This document discusses the importance of mental health education for college administrators, faculty, and staff. It notes that 1 in 4 Americans experience mental illness each year, with rates even higher for young people. College students face additional stressors that can exacerbate existing or develop new mental health issues. However, many colleges are unprepared to meet students' mental health needs due to a lack of awareness, training, and available resources among staff. The document advocates for reducing stigma through education and provides an example of mental health awareness and training programs implemented at one college.
This document provides a summary of the 2010 annual year in review presentation conducted by Dr. Stan Kutcher, the Sun Life Financial Chair in Adolescent Mental Health, on February 10, 2011
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
This document provides a summary of the 2010 annual year in review presentation conducted by Dr. Stan Kutcher, the Sun Life Financial Chair in Adolescent Mental Health, on February 10, 2011
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Slides from an event held on December 17, 2016 to investigate the potential uses in healthcare for cognitive computing technologies. Janet McDonagh asking specifically which issues affect young people with longterm health conditions, with a view to understanding how cognitive computing could help.
Building the capacity of family day care educators to engage in mental health promotion, encouraging children to flourish. Presented by Hunter Institute of Mental Health Projects Coordinator, Ellen Newman.
This workshop was presented at the Queensland Mining Industry Health and Safety Conference 2014 and presents progress on the Working Well Program and ways to support mental health in the workplace.
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
In 2015, at the NAFSA Region II conference, Jenifer Frankel (from International Student Insurance), Linda Melville (from the University of New Mexico) and Chalimar Swain (from the University of Utah) presented on the topic of "Improving Mental Health Awareness Among International Students"
The presentation below outlines the “why” of hope and the goals of our curriculum. Feel free to download the presentation for use when talking about the importance of hope and the benefits of these hope curriculum
Seven Strategies for Promoting Mental Health Inclusion in the Local ChurchStephen Grcevich, MD
Dr. Grcevich shares seven strategies ministry leaders might consider for helping children, adults and families impacted by mental illness overcome common barriers to church attendance. Presentation from Mental Health Ministry in the Local Church Conference, Ironbridge Baptist Church, Chester, VA
Symposium presentation by Dr Greer Bennett, Hunter Institute of Mental Health, for the Society of Mental Health Research Conference 2016.
For more information visit www.himh.org.au
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Slides from an event held on December 17, 2016 to investigate the potential uses in healthcare for cognitive computing technologies. Janet McDonagh asking specifically which issues affect young people with longterm health conditions, with a view to understanding how cognitive computing could help.
Building the capacity of family day care educators to engage in mental health promotion, encouraging children to flourish. Presented by Hunter Institute of Mental Health Projects Coordinator, Ellen Newman.
This workshop was presented at the Queensland Mining Industry Health and Safety Conference 2014 and presents progress on the Working Well Program and ways to support mental health in the workplace.
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
In 2015, at the NAFSA Region II conference, Jenifer Frankel (from International Student Insurance), Linda Melville (from the University of New Mexico) and Chalimar Swain (from the University of Utah) presented on the topic of "Improving Mental Health Awareness Among International Students"
The presentation below outlines the “why” of hope and the goals of our curriculum. Feel free to download the presentation for use when talking about the importance of hope and the benefits of these hope curriculum
Seven Strategies for Promoting Mental Health Inclusion in the Local ChurchStephen Grcevich, MD
Dr. Grcevich shares seven strategies ministry leaders might consider for helping children, adults and families impacted by mental illness overcome common barriers to church attendance. Presentation from Mental Health Ministry in the Local Church Conference, Ironbridge Baptist Church, Chester, VA
Symposium presentation by Dr Greer Bennett, Hunter Institute of Mental Health, for the Society of Mental Health Research Conference 2016.
For more information visit www.himh.org.au
When Health Care Institutions and Post Secondary Collaborate to change the Landscape for Student Mental Health: The Case of the Mobile Mental Health Team
BY: Su-Ting Teo, Ryerson Unviersity
Karen Cornies, Redeemer University College,
Louisa Drost, Mohawk College
Recognizing the critical mental health needs of students, PSEs are looking for fast effective referrals. Partnerships with local health care agencies can be of tremendous benefit in providing such services. Join us to hear about Hamilton PSEs working with St. Joseph’s Hamilton Healthcare staff and community services to launch a collaborative initiative called the Youth Wellness Centre and the Mobile Mental Health Team. Hear about Ryerson’s efforts and be inspired to launch your own initiative!
Five Warning Signs of Mental Illness! - Health and Wellbeingakajay201988
Has a friend or loved one been acting strangely? Learn the signs that will help you identify the signs of mental illnesses & urge them to seek treatment from a psychiatrist.
This program is part of a comprehensive School Mental Health and High School Curriculum Guide.
Find out more about the guide by visiting:
teenmentalhealth.org
How much do you know about mental health? The Staff Health & Wellbeing team at Sandwell and West Birmingham Hospitals NHS Trust have compiled a quiz to help you improve your awareness of mental health.
In 2015, at the NAFSA Region V conference, Jennifer Frankel (from International Student Insurance), Justin Osadjan (from Roosevelt University) and Colleen Seaton (from Northwestern University) presented on the topic of "Improving Mental Health Awareness Among International Students"
A Study on Level of Mental Health Problems of Adolescentijtsrd
Mental health problems are very common among adolescent. This may be due to the fact that attending family members to a challenging time for many traditional and non traditional among adolescent. Adolescent after completing high school are typically younger, depend on parents for financial support, and do not work or work part time. Thus, in addition to stress related to academic load, these adolescent may have to face the task of taking on more adult like responsibilities without having yet mastered the skills and cognitive maturity of adulthood. Descriptive research design and simple random sampling technique was adopted for the study. A sample size of 60 was collected using interview scheduled. This study concludes that 58 of the respondents are having good level of mental health, 24 of the respondents are having moderate level of mental health and the remaining 18 of the respondents are having poor level of mental health. Ms. Elakkiya S | L. Jerlin Jeci "A Study on Level of Mental Health Problems of Adolescent" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd56206.pdf Paper URL: https://www.ijtsrd.com.com/medicine/other/56206/a-study-on-level-of-mental-health-problems-of-adolescent/ms-elakkiya-s
“A Study on Mental Health Problems of Adolescent” with Special Reference to C...ijtsrd
Mental health problems are very worldwide among adolescent. This may be due to the truth that attending family members to a difficult time for many traditional and non traditional among adolescent. Adolescent after effecting high school are typically younger, depend on parents for financial support, and do not work or work part time. Thus, in addition to stress related to academic load, these adolescent may have to face the task of taking on more adult like responsibilities lacking having yet mastered the skills and cognitive maturity of adulthood. Stress, life events, past experiences and genetics all play a part in determining our mental health. Student life exposes individuals to risk factors affecting mental health including financial worries, periods of transition, substance use, parental pressure, culture shock and disconnection from previous supports. Descriptive research design and simple random sampling technique was adopted for the study. A sample size of 60 people was collected using planned interviews. In this study conclude that 61 of the respondents had good mental health, 24 had moderate mental health, and the remaining 15 respondents had poor mental health. Dr. R. Revathi Priya | Ms. Vaishnavi. A "“A Study on Mental Health Problems of Adolescent” with Special Reference to Coimbatore Districts" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59900.pdf Paper Url: https://www.ijtsrd.com/medicine/other/59900/“a-study-on-mental-health-problems-of-adolescent”-with-special-reference-to-coimbatore-districts/dr-r-revathi-priya
1Mission and Vision StatementAlexis HeardSP22 PrAnastaciaShadelb
1
Mission and Vision Statement
Alexis Heard
SP22 Program Design in Kinesiology
Dr. G. Palevo
Columbus State University
Feb 24, 2021
Mission and Vision Statement
Mission statement
The mission of the College Student Mental Health program is to assist, train, and give services to college students who are dealing with psychological health issues. This can be done by offering a secure space for individuals coping with mental wellness issues as college students and their psychological illnesses needs to express their concerns and get help. Mental health difficulties can affect a student’s way of learning and the success rate of passing a class. The Student Mental Health program aims to connect students with services that will assist students in leading higher productive lives. We operate as the college's central hub for psychological health, providing mental health counseling as well as well teaching and programming to learners. Our products are sensitive to cultural differences, cutting-edge, and research-based.
Objective
· Creating a well-being environment at college by concentrating on mental health assistance, health promotion, and well-being activities and programs is the objective.
· To help encourage cooperation in the establishment of mental wellness services and to encourage self-help activities in college.
Goals
· To collaborate with the administration, institutions, and other participants to facilitate improved psychological health and wellness all through campus, focusing on a rehabilitation and peer group participation philosophy.
· To create effective and reliable student-managed mental health institutions within the campus, as well as to advocate the worth and results of peer mental health facilities.
· As in secure, hygienic, courteous, and therapeutic care settings, offer psychological, educational, and problem managing assistance.
Greater degrees of well-being are associated with increased rates of engagement, productivity, and satisfaction, as well as better academic performance, reduced absences, and a decreased incidence of serious health concerns.
1
3
Mental Health in college students
Alexis Heard
Program Design in Kinesiology
Dr. G. Palevo
Columbus State University
February 9, 2022
Mental Health in College Students
Mental health is a serious public health issue that impacts society at large. It includes mental conditions, depression, anxiety, and physical symptoms such as insomnia, fatigue, headaches, and back pain. When compared to other people, college students are routinely found to experience high rates of mental distress. For example, compared with the rest population, Australian medical students exhibited much higher levels of psychological distress. According to studies, mental anguish is more common among college students in Asian and Sub-Saharan African countries. According to Mboya et al. (2020), the largest incidence reported was 71.9 percent among medical students at Jizan Higher education in ...
Suzanne BiehlQualitative Research ReportComposition 2March 1.docxmattinsonjanel
Suzanne Biehl
Qualitative Research Report
Composition 2
March 11th, 2014
Mental Health and Higher Education
Introduction
“The average age of onset for many mental health conditions is the typical college age range of 18 to 24 years old, said Courtney Knowles, executive director of The JED Foundation” (Tartakovsky). These mental health conditions are a result of the many stressors that students regularly face. A few of the main stressors are due to anxiety pertaining to academics, financial, and social struggles. A majority of these pressures are rooted in actual problems, but some of them are solely perceived by the individual.
The academic aspect contains some of the most apparent stressors dealt with throughout college. In order to be considered a full-time student, one must have a course load of at least twelve credits, about three to four classes. Most majors require about a hundred and twenty-five credits to graduate. This means that taking only twelve credits per semester would greatly lengthen the number of semesters spent in college. This is a great source of worry for some students.
The rising cost of higher education is another common stressor. Many college students are low on cash, this due to their young age and the fact that many are coming straight out of high school and into college without spending time in the work force. Of course even if they were financially stable college debt is almost completely unavoidable. In the U.S. during 2010-2011 the average tuition cost for public institutions was $13,297. “Between 2000–01 and 2010–11, prices for undergraduate tuition, room, and board at public institutions rose 42 percent…” (U.S. Department of Education). That cost means a lot of cash straight out of pocket or a pile of student loans to get through and obtain a degree.
Another stressor is the social anxiety and all around general anxiety that comes along with attending college. Social anxiety specifically is something to be addressed during college. With how integrated technology is into our daily lives it has become harder to establish and gain the fundamental social skills that employers are requiring. Social skills are extremely important because once out of school and into the workforce many students must interact face-to-face with clients and co-workers.
According to the data collected in a 2010 survey conducted by American College Health Association, 38% of male and 54% of female college students have felt overwhelming anxiety within the last year. Another striking statistic from the same survey states that, 30% of students have felt so depressed that it was difficult to function (ACHA). Most students will face some sort of mental health challenge before graduating. That challenge may be something temporary or even lifelong. But, what kinds of challenges are students facing? How is this affecting the people around me who are attending college? Is there a connection between attending college and students developing men ...
In 2015, at the NAFSA Region II conference, Annemarie Estrada (from International Student Insurance) and Darlene Schmurr-Stewart (from Troy University) presented on the topic of "Improving Mental Health Awareness Among International Students"
A Program Plan Proposal For The Development Of: Anxiety, Alcohol, and Stress ...Christa Brown
This project included research and evaluation on the correlation between anxiety, stress, and alcohol consumption among college students. In addition, the project included a needs assessment for starting a new social media-based support group to address mental health needs on campus and development of alternative coping mechanisms for anxiety and stress management in an effort to reduce alcohol consumption among UCA students. Finally, the proposal was presented to the University of Central Arkansas’ Office of Student Wellness & Development director, Jenna Davidson.
Creating a Needs AssessmentIn this assignment, create a needs CruzIbarra161
Creating a Needs Assessment
In this assignment, create a needs assessment outline that describes and documents the health status issue that your project will address and the target population it will serve. The purpose of the needs assessment is to help reviewers understand the community and/or organization (i.e., the population) that will be served by your proposed project.
The needs assessment document should describe the need for the project in the proposed locale and include baseline data on the prevalence and demographic characteristics of the targeted population as well as supporting racial/ethnic data. The document should provide a description of the prevalence of health indicators (e.g., overweight, obesity) in the proposed geographic area. It should describe the current availability of preventive health services that address the health issue in the targeted group. In addition, discuss any relevant barriers in the service area that your project hopes to overcome. You should also describe gaps in the current provision of services as well as gaps in knowledge and the capacity of health care providers and key public/private community agencies to adequately screen, routinely assess, effectively intervene, and/or coordinate their efforts within a comprehensive network of preventive health services.
Here is a suggested structure for your needs assessment outline. It should be between 3 and 5 pages in length.
I. Health Status
a. Introduce the health issue
b. How does the health issue affect the target population?
II. Community Description
a. Describe the setting, which might include national, state, local, or campus
information depending on the program scope
III. Needs Assessment
a. Qualitative assessment
b. Quantitative assessment
IV. Community Link
a. What is currently being offered to the specific population?
b. Will the proposed program be complementary, competing, or new to the area?
1
3
Mental Health in college students
Alexis Heard
Program Design in Kinesiology
Dr. G. Palevo
Columbus State University
February 9, 2022
Mental Health in College Students
Mental health is a serious public health issue that impacts society at large. It includes mental conditions, depression, anxiety, and physical symptoms such as insomnia, fatigue, headaches, and back pain. When compared to other people, college students are routinely found to experience high rates of mental distress. For example, compared with the rest population, Australian medical students exhibited much higher levels of psychological distress. According to studies, mental anguish is more common among college students in Asian and Sub-Saharan African countries. According to Mboya et al. (2020), the largest incidence reported was 71.9 percent among medical students at Jizan Higher education institution in Saudi Arabia, almost identical to the percentage observ ...
Access to mental health services in Denver Schools: Recommendations for menta...Mary Willson
In Denver County, the teen suicide rate is 23.2 per 100,000 and a 2018 Denver Public Health report found that 3 in 10 middle and high school students in Denver indicated that they felt so sad or hopeless almost every day for two weeks or more in a row that they stopped doing some usual activities. Denver Public School’s (DPS) 2020 Plan prioritizes the whole child with a specific commitment to meet the social-emotional needs of all students. In realizing this commitment, Denver voters approved a Mill Levy Override (MLO) in November that included a ~$3 million dollar allocation for mental health services and those limited funds must be used to prioritize the most important mental health needs for DPS students.
Addressing the Mental Health Crisis in Schools Support Systems and Interventi...Birtikendrajit
This blog explores strategies for addressing the mental health crisis in schools, emphasizing the importance of creating supportive environments, providing accessible resources, promoting resilience, and destigmatizing mental illness. By fostering open discussions, offering counseling services, integrating social-emotional learning, and challenging stigmas, schools can play a vital role in supporting students' mental and emotional well-being.
Similar to AFC Learning Resources Commission Best Practices - Stacy Brown (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
AFC Learning Resources Commission Best Practices - Stacy Brown
1. 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
Florida Southwestern State College
2.
3. 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.
5. 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.
6. Mental Illness Awareness
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.
7. Mental Illness Awareness
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?
8. Mental Illness Awareness
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.
9. Mental Illness Awareness
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 .
11. 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.
12. 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.
13. Mental Illness Awareness
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.
14. Mental Illness Awareness
“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).
15. Mental Illness Awareness
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.
16. Mental Illness Awareness
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.
17. Mental Illness Awareness
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.
18. 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?
19. 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
20. 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)
21. 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)
22. 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
23. 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
24. 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.
25. 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
Facilitator: Stacey Brown
Date: 4/24/2014 - 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 anxiety and
the many clinical subcategories of anxiety.
Symptoms, behaviors, indications, treatment
and self help strategies will be covered.
Bullying - It's Everywhere
Facilitator: Stacey Brown
Date: 5/22/2014 - 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 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
Facilitator: Stacey Brown
Date: 1/23/2014 - 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 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
Facilitator: Stacey Brown
Date: 2/27/2014 - 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 ADHD and
the many clinical subcategories of ADHD.
Symptoms, behaviors, indications, treatment and
self help and classroom strategies will be
covered.
26. 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.
27. 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
28. 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
29. 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
30. Mental Illness Awareness Week at
Florida Southwestern State College
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
35. 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
36. 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!
37. 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