what’s important to know about mental health (self-harm) karl holt, clinical coordinator, hazen...
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What’s Important to Know About Mental Health
(Self-Harm)
Karl Holt, Clinical Coordinator, Hazen Center for Integrated Care, Counseling Center
Karen Logsdon, PhD, Student Behavioral Consultant Team
CELT Presentation September 21, 2012Division of Enrollment Management
and Student Affairs (EMSA)
Mental Health OverviewSelf-HarmGeneral Warning Signs & Red Flags
SBCT OverviewWhen & how to refer a student
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Counseling Center◦Staffing
• Psychiatric Nurse Practitioner• Licensed Mental Health Counselors
◦Services & Outreach Mental health screenings Encourage help seeking behaviors Trainings for residential life staff
◦Crisis intervention
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Why more mental health concerns?◦ Improved diagnosis and assessment ◦ Earlier intervention◦ Decreased stigma toward mental illness◦ More students attending college with range of disabilities◦ Pressures: financial, academic and social
College trends:◦ National 2011 ACHA survey :
half of respondents reported “overwhelming anxiety” past year approx. one-third reported “felt so depressed – difficult to
function, during past year 6.4% seriously considered suicide 5.2% reported intentional self-harm within past year
◦ Onset of major psychiatric disorders early adulthood and 20% of US population “experiences a diagnosable psychiatric disability each year”
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Anxiety
Depression
ADHD
Post Traumatic Stress Disorder (veteran students)
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Substance abuse◦ Synthetic marijuana, bath salts
Mood Disorders
Eating Disorders
Schizoaffective Disorder
Schizophrenia
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Deliberate self-harm can take many forms: cutting, burning, punching of the body, picking at skin, etc.
Person may be experiencing sense of guilt, depression, self-hatred, and/or low self-esteem.
Self-harm can be a way to take control over one’s life. But can also become a habit that is difficult to break.
Disruptive Students◦Students whose
behavior makes teaching and learning difficult for others in the class
Distressed Students◦Students who are
experiencing emotional and/or psychological problems that are interfering with their ability to learn
Source: Oregon State University 8
Being late, reading the paper, sleeping
Physical violence
Making noise, repeatedly interrupting
Personal insults, harassment
Passing notes, answering cell phone, text messaging
Takes many forms, varying in severity
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YouTube clip: http://www.youtube.com/watch?v=QuLaQoQP9oo
Students with more serious personal problems may exhibit the following “warning signs.”
Acting out: Expressing disproportionate anger or humor in situations not warranting it.
Anger problems: difficulty controlling anger, aggressive behavior, impulsivity and making threats. Particularly anger that is expressed intensely and frequently for seemingly minor reasons.
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Social Withdrawal: isolated, a loner, does not seem to fit in, and prefers own company to the company of others. Feelings may stem from depression, rejection, unworthiness, and lack of confidence.
Inappropriate affect: enjoying cruel behavior and/or being able to view cruelty without being disturbed.
Stalking: follows, harasses, repeatedly attempts to contact regardless of the victim’s expressed annoyance and demands to stop behavior.
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Membership representation at weekly meetings: Academic Affairs: Eileen Daniel Student Conduct Office/Residential Life &
Learning Communities: Anna Barone, Michele Reed
University Police: Bob Kehoe and Ed Giblin Health & Counseling Center: Libby Caruso,
Darlene Schmitt Office of the Vice President EMSA: Karen Logsdon
Additional “college officials” based on student case
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Guidance/constraints for SBCT procedure and action include:◦New York State laws◦SUNY Policies◦College policies on Disruptive Students ◦Code of Student Social Conduct◦FERPA & HIPPA constraints on release
of information◦ADA (Americans with Disabilities Act)
Due to complexity of the laws and policies, SBCT may ask for legal advice in handling specific situations.
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When?◦ Your efforts to deal with a significant classroom
behavioral issue has not resolved the problem◦ You are concerned about a student’s welfare and
the welfare of yourself and other students◦ A student asks for help in dealing with personal
issues that is out of your realm of expertise How?
◦ Webpage: www.brockport.edu/sbct Submit Referral Form
◦ Call SBCT chair at x2137or other member of team
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Identify & define the problem Investigate and obtain relevant
information Develop a plan of action Implement the plan / Evaluate the results Modify plan as needed Inform appropriate persons of the
outcome Continue to monitor student as needed
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Student Rights
and Privacy Campus Safety and Security
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Emergencies and crisis situations are all different.
Do some thinking about your classroom & office environment and what you would do in a crisis situation.
UP emergency no. 395-2222. Do not hesitate to ask for help --if you
suspect a crisis situation is developing. NY ALERT
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SBCT Web page at www.brockport.edu/sbct
SBCT Faculty/staff report form SBCT contact information SBCT brochure Campus Safety Resource list
Thank-you for your time!
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