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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