Download - 2011 NACADA Annual Conference
Code #: 311
Presenter: Patty Shaw
Institution: Dalhousie University
Presentation Title:Helping Students with Mental Illness Develop Academic Success Strategies
Patty ShawAcademic Advisor
Dalhousie UniversityHalifax, Nova Scotia, Canada
Interact with students who are exhibiting signs of mental distress
Work with students who are in school while coping with mental health challenges
In Halifax, Nova Scotia, Canada
Public institution founded in 1818
Undergraduate through post-doctoral
11 faculties, enrollment approx 16,700
Shared-Split advising model
Mental illness of family members and friends
Advising encounters since 1993 with numerous students experiencing mental health challenges
Desire to help these students explore options for balancing self-care with academic responsibilities
The information in this presentation is not to be used to make a diagnosis; only health care professionals can make a diagnosis
This presentation does not address students who are potentially homicidal
1. Understand why we as advisors should be aware of mental health issues
2. Identify our awareness levels and opinions about mental health issues
3. Identify advisor responsibilities and limitations
4. Discuss advising strategies
Mental health issues impact academic performance and retention
Mental health problems are common
Rising numbers of students are experiencing mental health challenges
Split advising models used on many campuses impact type and location of help received
1. Schizophrenia is one of the most common mental disorders.
2. It is important that people with mental health problems receive support and help from family members.
3. Mental disorders are in general less disabling than physical disorders.
4. It is not a good idea to ask someone if they are feeling suicidal in case you put the idea into their head.
5. Feeling tired all the time is a common symptom of depression.
adapted from Mental Health First Aid Canada 2007
“A state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community.“
World Health Organization (2005). Promoting Mental Health: Concepts, Emerging evidence, Practice: A Report of the World Health Organization, Department of Mental Health and Substance Abuse in collaboration with the Victorian Health Promotion Foundation and the University of Melbourne. World Health Organization. Geneva.
Factors influencing definition:◦ cultural differences, subjective assessments, competing professional
theories World Health Report 2001 - Mental Health: New Understanding, New Hope, World Health
Organization, 2001
Suicide Can be thought about (ideation), attempted or committed by
those with mental disorder
Learning Disabilities
ADHD
“a mark of disgrace associated with a particular circumstance, quality or person: the stigma of mental disorder; to be a non- reader carries a social stigma”
http://oxforddictionaries.com/definition/stigma
Often caused by fear from lack of understanding
Discrimination sometimes results from stigma
Key barrier of disclosing/seeking help
Feelings of shame or embarrassment
Worry over possibility of being judged
Feelings of isolation- being alone, misunderstood, disconnected from others
Fear of failing classes or being dismissed from school
Lead:be a mental health ambassador; influence others constructively
Educate: mental health education to student population; awareness, resources,
support
Model: resiliency-building, life balance, healthy behaviours
Learn: become an expert on relevant campus policies
Student discloses to you
3rd party disclosure- friend, professor, parent
Student exhibits signs; you initiate discussion and discover a problem
Excessive office visits
Changes in personal hygiene/Dramatic weight loss or gain
Impaired speech or disjointed thoughts
Inability to make decisions even with encouragement
Disruptive or abrasive behaviour
Overtly suicidal threats
Falling asleep in class
Infrequent class attendance; not attending at all
Impaired concentration
Excessive procrastination
Incomplete/poorly-prepared work; submitting work late or not at all; missing tests/exams
Grades that do not reflect academic ability; jeopardized academic standing
Observe Warning signals; recognize student is in difficulty
Listen Listen actively & non-judgmentally
Assess Is the situation safe? Can student focus on academic issue?
Act: Reassure that you want to help Provide information Identify academic problem(s) if possible Explore solutions Refer appropriately
For you For the student For others
If it’s not safe, what do you do?
Your unit/institution’s emergency protocol for students who need help
Your institution’s legal responsibilities, policies & procedures on accommodation for students with mental health challenges
Location of relevant campus resources, supports and accommodation
Focus on the academic issues
Assess academic problem(s)
Identify solutions & options
Encourage to seek professional help if they have not already done so
Offer your continued support
Ask if they have professional help
If yes, encourage them to make contact for additional help now
If no, encourage to seek help now; refer appropriately using campus protocol
Offer your ongoing support & follow-up
1. What should you do when you can’t understand a student’s speech?2. How do you manage your fear of student’s unpredictable behavior?3. How do you effectively encourage student to get help?4. How much do we advocate for students vs. encouraging them to
self-advocate?5. What do you do when you recognize that there is a problem, but
student isn’t disclosing?6. How would you help a student unable to cope when there is no
emergency protocol in place?7. How do you determine how much to ask/how deeply to probe?8. How do you determine if reassurance is enough, or more help is
needed? 9. How can you effectively help during a 15 minute appointment?10. In what sorts of situations would it be necessary and/or appropriate
to share confidential information with others?
In your group:
◦Appoint a note taker
◦Appoint a speaker
◦Brainstorm and write down suggestions, solutions, advice, and ideas that address the challenge assigned to your group
Large group report-back/discussion
Attend professional development seminars on your campus
Take workshops offered by your state or province’s public health department
Sit on relevant committees on or off campus
Discuss topic whenever you can-share and exchange information
1. Understand why we as advisors should be aware of mental health issues
2. Identify our awareness levels and opinions about mental health issues
3. Identify advisor responsibilities and limitations
4. Discuss advising strategies
Handout, References & Resource Materials List are NACADA web site
Group work results will be emailed Reminders:
◦ hand in your group’s work◦ leave your business card◦ submit evaluation
Thank you for participating!
Patty Shaw Academic Advisor Student Academic Success Services Dalhousie University Halifax, Nova Scotia, Canada [email protected] 902-494-8014 phone 902-494-6797 fax