Supporting Student Mental Health and Wellbeing Creating a Community of Care in the era of COVID 19 October 1, 2020
Agenda • Student Health & Wellness Unit Background • Creating a Community of Care • COVID-19 Impact and Trends in College Mental Health • Learn the Signs of Distress • What Can You Do • Ways to Create a Supportive Environment • Self Care in Support of Others • Campus Resources for Students, Faculty and Staff
Student Health & Wellness Unit • Student Health & Wellness Mission: To provide integrated, holistic services that help students to be healthy, be mindful, be active, be well, BE IOWA STATE. o Our unit exists to create a campus culture of holistic wellness based on the 8 dimensions: ü Physical ü Intellectual ü Occupational ü Spiritual ü Environmental ü Financial ü Social ü Emotional
Creating a Community of Care The Student Health & Wellness Unit approach to services involves building a community of care that supports all students at every level of need . By engaging our campus as partners , we can mobilize a community that promotes holistic wellness and success at ISU. Recognition of the impact of COVID-19 and recent and continued acts of racial and xenophobic violence on our health and wellbeing as an individual, community, and society
COVID-19 IMPACT AND Trends in College Mental Health
INDIVIDUAL AND COLLECTIVE IMPACT OF COVID-19 •All of us are impacted in significant ways. Similarities and differences. •Disrupting our daily routines and rhythm of our lives •Impacts our usual way of connecting and supporting others •Further impacts our existing difficulties or concerns •Health disparities are painfully illuminated •Causes both individual and collective grief with losses •Evolving situation: Uncertainty Other Stressors •Changing laws or orders impacting international students •Social justice and civil rights movements in response to recent acts of violence and injustice impacting students of color & indigenous students, faculty & staff •Amplified financial stressors due to economic instability, funding concerns, job search concerns
COMMON RESPONSES fear & depression & anxiety boredom •Anxiety about •Feeling sad or low anger, contracting mood illness or family frustration, •Boredom and loneliness health with extended time in & irritability •Concerns about isolation •Loss of agency and resources, future, needs personal freedom •Anger and resentment •Uncertainty about length and future It is common to experience strong emotions, fears, and anxiety in response to a crisis
CHANGING NEEDS Where are you now?
During June 24–30, 2020, U.S. adults reported considerably elevated adverse mental health conditions associated with COVID-19. • Respondents who reported having seriously considered suicide in the 30 days before completing the survey (10.7%) ⚬ Respondents aged 18–24 years (25.5%), ⚬ Minority racial/ ethnic groups ￭ Hispanic respondents [18.6%] ￭ non-Hispanic black respondents [15.1%] • At least one adverse mental or behavioral health symptom was reported by more than one half of respondents who were aged 18–24 years (74.9%) • Symptoms of anxiety, depression, COVID traumatic stress related disorder, substance use, and serious suicidal ideation in the previous 30 days were most commonly reported by persons aged 18–24 years. All - Anxiety 3x and Depressive 4x compared to last year. • Hispanic respondents reported higher prevalence of symptoms of anxiety disorder or depressive disorder, COVID-19–related TSRD, increased substance use, and suicidal ideation than did non-Hispanic whites or non-Hispanic Asian respondents.
MENTAL HEALTH TRENDS Nationally, prior to COVID-19, 1:3 students experienced significant mental health concerns with depression, anxiety, and relationship concerns as top issues. Grad and professional 6x more likely to experience anxiety or depression compared to general adult population Only 40% seek help, Students of color are less likely to seek services, experience greater rates of feeling overwhelmed in their first year, and report greater rates of feeling isolated on campus. 64% who experience mental health issues and drop out do so due to mental health issues Since the COVID-19 Pandemic, 80% of students report experiencing a negative impact on their mental health, with 20% reporting that their mental health has significantly worsened. Increases in suicidal ideation 25.4%, anxiety & depressive symptoms. University staff/faculty report significant stress and concerns related to COVID- 19 and impact.
PRESSURES ON COLLEGE CAMPUSES • COMPETITION • RACIAL AND CULTURAL FACTORS • FINANCIAL WORRIES AND SOCIAL FEARS • DEVELOPMENTAL TASKS AND CONCERNS Graduate Students International Students • Funding • Language Barriers • Competition and imposter syndrome • Different academic styles • Balance responsibilities • High expectations • Complex relationships with advisor, faculty, and program • Homesick/lonely
ISU STUDENT POPULATION National College Health Assessment (2019) ISU Students reported within the past 12 months they... 62.8% 52.4% Felt overwhelming anxiety Felt things were hopeless 41.1% 67.2% Felt so depressed difficult to function Felt very lonely 5.9%, .8% 10.9% Self-injury, Suicide attempt Seriously considered suicide
Impact of Student Wellbeing on Academic Success Student health and wellbeing are inextricably linked to student academic success, retention, and persistence to graduation. National College Health Assessment 2019: Factors Impacting Academic Performance
Challenges Associated with Addressing Mental Health and Student Well-Being • As documented by the Center for Collegiate • College counseling centers are not Mental Health, demand for mental health designed to address long-term care services on college campuses has increased o Most counseling centers are able to dramatically over the past 10 years. 6x provide 5-10 counseling sessions growth in enrollment before referring to community o Impact to resource availability services • Students arrive on campus already utilizing • Access to counseling and psychiatric counseling or psychiatric services which services are also limited in the started during middle or high school community • Increasing demand and static resources • Cultural and identity needs affect how creates challenges to expand services services should ideally be structured
Mental Health & Wellbeing Across Campus • Mental health services are provided in a multitude of campus locations o University health and wellness resources are a critical student success support o Everyone in the campus community can have an impact, especially advisers and faculty • Need for a holistic, campus wide approach to best serve students • If students aren’t well, they will not be successful in the classroom
Creating a Community of Care Recognizing Signs of Distress & Barriers
R E C O G N I Z E S I G N S O F D I S T R E S S C H A N G E S I N B E H A V I O R A N D M O O D W I T H D R A W N O R I S O L A T I N G E X P R E S S I O N S O F H O P E L E S S N E S S O R W O T H L E S S N E S S L O S S O F I N T E R E S T O R M O T I V A T I O N
R E C O G N I Z E B A R R I E R S A N D T A K E S T E P S S T I G M A / E M B A R R A S S M E N T P R E F E R E N C E F O R S E L F - R E L I A N C E D I F F I C U LT Y R E C O N G I Z I N G S Y M P T O M S O R D I S T R E S S " O T H E R S N E E D I T M O R E "
Creating a Community of Care What Can You Do
FACULTY/STAFF ROLE Very helpful- Eyes and Ears Not mental health professionals Often a person to turn to when in distress Recognition and express support Role model, mentor, connector C U L T U R E . U K | H I @ C U L T U R E . U K
FRIENDLY FACE NON-JUDGEMENTAL TONE EXPRESS CARE AND SUPPORT ASK OPEN ENDED QUESTIONS USE "LISTENING SKILLS" CREATING AN OPPORTUNITY TO CONNECT CONSIDER PHYSICAL COMMUNICATION
C A R E & S U P P O R T Use OARS to guide difficult conversations O - Open-ended questions. Helps people open up with what they’re really feeling and thinking - "Tell me about what’s concerning you…, what would be most helpful right now? Share with me about how you are feeling" A - Affirmation. Helps people feel accepted and validated. -"I’m really glad you are sharing with me how you have been feeling/doing. It sounds like you're experiencing a challenging time right now." R - Reflective listening. Helps people feel understood or offers a place for misunderstandings to be clarified. "I’m hearing you say…, It’s sounds like…, So I’m hearing that you’re feeling/needing…" S - Summarizing. Brings the conversation together and can be a place to move into action 1. Recognize/restate their issue, 2. express care/concern, 3. express intent to help and 4. check in to see if there’s anything more you can assist with)
MAKING A REFERRAL PROVIDE CONTACT ENCOURAGE RESOURCE RANGING FROM DISCUSS FEARS INFO PROVIDING #, ABOUT SEEKING CALLING, OR SERVICES, CONTACT INFO, WALKING STUDENT BARRIERS, BENEFIT LOCATION, HOW OVER ACCESS SERVICES
Recommend
More recommend
