Transcript Life at College Behavioral and Emotional Issues

Student Stress at College:
Behavioral and Emotional Issues
Jon Brunner, Ph.D.
Director, Counseling and
Health Services
FGCU Health and Wellness
Services
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Health Clinic
Counseling Center (CAPS)
Adaptive Services for Students with
Disabilities
Prevention Services (health education)
Testing Center
AP-mtvu Poll April and May 2009
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40 US Colleges, 2240 undergraduates, age 18-24
85% of students felt stress in their daily lives
42% felt down and hopeless several days in the past
two weeks
13% showed symptoms of being at risk for mild
depression and 9% moderate/severe(10% of adult
Americans experience depressive disorders yearly)
Only a third of those at risk for moderate/severe
depression received support or treatment
College Stress and Emotional Issues
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The American College Health Association
National College Health Assessment (ACHANCHA II)
Fall 2008
2007 Institutions=40,n=26,685
Data from original version since 2000
NCHA Survey
2000-2007
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93% of students
reported at least once
feeling overwhelmed by
all they had to
do(94.7%)
80% felt very sad(78%)
50-62% reported
feeling hopeless once
during the year(61%)
40-45% reported being
“so depressed that it
was difficult to
function”(41%)
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13-15% reported they
were diagnosed w/
depression w/ 40%
taking anti-depressant
medication(16.7%,41.5
%)
Nearly 10% seriously
considered suicide w/
over 1% attempting
suicide(10%,.4%)
NCHA-II Survey
2008 Incidence in Last 12 months
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87% of students
reported at least once
feeling overwhelmed by
all they had to do
64% felt very sad
47% reported feeling
hopeless once during
the year
31% reported being “so
depressed that it was
difficult to function”
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10% reported getting
enough sleep to feel
rested in the last 7 days
75% reported finding
something traumatic or
very difficult to handle
(academics, intimate
relations, finances)
20% of the students
reported being treated
by a professional
(anxiety and
depression)
NCHA-II Survey Contd.
2008 Incidence in Last 12 months
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82% felt exhausted (not
from physical activity)
39% felt overwhelming
anger
6% intentionally injured
themselves
6% seriously
considered suicide
The Top 10 Impediments to Academic
Performance According to Students
2000-2007
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Stress- 32%(32.4%)
Cold/Sore Throat26%(20.7%)
Sleep Difficulties24%(27%)
Concern for Family or
Friend- 18%(21.2%)
Depression/Anxiety16%(14.3%)
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Relationship Difficulty15.5%(17.6%)
Internet/ Games- 15% **
(12%)
Sinus Infection- 8.5%(8.5%)
Death of Friend/Family8.5%(11%)
Alcohol Use- 7%(4.5%)
ADHD 6%
The Top 10 Impediments to Academic
Performance According to Students
2008
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Stress- 27%
Sleep Difficulties- 19%
Anxiety-18%
Cold/Flu/Sore Throat15%
Work-13%
Concern for Family or
Friend-11%
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Depression-11%
Internet/ Games- 11%
Relationship difficulties-11%
Participation in extracurricular
activities- 10%
2008 National Survey of Counseling Center
Directors(n=284)
Robert Gallagher, University of Pittsburgh
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95% of Center Directors report that the trend toward a greater
number of students with severe psychological problems continues
to be true on their campuses
Directors report 49% of their center’s clients have severe
psychological problems, 7.5% so impaired they cannot remain,
41.5% with severe problems that can be treated
With a ratio of 1:1906, 64% report staff burnout and shortages
during peak times, 62% decreased focus on students with
developmental issues, 34% reported ending cases prematurely
26 % of student clients take psychiatric medication
93% believe there is an increase in students coming to campus
already on psychiatric medications
2008 Center Directors Survey Continued
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Directors reported 118 student suicides with only 13.6 % being
current or former clients
DIRECTORS CONCERNS
Highest reported concern was “issues related to handling
students with more serious problems” (67.3%)
66.5% concerned about finding referrals for students needing
long term help
59.5% reported concern about growing demand for services
without an increase in resources
53.2% reported a growing concern of self injury reports
CORE Survey
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Developed by the Department of Education
Published by the CORE Institute
University Southern Illinois
Measures alcohol and drug usage attitudes,
related events and perceptions of students
Completed online
CORE Survey Forms
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CORE Alcohol and Drug Survey-Long Form
(Core Survey)
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Survey of Students’ Perceptions of Campus
Alcohol and other Drug Norms (Norms
Survey)
2004 Both Surveys Special Question n=640
“ I feel comfortable in situations where alcohol is
consumed.”
Always – 20.9%
Often- 37.4%
Sometimes- 24.8%
Rarely- 11.3%
Never- 5.8 %
Norm Survey:
Attitude Toward Alcohol
Response Options:
a.
Drinking is never a good thing to do
b.
Drinking is all right but a person should not get
drunk
c.
Occasionally getting drunk is OK as long as it does
not interfere with academics or other
responsibilities
d.
Occasionally getting drunk is OK even if it does
interfere with academics or responsibilities
e.
Frequently getting drunk is OK if that’s what the
individual wants to do.
Norm Survey:
Attitude Toward Alcohol
Response Options:
a.
Drinking is never a good thing to do (.3%)
b.
Drinking is all right but a person should not get
drunk (5.0%)
c.
Occasionally getting drunk is OK as long as it does
not interfere with academics or other
responsibilities (52.1% - median)
d.
Occasionally getting drunk is OK even if it does
interfere with academics or responsibilities (20.5%)
e.
Frequently getting drunk is OK if that’s what the
individual wants to do (22.1%)
Norm Survey:
Alcohol Use
General Student
Perceived Norm
Actual Norm
Binge Drinking
54%
38%
Average Drinks
Consumed
5.8
3.2
Abstinence from
alcohol
17.8%
17.3%
Student Perceptions of Alcohol Use
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77.2% Breaks the Ice
75.6 enhances social activity
74.4% gives people
something to do
68.7% gives people
something to talk about
62.3% allows people to have
more fun
61.8% facilitates a connection
with peers
59.1% facilitates male
bonding
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53.9% facilitates sexual
opportunities
48.4 %facilitates female
bonding
27.7% makes women sexier
17.8% makes men sexier
17.5% makes me sexier
FGCU CORE Survey Comparison
2001
2004
2008
Reference
Group
Consumed alcohol
in past year
85%
81%
83%
84%
Consumed alcohol
in past 30 days
72%
69%
64%
72%
Under age
consumed in past
30 days
68%
65%
54%
68%
Binge drinking in
previous 2 weeks
36%
38%
37%
47%
Average # drinks a
week
3.6
3.2
4
5.8
Driven Under the
influence
31%
18%
27%
26%
2008 CORE Survey
Illegal Drug Use (2004 Comparisons)
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Marijuana
28.7 % used in past year (30.6%)
14.8% used this past 30 days (17.5 %)
11.4% used illegal drug other than marijuana
in past year (16.0%)
4.2% used illegal drug other than marijuana
in past 30 days (5.3%)
Suicide Facts in the General
Population
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In America 30,000 Die from Suicide
Every Day 80 Americans Take Their Own
Lives
Every Day 1,500 Americans Attempt Suicide
11th Leading Cause of Death
3rd Leading Cause of Death Among 15 – 24
Year Age Group
College Student Suicide Facts
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Suicide is the 2nd Leading Cause of Death for
College Students
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According to JED Foundation and NMHA
over 1,000 College Students Die Each Year
from Suicide
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Rate of Suicide is 7.5/100,000 Students
Counseling and Psychological
Services (CAPS)
Located: Second Floor Howard Hall
Hours 8:00 – 6:00 Mon.-Thurs.
8:00 - 5:00 Friday
Phone: 590-7950
Provides 24 hour Emergency Services
CAPS Services
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Personal Counseling & Therapy
Career Counseling
Psychiatric Services
Consultation
Referral
Case Management
Emergency On-call (24/7 availability)
Outreach Programs
Assessment Services
Website http://studentservices.fgcu.edu/Counseling/
(mental health screening and other electronic resources)
CAPS Counseling Totals
Counseling Session
Totals
Percent
Change
2003
1949
2004
2465
26.5%
2005
2866
16.3%
2006
3653
27.5%
2007
3902
2.3%
2008
4720
21.3%
2008-09 Academic Year:
Reasons students came to CAPS for Services
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Anxiety
Stress
Depression
Self Esteem
Relationship
Family Concerns
Dating/Marriage
Academic
63%
54%
52%
34%
34%
25%
21%
15%
2006-08 Student Survey of CAPS
Counseling Services
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98% agreed they were comfortable using CAPS
services, would use them again and would refer
others to CAPS
95% agreed that their counselor honestly cared
about them
89% agreed they were better able to understand
themselves
88% agreed they were able to better deal with their
concerns/problems
2006-08 Student Survey of CAPS
Counseling Services cont’d
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82% agreed counseling had a positive effect on their
overall campus experience
63% agreed that counseling made them better able
to focus on academic and study requirements
57% agreed that counseling made it possible for
them to continue as a student at FGCU
Remember the Developmental Issues
For Parents:
1. Competence-trusting your student
2. Redefining yourself-role change from caretaker to
mentor
3. Separation-mange your anxiety
4. Intimacy-staying close without being over involved
For Students:
1. Achieving confidence and identity
2. Separation and independence
3. Managing emotions and achieving intimacy
Do’s and Don’ts
DO:
Stay in touch, encourage, be realistic, allow space
DON’T:
Panic, tell them what to do, take over and assume
responsibility, insist on frequent visits or phone
calls, press your child on what they will do after
school
Parent Tips (develop the
supportive partnership)
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If your student has had psychological issues that required
counseling/therapy and/or psychiatric medication, refer them to
CAPS from the start
Find out if going to college is fulfilling their goals. Are they
happy?(monitor don’t over react)
Ask about what they are discovering in terms of a career (it is
OK to change)
Ask about how their relationships are going.
Ask them how they are eating and sleeping (seriously!).
Ask about the pressure and stress they are feeling. Try to help
them see through it and be supportive
Parent Tips cont’d
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Suggest they go to the CAPS website and take whatever
screening they think is relevant to how they feel.
Normalize the idea of seeking help let them know it is not a sign
of weakness
Suggest they go see a counselor or therapist in CAPS. They
can come just once to consult with a CAPS professional to see
what we think or might suggest.
Tell them you understand college students drink, but that you
would hope that it does not interfere in their academic or social
life or put them or their friends at risk (explain what you mean)
When should I be concerned about my
student’s mental health?
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Social Withdrawal
Marked change in appearance, self care, hygiene
Excessive self criticism
Tearful calls outnumber the others
Talk of hopelessness
Loss of motivation
Excessive fatigue or lethargic mood
Extreme increases in energy, rapid speech and thoughts
Inability to think and concentrate, dramatic change in
grades
References to self harm or suicide