritability, agitation, anger
Pessimism, indifference
Loss of energy, persistent lethargy
Unexplained aches and pains
Excessive feelings of guilt, worthlessness, hopelessness
Difficulty concentrating, indecisiveness
Social Withdrawal, loss of pleasure in things of interest
Excessive consumption of alcohol or other drugs
Recurring thoughts of death or suicide
The Prevalence of Depression as a Function
of Gender and Facility Usage in College
Students
• The rate of depression is 50% higher for college
students than for non-student peers.
• One-third of college drop-outs suffer depression
just before leaving school.
• Men are more likely to present psychological
problems at a health facility with a
nonpsychological image.
• Students with somatic symptoms associated
with depression are seen quite frequently at
infirmaries.
Balzer, Diana; Pillsbury, Elecia; Nagelberg, Daniel. “The Prevalence of Depression as a Function of Gender and Facility
Usage in College Students.” Journal of College Student Personnel (Nov 1983): 525-529.
Percentage of High School
Students Who Felt Sad or
Hopeless,* 1999 - 2003
100
Percent
80
60
40
28.3
28.3
28.61
1999
2001
2003
20
0
* Felt so sad or hopeless almost every day for > 2 weeks in a row that they stopped doing some usual activities
during the 12 months preceding the survey
1 No change over time
National Youth Risk Behavior Surveys, 1999 – 2003
2005 Spring Survey Results
American College Health Association. American College Health Association - National
College Health Assessment (ACHA-NCHA) Web Summary. Updated April 2006.
Available at http://www.acha.org/projects_programs/ncha_sampledata.cfm. 2006
Felt things were hopeless
25
20
Percentage
2000
2001
2002
2003
2004
2005
15
10
5
0
Female
3-8
NCHA 2000/05
Female
9+
Male
3-8
Male
9+
Number of Incidents
ACHA-NCHA Spring 2005
American College Health Association. American College Health Association - National College Health
Assessment (ACHA-NCHA) Web Summary. Updated April 2006. Available at
http://www.acha.org/projects_programs/ncha_sampledata.cfm. 2006
Felt so depressed it was difficult to function
16
Percentage
14
12
2000
2001
2002
2003
2004
2005
10
8
6
4
2
0
Females
3-8
NCHA 2000/05
Females
9+
Males
3-8
Males
9+
ACHA-NCHA Spring 2005
American College Health Association. American College Health Association - National College Health
Assessment (ACHA-NCHA) Web Summary. Updated April 2006. Available at
http://www.acha.org/projects_programs/ncha_sampledata.cfm. 2006
Seriously considered attempting suicide
12
Percentage
10
8
2000
2001
2002
2003
2004
2005
6
4
NCHA 2000/05
Males
1+
0
Females
1+
2
ACHA-NCHA Spring 2005
American College Health Association. American College Health Association - National College Health
Assessment (ACHA-NCHA) Web Summary. Updated April 2006. Available at
http://www.acha.org/projects_programs/ncha_sampledata.cfm. 2006
Percentage of High School Students
Who Seriously Considered
Attempting Suicide,* 1991 - 2003
100
Percent
80
60
40
29.0
24.1
24.1
20.5
19.3
19.0
16.91
1997
1999
2001
2003
20
0
1991
1993
1995
* During the 12 months preceding the survey
1 Significant linear decrease and quadratic effect, p < .05
National Youth Risk Behavior Surveys, 1991 - 2003
Summary of Suicide & Suicide Attempts
[Comparing 18-24 year olds to total population 2001]
Rate per 100,000
Suicide Rate*
18-24 only
Suicide Attempt Rate*
18-24 only
Ratio Suicide Attempts/Suicide*
18-24 only
Males
17.61
19.73
102.82
251.42
5.84
12.75
Females
4.10
3.00
123.48
264.44
30.14
88.00
Both Genders
10.73
11.57
113.34
257.77
10.56
22.28
*Rate for total population
• Female youths attempt at a slightly higher rate,
however
• Male youths are more likely to have a fatal outcome
[Source: CDC WISQARS Fatal & Non-fatal 2001]
Risk Factors for Youth Suicide
• Personal Characteristics
– Psychopathology (mood disorders,
substance abuse)
– History of prior attempt
– Cognitive and personality factors, including
hopelessness and poor interpersonal
problem-solving
– Biological factors (primarily serotonin
function)
Gould MS, Greenberg T, Velting DM, Shaffer D. Youth suicide risk and preventive interventions: a review of the past 10
years. Journal of the
American Academy of child Adolescent Psychiatry. 2003;42(4):386-405.
Risk Factors for Youth Suicide
• Family characteristics
– History of suicidal behavior
– Parental psychopathology
• Adverse life circumstances
– Stressful life events, loss, legal/disciplinary
problems, bullying
– Physical abuse
– Sexual abuse
• Socio-environmental
– Academic problems/failure
– Media influence (contagion)
Gould MS, Greenberg T, Velting DM, Shaffer D. Youth suicide risk and preventive interventions: a review of the past 10 years.
Journal of the American Academy of child Adolescent Psychiatry. 2003;42(4):386-405.
Suicide Among College Undergraduates
• Therefore, our best estimate of number of suicides
and attempts among all U.S. college undergraduates
to date,
– approx. 1,305 will die as a result of suicide /year
– approx. 31,469 will attempt suicide /year
• Note: # suicides using Big Ten suicide rate for 17-24 year olds
[6.3/100,000†] * # 18-24 year old undergraduates [9,367,000] + 30%=
767 college undergraduate suicides/year;
• and using Harvard Pilot suicide rate for 18-24 year olds [3.74/100,000]
* # 18-24 year old undergraduates [9,367,000] + 30% = 455 college
undergraduate suicides/year
• In order to know the true number of college
undergraduate suicides & attempts, we need to know
the rate of suicide & attempts among this population
[Source: †rate is weighted average of 17-19 and 20-24 categories; CDC WISQARS Fatal & Non-fatal 2001]
Academic Consequences
• Consistently high/significant correlations
between GPA and
– Hopelessness
– Feeling exhausted
– Considering/attempting suicide
– Feeling so depressed it was difficult to
function
Bipolar Disorder
In any given year 5.7 million American Adults have
Bipolar (2.6%).
• Commonly diagnosed in college age
• 20-25% increased risk of committing suicide
Signs and Symptoms
• Irritability, distractibility, increased energy, elation,
racing thoughts, decreased need for sleep, reckless
behavior, decreased need for sleep, loss or reason
Anxiety Disorders
In any given year, anxiety disorders affect about 40 million
Americans (18%), NCHA spring 2005, (13.4%)
All symptoms cluster around excessive, irrational fear and
dread, subjective tension.
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–
–
–
–
Generalized Anxiety Disorder
Panic Disorder
PTSD
Obsessive-Compulsive Disorder
Social Phobia
(NIMH-Facts about anxiety disorders)
Signs and Symptoms
• Worrying about things –big and small
• Headaches or other aches and pains for no
reason
• Tense, difficulty relaxing, pressured speech
• Trouble concentrating
• Irritable
• Trouble falling asleep or staying asleep
• Sweats, hot flashes
• On guard, hyper vigilant
Adjustment Disorders
Precipitators of stress
• Common stressors include:
–
–
–
–
–
–
–
–
Greater academic demands
Being on your own in a new environment
Changes in family relations
Financial responsibilities
Changes in your social life/fitting in
Exposure to new people, ideas, and temptations
Awareness of your sexual identity and orientation
Preparing for life after graduation
(NIMH)
National College Health
Assessment Data - Alcohol
American College Health Association. American College Health Association - National
College Health Assessment (ACHA-NCHA) Web Summary. Updated April 2006.
Available at http://www.acha.org/projects_programs/ncha_sampledata.cfm. 2006 .
Major characteristics of abuse and
dependency
• Abstinence
• Experimentation-episodic use without pattern or
consequences
• Social/Recreational- seek it out, no established
pattern or negative consequences
• Habituation- established pattern
• Abuse- use despite consequences
• Addiction- Abuse plus compulsion
(Inaba, 2003)
Cognitive impact of substance
abuse
Two to three standard drinks can directly:
• interfere with restful sleep
• Cause slow thinking processes- Lack of
glycogen to the brain
• Impairment in sustained concentration
• Impairment in reaction time
• Ability to use abstract thought processes
(Dodes, 2002)
Impact of Alcohol Abuse
The positive:
• 74.6% use a designated driver, 64.1%
keep track, 42% avoid drinking games,
33.9% determine in advance not to exceed
a set number, 76.9% eat before they go
out
Michigan Alcohol Screening Test Scores and
Academic Performance in College Students
• Several studies have indicated that problem
drinking behaviors among college students can
lead to legal, academic, or social difficulties.
• Freshman reported a significantly greater
weekly drinking frequency, Sophomore weekly
alcohol consumption was significantly greater
than consumption frequencies reported by
junior, senior, or graduate students.
Academic Consequences
• A significant inverse correlation was obtained
between GPA and weekly alcohol consumption.
This was evident for persons with GPAs below
2.5. Students reporting lower GPAs (1.5-1.9)
also reported a significantly greater weekly
consumption of alcohol.
• Data indicated negative correlation between the
students’ average weekly alcohol consumption
and their GPA. Students in the lowest GPA
category (1.5-1.99) had the greatest mean
alcohol consumption rate.
•
Lall, Rakesh; Schandler, Steven. “Michigan Alcohol Screening Test Scores and Academic Performance in College Students.”
College Student Journal (1988): 245-251.
Consequences to alcohol use and
abuse
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•
•
•
•
37% did something they later regretted
15% had unprotected sex
30% experienced blackouts
18.5% physically injured
Only 4.1% report experiencing substance
abuse problems, 7.6% indicate that use
affected academics,
(NCHA, spring 2005)
Other common problems
Sleep
Correlations between sleep patterns and reported
GPA
• Consequences of sleep loss: poor academic
performance, increased medical illness and
increased rates of depression and anxiety.
(Armitage, R., 2004)
• 24.8% report that sleep has affected academics,
(NCHA, spring 2005)
Sleep Quality, Sleep Propensity and
Academic Performance
• 15% of college students experience poor
sleep quality.
• The median length of sleep reported by
college students has decreased by over one
hour across the last three decades. (Hicks,
Fernandez, Pellegrini)
• Higher GPAs were associated with, waking
up less often during the night, taking fewer
naps, and sleeping somewhat longer on
school nights.
Sleep Quality and Academic
Performance
• For a sample of 148 undergraduates that those
who slept on the average less than six hours
per night had lower self-reported GPAs than
those who slept nine hours or more. (Kelly,
Kelly, Clanton)
• Lower GPAs were significantly associated with
later weekday and weekend bedtimes, later
weekday and weekend wake-up times, and
longer hours of sleep on weekend nights.
(Trockel, Barnes, Egget)
Howell, Andrew; Jahrig, Jesse; Powell, Russell. “Sleep Quality, Sleep Propensity and Academic Performance.” Perpetual and Motor
Skills 99 (2004): 525-535.
Sleep Problems
• 35% of adult population experience
insomnia
• 11% of college students get a “good
night’s sleep”
• Loss of cognitive functioning, driving
• Increased risk of depression
• < 7 hours yields sleep deprivation
UA Student Quality of Sleep Project
• Mean bedtime: 12:43, minutes to fall asleep-25,
usual wake up time- 8:15, usual hours of sleep6.8
• Those with mental health issues and those
drinking five or more standard drinks per
occasion had greater levels of disordered sleep
• Two-thirds of the students are dealing with
anxiety and over half are experiencing
depression.
• Women are at higher risk for sleep disorders and
negative outcomes
(Student Health Spectrum, November 2006)
Internet Use/computer games
• 13.4% report interference with academics
(NCHA, spring 2005)
• 42% gambled in the past year and 2.6% gamble
weekly or more frequently (JACH, Sept. 2003)
• The Council on Compulsive Gambling of New
Jersey survey, College age gambling moved
from11.7% in 2002 to 20.9% in
2005.(www.800gambler.org)
• 80/15/5 Rule: Social, Problem, Compulsive
Stress
• 31.6% indicate that stress has affected
academics (NCHA, spring 2005)
• Evidence based interventions
– CBT, changing thinking
– Behavioral interventions
– Wellness prevention and intervention programs
involving nutrition, sleep, exercise
Influences of Stress and Situation-Specific Mastery
Beliefs and Satisfaction with Social Support on
Well-Being and Academic Performance
• Stress was positively correlated with somatic and
psychological disorder and negatively correlated with GPA.
The correlations were modest for GPA (r=-.21,p<.05),
anxiety (r=.35,p<.001), and somatic disorder (r=.31,p<.001)
but stronger for depression (r=.47,p<.001).
• Grade point average was negatively related to stress.
• Stress was associated with increased somatic and
psychological symptomatology and decreased GPA.
Felsten, Gary; Wilcox, Kathy. “Influences of Stress and Situation-Specific Mastery Beliefs and Satisfaction with Social Support
on Well-Being and Academic Performance.” Psychological Reports 70 (1992): 291-303.
Eating Disorders
• Females are much more likely than males to develop an
eating disorder. Only an estimated 5 to 15 percent of
people with anorexia or bulimia and an estimated 35
percent of those with binge-eating disorder are male.
Bulimia
•
Recurrent episodes of binge eating
• Recurrent inappropriate compensatory behavior in order
to prevent weight gain
• The binge eating and inappropriate compensatory
behaviors both occur, on average, at least twice a week
for 3 months
Anorexia
• Resistance to maintaining body weight at or above a
minimally normal weight for age and height
• Intense fear of gaining weight or becoming fat, even
though underweight
• Disturbance in the way in which one's body weight or
shape is experienced, undue influence of body
weight or shape on self-evaluation, or denial of the
seriousness of the current low body weight
• Infrequent or absent menstrual periods (in females
who have reached puberty)
Binge Eating Disorder
• Recurrent episodes of binge eating
• The binge-eating episodes are associated with at least 3 of the
following: eating much more rapidly than normal; eating until
feeling uncomfortably full; eating large amounts of food when
not feeling physically hungry; eating alone because of being
embarrassed by how much one is eating; feeling disgusted with
oneself, depressed, or very guilty after overeating
• The binge eating occurs, on average, at least 2 days a week for
6 months
Strategies that promote
academic success.
Share information/data
Recruit allies
Identify Your Data Needs
• How busy is counseling? Waiting lists?
• Where else do students get care?
• Retention: track carefully. Who comes
back? How is GPA affected.
• How do students get medication?
Insurance?
• How many students are hospitalized?
• Student Research: gets students engaged
Identify barriers to treatment
– What factors make it less likely that those in
distress will seek help?
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•
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•
•
•
•
Hours of operation
Attitudes about seeking help
Reputation of the counseling center
Physical location
Integrated vs non integrated
Wait times
Welcoming environment
Outreach
Academic Difficulties
Encourage faculty to notice students who are:
•
•
•
•
•
Absent
Withdrawn
Excessively anxious about performance
Engaging in disruptive behaviors
Exaggerated emotional response that is
inappropriate to the situation
• Talk about giving up
• Present with hopelessness or helplessness
Screening Programs
• A form of outreach and education
• College Response National screening Program
(Depression, Bipolar, GAD, PTSD, Eating
Disorders, Alcohol)
• Anonymous screening 24/7
• 509 Colleges and Universities 2004, 130,000 online screenings
– 26% of college students who scored positive for
depression, and 27% who scored positive for Bipolar had
thoughts about or wanted to commit suicide (2003
results).
New Directions
Increase recognition, treatment and
compliancy (less than 50% use
psychotropic medication correctly and
consistently, MDE- 6 wks, continuing
through 6 months).
Incomplete remission of depressive
symptoms is associated with higher rates
or reoccurrence.
The opportunities and challenges of
timely diagnosis, inadequate treatment
and poorly-adherent patients
• Early identification and intervention
programs
– Health risk assessments in Health Services
which include depression, ATOD, anxiety,
sleep, abusive relationships and stress.
– AIP Programs utilizing a Comprehensive
Wellness model
– High school to college social norms based
alcohol prevention programs
“How Far” High School to College
Transition Program
Results: After viewing the video
• Participants were 2.62 more likely to say no to
drinking games, 6 weeks later 2.23 times more
likely
• 2.5 times more likely to make a safety plan, 6
weeks later 7 times more likely
• 2 times more likely to intervene at mid-semester
• 50% more likely to make plans to use a designated
driver, 6 weeks later four times more likely
• Keep track of number of drinks- 5%, 16%, 31%
Perception changes
• Five or more- reduced from 62% to 18% to
33%
• Three or more nights a week- 72% to 38%
to 62%
• Number of college students who do not
drink/drive -18%. 49%, 31%
Primary care setting models• Duke University/Dartmouth study
– Structured rating scales for depression used
by the primary health care provider
– Behavioral health care manager
– Counseling if necessary
(Friedlander,Student Health Spectrum, November 2006)
Other models
• Integrated vs nonintegrated centers
• Community Mental Health Model
– Depression Disease Management Program
(Aetna), regularly checked on patients who
were on antidepressant medication. They
showed a 15% improvement in adherence rates
for participants compared to those not enrolled
in the program.
Case management in College
Health
• Trained clinicians in motivational
interviewing
• Shared positions within integrated Centers
• Red Flags
– Co-morbid disorders
– History of poor adherence to treatment
– Crisis Center, ER, or inpatient admissions
– Abrupt onset
– Chronic and persistent mental illness
Creating partnerships.. From
the very beginning…………
• Parent orientation welcoming session
during “drop-off day”
• Parent website:
– warning signs of ………
– how to talk to your child about…….
– how to/when to reach us about ………..
– how we can help/what we can do about……
– identifying the limits of our service.
Training and Education
• Techniques for assessment and
identification (observing & asking)
• Skills for listening and providing support
• Procedures for referral
• What constitutes “a cry for help”
• Audience: faculty, coaches, clergy,
residential staff, academic advisors,
student advisors, tutors
Non-Clinical Student Support
Services Network
•
•
•
•
•
A form of outreach and education
Telephone helplines
On-call services
Peer support groups
The Five D’s: family deaths, disasters,
divorces, debts, decay
Campus-Wide Public Health
Education
•
•
•
•
•
•
•
Student newspaper articles/radio spots
How to be a good friend/neighbor
How to manage “winter blues”
How to seek help
How to recognize signs/symptoms of……
What is a “cry for help”/warning sign
The role of alcohol in this community
How many students receive
information on suicide prevention?
• Only 14% of students receive information on
suicide prevention, the least of any health
issue.
• Most students receive their health information
from their parents, leaflets, friends, and
magazines, however
– the most trusted & believable sources are health
educators & student health service medical staff.
• Important for college counseling staff to
provide necessary information on suicide
prevention, opportunity to fill void.
[Source: NCHA Survey 2004]
Percentage
50
45
40
35
30
25
20
15
10
5
0
Students Receiving Information from
their college
2000
2001
2002
2003
2004
2005
Tobacco
ATOD
Sex. As.
Viol.
Prev
Inj. Prev.
Suic.
Pre.
Preg. Pre
HIV
Prev.
STD Info
Diet
Phys. Act
None
abv.
Rensselaer’s Self Assessment
Program
• Designed to identify students who might
fall in the cracks.
• Make use of technology to provide
information
• Effective prescreening
• Information from, Counseling Center,
Health Educator, Health Center, ALAC
I spend so much time online that my grades suffer.
1. It is easy to spend more time on-line than you realize. Getting lost in the
internet, playing games, on-line gambling, or surfing an auction site can be
time consuming. Many people loose track of the time spent and as a result
end up not getting their work done or sacrificing the social or recreational
time.
2. If you find yourself spending more time on-line and not getting your work
done, or not leading a balanced lifestyle, you may need to consider ways of
monitoring how much time is being used. Consider looking for strategies for
monitoring how much time you spend on-line. If this time is making it difficult
to keep up with your schedule or spending time with your friends, it may be
time to cut back. If you find that cutting back is difficult, consider talking with
someone who can help you with your schedule. Some sources include
ALAC, the Health Educator and the Counseling Center.
3. Spending large amounts of time on-line can have many negative effects on
your grades and social life. If you find your losing track of time on-line,
ignoring your other responsibilities, losing track of your friends, having
difficulty keeping up with your class assignments, or getting behind in your
work, contact: ALAC, the Health Educator and the Counseling Center
4. Some of the warning signs of ‘internet addiction’ include, spending increasing
amounts of time on-line, skipping meals when on-line, cutting back on
important activities to spend time on-line, unsuccessful efforts to cut back on
time on-line, spending time on-line even when doing so has negative effects.
If you notice these, or any related symptoms, you should contact the
counseling center.
I believe that I know how to study for and take tests in the most effective ways.
I know that “studying” doesn’t just mean visually reviewing the course
material.
1. Knowing how and what to study is very important. Your resources include
your professors and TAs (they make and grade the exams), your LA or TLA,
and the Advising and Learning Assistance Center. We offer free tutoring and
academic suggestions. We can teach you how to most effectively read your
text book, take notes, practice problems, and the importance of studying
alone and in groups. Take the time now to learn how to study. It will pay off
in your understanding and preparation for your courses and your future
career.
2. Your confidence and grades will improve when you begin to understand how
and what to study, and when you do so in a regular and planned way. If you
need suggestions, contact the Advising and Learning Assistance Center,
your LA or TLA in the Residence Halls. We can teach you how to study for
and take tests successfully.
3. Making the time to study adequately every day begins on the first day of
classes. Regular review, plenty of rest and a healthy diet can also help with
test taking. For more tips, contact your LA, TLA, or the Advising and
Learning Assistance Center.
4. Mastering the art of test preparation and test taking is a major feat at the
college level! Keep up the great work, and always feel free to seek further
fine tuning and assistance from your professors as you need it, or contact
the Advising and Learning Assistance Center for more suggestions.
I know my family history for Heart disease
• 1. If you do not know your family history, ask your family the next time you
visit. Knowledge of your family history will allow you to make healthy
choices! You might want to know that cardiovascular disease is the leading
cause of death in the US. Risk factors for cardiovascular disease include:
physical inactivity, high cholesterol, high triglycerides, diabetes,
hypertension, excessive body fat, smoking, tension and stress, age, and
personal and family history of CVD. If you find out that you have some of
these risk factors and want to make healthy changes in your diet, exercise or
talk to someone about your risks, make an appointment with the health
educator or the medical clinic at the student health center.
• 4. If you have no family history of heart disease, great! If you have
cardiovascular disease in your family, you probably know this is the leading
cause of death in the US. Risk factors for cardiovascular disease include:
physical inactivity, high cholesterol, high triglycerides, diabetes,
hypertension, excessive body fat, smoking, tension and stress, age, and
personal and family history of CVD. If you have some of these risk factors
and want to make healthy changes in your diet, exercise or talk to someone
about your risks, make an appointment with the health educator or the
medical clinic at the student health center.
Early Warning System
Rensselaer Student Information System
• Service initiated by
Academic Advising and
Counseling Center
• Administered by
Registrars office
• Formation of the
Intervention team
Personal
Information
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MENU | SITE MAP | HELP | EXIT
660010067 Keith J. Anderson
Fall 2006
Nov 21, 2006 11:22 am
Welcome to the Early Warning Entry Page.
Please choose the appropriate warning from the drop down box and enter comments that would be helpful to us to
assist the student. Notification e-mails will be delivered to the student's advisor(s), the Advising and Learning
Assistance Center and the Office of the First Year Experience. The comments you enter will be shared with these
recipients.
Students are notified electronically for all warnings except "OTHER", in which case they are contacted by ALAC.
Please note that comments will not be communicated to students.
– ALAC, Counseling Center,
Residence life
– Required training of faculty
as the first responders
Freshmen Fall 2003
Course : HUMAN SEXUALITY
Enter a New Warning
Select a Warning:
Stress Reduction Programs
•
•
•
•
•
Hygiene-diet, exercise, sleep
Social skills
Academic skills
Time management
Support groups (losses, bereavement,
gender identity, etc.)
• Dealing with stress during a time of war
• Choosing courses and careers
Emergency Services
• 24-hour access
• Where to go/Whom to call/What to expect
• Community emergency/Crisis intervention
services
• Mobile support services
• Hotline numbers
Medical Leave Policies
• Policies, procedures, protocols, panels,
policing
• Is the student able to function as a
student?
• Is the behavior disruptive to the
community?
• Re-entry protocols and criteria
• Programs for returning students
Postvention Programs
•
•
•
•
Crisis intervention/Emergency teams
Support, assistance, direction
Bringing closure
Media relations
Faculty and Staff Consultation
Services
• Assessing the need for referral or
intervention
• Available Resources
• Clarifying your own thoughts about the
student and make recommendations
• Discuss follow up concerns
• Faculty and staff training
Coordination of Care
• Handbook expectations: who gets notified
about hospitalization/ return
• Identifying high-risk students
• How is residence involved with worrisome
students?
• Eating Disordered or Substance Abusing
students in residence, what happens?
• Contracts: When to invoke them
Referral Network
• Licensed and certified mental health
professionals
• Multi-disciplined
• Multi-ethnic
• Developmental perspective
• Available locations
• Accommodating hours