AFC Learning Resources Commission Best Practices - Stacy Brown

Mental Health Education for
Administration, Faculty and Staff
Why It’s Critical
Stacey Brown, MA, LMHC, NCC
Program Director, Human Services Program
School of Health Sciences
Florida Southwestern State College
Melissa Rizzuto
Director, Faculty Development and Training
Division of Teaching Innovation, Faculty Development,
and Online Learning

Mental Illness Education
 It is critical for educators and administrators on college
campuses to learn about mental health.
 Stereotypes, discrimination, perceptual distortions can be
prevented and/or corrected so faculty and staff can be more
effective on campus with the mentally ill student.

Why do Educators Need to
Know about Mental Illness?

Mental Illness Awareness
 Mental illness has been brought to the forefront of the American
conversation because of recent events like Columbine, Aurora, Newton,
and Washington DC.

 Most people living with mental illness are not violent.
But, when violence does occur, the spotlight falls on the
holes in the mental health care and education systems.

 We need to pause to consider whether a true awakening has
occurred as a result of these traumatic events.
 Are we more aware of mental illness?
 Do we understand what mental illness is?
 Have we eliminated the stigma?
 Are we aware of the warning signs?
 Have we invested in mental health care?

Stomp Out the Stigma!
 Everyone should take care to
know the nature of mental
illnesses. Increasing awareness
will reduce the stigma of mental
illness. The stigma is a major
barrier to people seeking help
when they need it.
 The more people know, the
better they can help themselves
or their loved ones to get the
support they need.

 According to the National Alliance for the Mentally Ill (NAMI):
 1 in 4 American adults (approximately 60 million Americans) experience a mental
health problem in any given year.
 1 in 5 young people age 13 – 18 experience mental illness.
 50% of all mental illness begins by age 14. 75% of mental illness shows up by age
24.
 Less than one-third of adults and less than half of the children with a diagnosed
illness receive treatment.
 1 in 17 Americans live with a serious mental illness such as schizophrenia,
depression or bipolar disorder.
 1 in 10 children lives with a serious mental or emotional disorder.
 1 in 20 people have mental illness issues that are disabling .

What is Mental Illness?
 A mental illness is a medical condition that disrupts a person’s
thinking, feeling, mood, ability to relate to others and daily
functioning.
 Mental illnesses are medical conditions that result in a diminished
capacity for coping with the ordinary demands of life.
 Mental illnesses can affect people of any age, race, religion or
income.
 Mental illnesses are not the result of a personal weakness, lack of
character or poor upbringing.

The College
Student has Special
Challenges
Late adolescence and early adulthood
have their unique challenges.
Additional stressors of adjusting to
college life can leave some young
people particularly vulnerable to
developing mental health conditions,
but efforts are under way to identify
and support those students.

 According to epidemiological
research, most mental health
disorders emerge between
the ages of 14 and 24
(Kessler, Berglund, Demler,
Jin, Merikangas, & Walters,
2005). So, in addition to
adjusting to college life,
many freshmen also must
manage the onset of anxiety,
depression, bipolar disorder,
and/or schizophrenia. And
mental disorders in college-
age students also are
increasing in severity.

 “Evidence suggests that the mental health problems of students
are more severe now than they have been in the past, and that a
greater number of students are seeking help,” says Daphne C.
Watkins, PhD, an assistant professor of social work at the
University of Michigan.
 Watkins coauthored a study of mental health services on college
campuses that surveyed directors of campus psychological
counseling centers, who all reported a significant increase in
severe psychological problems among their students compared
with prior years. Administrators reported more difficult long-
term mental health issues; the emergence of less prevalent
conditions, such as Tourette’s and Asperger’s syndrome; and
greater numbers of students coming to college already taking
psychiatric medication and/or expecting mental health services
when they arrive (Watkins, Hunt, & Eisenberg, 2012).

 Incoming freshmen without an existing mental health diagnosis are
susceptible, too. “Two common mental health conditions among college
students are anxiety and depression, and they become more prevalent
there due to environmental factors and not just biological factors,” notes
Sonya Weisburd, MSW, senior chapter manager for Active Minds, an
organization working to reduce mental health stigma with student-based
advocacy. Stressors associated with transitioning into college life are
numerous and almost all are new to incoming freshmen, she says,
including the following:
 • living away from home for the first time;
 • making new friends in an uncontrolled environment;
 • experiencing more rigorous academic expectations than
high school;
 • having a significant financial burden, especially since
many students must work to afford tuition; and
 • dealing with feelings of isolation and loneliness.

 Watkins’ interviews also suggested that at least some
college administrators are aware of and addressing the
challenges associated with an increasing student
population with mental health needs. However, the
NAMI student survey indicates that not all colleges are
effectively meeting their students’ mental health needs.
 Simple resources, such as having information available
on the college website about hours of service, contacts,
warning signs, and how to help friends, were missing
at many colleges, Gruttadaro says. “When survey
respondents were asked if their college websites
include information about mental health, 64%
responded ‘no’ or ‘do not know.’ This needs to
change,” she says.

 More troubling was the lack of awareness and training
among college faculty and staff—even staff in mental
health services, Gruttadaro says.
 Survey respondents reported that college disability
resource centers did not understand mental illness as
well as they should, she notes. “Though they handled
developmental and physical disabilities effectively, for
mental health conditions, staff were not trained in some
of the resources and accommodations students with
mental health issues need,” she explains.
 This lack of education and awareness occurs even with
the ready availability of information from organizations
such as NAMI and Active Minds, according to
Gruttadaro and Weisburd.

SACS
 The SACS standards suggest generic goals for
professional training and development.
 This is GREAT NEWS because it gives us room to get
creative based on our needs! So, why isn’t it happening?

Teaching and Learning Center Goals and
Professional Development Committee
The Edison State College Teaching and Learning Center was created in 2006 to provide programs,
services, and resources to fulltime and adjunct teaching faculty at Edison State College. Each campus has
designated a physical space for the Teaching and Learning Center, where faculty can meet, share ideas,
and consult Edison State College Library teaching and learning resources. However, the TLC is more
than just a physical location: it is an intellectual space. The TLC is the sharing of ideas, methods, and
content among Edison faculty through casual conversation, an organized discussion group, or a planned
event. All faculty members are encouraged to continually improve teaching and learning at Edison State
College by sharing their expertise and taking advantage of TLC resources, events, and services.
TLC Goals—Student Learning Goals
 Increase class participation
 Improve the transfer of learning
 Maximize student engagement
 Inspire potential teachers
 Recognize “teachers as learners”
 Recognize enthusiastic and effective professors
TLC Goals—Faculty Learning Goals
 Interact beyond departmental confines
 Bridge the gap between fulltime and adjunct faculty
 Access print, audiovisual, and electronic teaching and learning resources
 Collaboration, reassurance, and camaraderie
 Discuss teaching and learning issues and how to resolve them
 Discuss what works and what doesn’t work in the classroom
 Explore a variety of teaching methods
 Provide role models for effective teaching
 Provide a place to go for mentoring and support in a risk-free environment

WWED?
(What Would Edison Do in 2013?)
 Professional Development Committee
conducted focus groups (Fall, 2013).
Mental health awareness was identified
as need. Goals for offering education
were outlined.
 Stacey accidentally figured out that the
goals for Professional Development in
this area had not been met!
 Stacey created Mental Illness Awareness
Week activities (October, 2013)
 Stacey created Counseling Awareness
Month activites (April, 2013)
 Stacey proposed, created and provided
a five session Mental Health Series for
faculty, staff and administrators through
the Teaching and Learning Center
(Spring, 2014)

Mental Illness Awareness Week
at Edison State College 2013
 Community and Faculty Expert Speakers
 National depression screening day – over 1000 depression surveys
distributed
 Educational articles were published in local print media for public
 Television news interviews
 Press releases to local media and professional magazines
 Educational Op/Ed in regional newspapers
 Integration with NAMI, Lee County
 Mass emails to faculty staff and students
 Movie screenings and discussion
 Educational articles distributed to staff and faculty
 Integration into class time was encouraged
 Interdisciplinary cooperation (Human Services Program, Student
Services, Marketing, Counseling Services, Public Safety, TLC, BIT)

Counseling Awareness Campaign
at Edison State College,
Month of April 2013
 Posters around campus
 Global email
 Articles in paper
 Mass emails to faculty staff
and students
 Articles distributed to staff
 Integration into class time encouraged
 Interdisciplinary cooperation (Human Services
Program, Student Services, Marketing,
Counseling Services, TLC)
 Education via Human Services Facebook Page
 Recognition for the counseling awareness effort
by the American Counseling Association

Mental Health Professional
Development Series 2013
 HUS Program Director, Stacey Brown, proposed the series to
the TLC Director, Melissa Rizzuto
 TLC and Professional Development Committee approved and
sponsored the workshops
 The TLC Packaged and marketed the workshops as a “series”
 Open to all faculty and staff to allow for interdepartmental
communication
 Intimate setting allows for questions specific to field as well as
personal application
 Free sharing of resources and information
 Follow up additional session for even more intimate questions
and answers
 Pre- and post-workshop surveys about knowledge of the topic
and attitudes were given to attendees as well as the usual
workshop evaluations for data collection for future use

 The need for education for faculty and staff on issues
surrounding mental health has also been identified through the
Behavioral Intervention Team, the Public Safety Department
and the Student Services Department at Edison. Professional
education and training for faculty and staff on this topic have
been highlighted as "best practices" for colleges and universities
across America by all of the counseling and education
professional organizations, The National Alliance for the
Mentally Ill and the US Department of Health and Human
Services. Increased education and awareness of mental health
issues will have a positive benefit for our faculty and staff both
personally and professionally and will ultimately have positive
trickle down effects for our students.

 Depression - It's More Common Than You
Think
 Facilitator: Stacey Brown
Date: 3/20/2014 - Time: 2:00 PM to 3:30 PM
Locations: Lee I-122 (Polycom: Charlotte: E-105,
Collier: G-109, Hendry: A-106)
 This workshop explores the topic of depression
and the many clinical subcategories of
depression. Symptoms, behaviors, indications,
treatment and self help strategies will be
covered.
 Understanding Anxiety
Date: 4/24/2014 - Time: 2:00 PM to 3:30 PM
 This workshop explores the topic of anxiety and
the many clinical subcategories of anxiety.
Symptoms, behaviors, indications, treatment
and self help strategies will be covered.
 Bullying - It's Everywhere
Date: 5/22/2014 - Time: 2:00 PM to 3:30 PM
 This workshop explores the topic of bullying
(AKA "harassment"). An overview of what
bullying is, what it isn't, myths, statistics, and
awareness across the developmental life span
will be reviewed. This workshop can be tailored
to address bullying in the college classroom,
bullying in the workplace, etc.
 Mental Illness Facts: What You Need to Know
Date: 1/23/2014 - Time: 2:00 PM to 3:30 PM
 This workshop explores the topic of mental
illness. An overview of the common mental
illness issues, along with brief descriptions of
each will accompany information including
statistical data, myths, prevalence and treatment
options of mental illness.
 Attention Deficit Hyperactivity Disorder
(ADHD): What It Is and What It Isn't
Date: 2/27/2014 - Time: 2:00 PM to 3:30 PM
 This workshop explores the topic of ADHD and
the many clinical subcategories of ADHD.
Symptoms, behaviors, indications, treatment and
self help and classroom strategies will be
covered.

Mental Illness Facts - What You Need to Know
January 23 | 2:00 pm | Lee: I-122 (Polycom: Charlotte: E-105, Collier: G-109, Hendry: A-106)
Description
This workshop explores the topic of mental illness. An overview of the common mental
illness issues, along with brief descriptions of each will accompany information including
statistical data, myths, prevalence and treatment options of mental illness.
Learning Objectives
1.Learners will understand the terminology and definitions utilized regarding mental illness.
2.Learners will be familiar with the signs, symptoms and warning signs of mental illness.
3.Learners will be knowledgeable of the ongoing stigma related to mental illness.
4.Learners will know treatment and self care options for helping themselves or others with
mental illness issues in personal and professional life.
5.Learners will learn about online and community resources for professional and personal
assistance as it relates to mental illness.

TLC Mental Illness Awareness
Professional Development Series
 Multiple global email advertisements announcing the
trainings at start of the month
 Global email advertisements announcing the trainings at
start of week
 Multi-campus attendance via polycom
 Pre- and post-workshop knowledge and attitude surveys
 Online sharing of powerpoints and handouts

Edison’s Mental Health Series
Results from 2013
 TLC allowed for 40 people based on
room availability.
 Waiting list upon announcement!
 People were eager for information
 Addressed customer service,
students/faculty interactions,
accommodations, co-workers,
family, and personal issues
 Staff and faculty say that they want
more trainings like this and are
actively suggesting topics for the
future

Edison’s Mental Health Series:
Results from 2013
 Personal questions are asked during the training – never
seen before in TLC!
 New people (interdepartmental) are coming together and
interacting
 Laughter, causal, informative, related to real life, dancing,
celebrating, gratitude, music, understanding, empathy
 Materials shared freely with attendees
 Attendees want to share the info with friends, students and
co-workers
 New conversations about awareness, stigma, etc.
 Relating to real life/media/news/celebrity/on campus
 Conversations continue after the training is over
 Attendees become engaged in personal wellness and
treatment
 Pre and post attitude and opinion surveys show changes in
attitude and opinion
 Evaluations and feedback overwhelmingly positive

Mental Illness Awareness Week at
2014
 It went so well that we did it again!
 Human Services Program partnered with Student Services
 Better marketing on campus
 Better student communication
 Higher student attendance at the lectures

Food + Prizes + Circus Acts + Marketing + $ + Experts =
Greater Awareness

Future Plans for FSW
(if Stacey were in charge)
 Continue to offer this series and more
 Involve cornerstone and 1st year experience
 Behavior Intervention Team partnerships
 BIT trainings to include mental health
information as well as safety and crisis
information
 Student Services partnerships
 Trainings on specific topics
 Student educational groups
 Grant writing for trainings
 Policy changes and organizational change

FSW’s Thinking Big Now!
Possible future implications…
 Trickle down effect from faculty and staff to student
 Student workshops for stress management and wellness
 Better resources and opportunities in Student Services
 Student support groups (AA, NA, CA, survivor groups)
 Better/bigger counseling department
 Compliance with recommendations of the American Counseling
Association, the Jed Foundation, the Bill Clinton Foundation,
Active Minds and NAMI
 Compliance with Title IX, ADA, SAMSHA, the Surgeon General
and the U.S. Department of Health and Human Services
 All of this will result in higher student success and retention and
wellness AND a more informed, tolerant, empathetic,
knowledgeable, happier staff/faculty!

New Professional
Development Ideas Proposed
 Self Esteem/Wellness trainings for faculty/staff/students
 Mindfulness/meditation/relaxation/self care
 Anxiety and trauma education and support
 Specialized trainings for specific departments (adaptive services,
etc.) regarding classroom accommodations, etc.
 Integration of wellness and mental health education into the goals
for the college

www.nami.org
www.jedfoundation.org/
www.apa.org/
www.collegecounseling.org
www.counseling.org/
http://www.sprc.org/
www.nimh.nih.gov/
www.samhsa.org
For More Information

AFC Learning Resources Commission Best Practices - Stacy Brown

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