genz and mental well-being final - everfi€¦ · the cpn summit brings together campus...
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Gen-Z and New Approaches to Mental Well-being
Erin McClintock, M.Ed. | Senior Director of Impact and Education, EVERFI
Peter Lake, J.D. | Professor of Law, Charles A. Dana Chair, & Director of the Center for Excellence in Higher Education Law & Policy at Stetson University College of Law
Closed captioning available at: http://bit.ly/breakthrough-strategies
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Understanding Gen-Z
Closed captioning available at: http://bit.ly/breakthrough-strategies
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A New Generation of College Students
LESSLIKELYto drink in a high risk
way3/4
identify as first-gen, low income,
or minority background
76%of students feel they have a responsibility to help friends who
are struggling
Sources: i-gen, Dr. Jean Twenge; Healthy Minds Network; National Center for Education Statistics
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Generation Z reports levels on loneliness higher
than any other generation
1 out of 2 students have felt
overwhelming anxiety, making it hard to succeed
academically
1 in 3 incoming college students have
a diagnosed mental health condition
7 percent ofcollege students have “seriously considered
suicide” during the past year
Source: World Health Organization; i-Gen, Dr. Jean Twenge; National Alliance on Mental Illness
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What Else Do We Know About Gen-Z?
Closer to parents
Low endorsement of personal stigma
More focusedon being “unique”
Heightened awareness of “safety”
Virtually connected
Crave stability
Source: Twenge (2017)
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Understanding Younger Gen-Z
COMPASSIONATE OPTIMISTIC STILL EVOLVING
80% would feel compassion for someone
with a mental health condition*
79% feel that, when faced with challenges, they have the power to change their
situation for the better
Less than half (43%) believe that how they feel does not change based on what they
think or do.
*but only 67% feel that they know how to help someone who is in need
Source: EVERFI, 2019. Image credit: Fewings, 2019; Nada, 2019; Macavei-Katocz, 2019
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Source: EVERFI Supplemental Question Set, 2019
Who are students
talking to?
Between fall of 2009
and Spring of 2015,
counseling center
utilization increased by
an average of 30-40%.
When you experience stress or emotional challenges, who are you most likely to talk to?
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The Legal Landscape
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State Legislation For Mental Wellness TrainingState Mental Health and Well-being Legislation for Colleges and Universities
10
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Suicide used to be viewed as an illegal,
deliberate, and intentional act; a
moral issues
Still, the law is overly focused on suicidality. GenZissues are much
broader.
Today, the law is shifting away from
the perspective that suicide is a crime to viewing suicide as a preventable safety and wellness issue
Legal Landscape of Suicide
11
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Legal & Non-Legal Issues
No General Duty to Prevent Every Suicide
Pressure From the Law Well-being Considerations
• Law recognizes no general duty to prevent every suicide
• Affirmative duty to act may arise if the college creates a special relationship with the students
• There are an increasing number of students with serious mental health issues on campus today
• Institutions of higher education are managing more complex student populations with multiple challenges
• Shift towards a business law paradigm; not in loco parentis. Stop thinking “family.”
• Huge demand for access to counseling and other support services
• Food & housing insecurity; rise in social justice advocacy
• High correlation between mental health challenges and other disabilities
• Risk aversion to complex disability profiles
12
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Technical Standards & Qualification
• Students with disabilities are entitled “reasonable accommodations” to enable them to meet a program’s academic and technical standards—institutions are required to provide reasonable accommodations in response to these requests. 42 USC §12182(b)(2)(A) (i); 34 CFR §104.44 (a)
• Ensure technical standards do not exclude “qualified” individuals from participation in a program because of the individuals’ disabilities
• Section 504 & ADA prohibits IHE from excluding otherwise qualified persons with disabilities from participation in their programs solely on the basis of the individuals’ disabilities. 29 USC §794; 42 USC §12182(b)(2)(A)(i)
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Barriers to Seeking Help
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Weighing on Students Minds
Pressure to succeed
Identity: Self and others
Academic requirement
Responsibility
Socialexpectations
Lack of social
connection
Finances and resources
Growing up
Time management
FOMO
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Barriers to Help Seeking
STIGMA
LACK OF AWARENESS
CULTURAL BELIEFS
TIME AND SCHEDULE
MINIMIZATION OF ISSUES
UNMET PRIMARY NEEDS
?
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Taking Action
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PROGRAMMING
CPN Framework for Prevention
The degree of system-wide buy-in, visible commitment, and
meaningful investment in effective initiatives
The strategic, collaborative, and research informed translation of
resources (staff/budget) into effective polices and programs
The values and expectations of the institution and its community,
and the system of accountability to uphold and enforce them
The intentional development, multi-modal design, and targeted delivery of
programs and messages that will maximize impact
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PROGRAMMING
CPN Framework Applied to Mental Health
Outward communication from Senior Leaders; well-being in
the built environment; resources in place for student need
Measure of campus climate on mental health, collection of student-
specific data and translation into resources
Clearly developed policies related to mental health, easily accessible and
delivered in multiple modalities
Developed based on identified needs of community and evaluated on an
ongoing basis
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CPN Framework Applied to Mental Health
Outward communication from Senior Leaders; well-being in
the built environment; resources in place for student need
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Poll Question
• Do you have a mental health task force or working group?– Yes
– No
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Health and safety of the student and the community
Psychosocial and educational situation of the student
Legal ramifications of the specific situation
Interdisciplinary Teams Are EncouragedEach case should be assessed based on its own particular set of needs, concerns, and circumstances
Situations should be examined from the following perspectives
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23
First Year Experience
EmployeeAssistance
Environment, Health,
and Safety
Facilities Planning
Disability Resource
Center
Human Resources
Financial Aid
Athletics
InformationTechnology
Leadership and
Involvement
Housing andDining
Student Life
SustainabilityUndergraduateAdvising
Source: CPN Summit Interview, 2018
First Year Experience
EmployeeAssistance
Environment, Health,
and Safety
Facilities Planning
Disability Resource
Center
Human Resources
Financial Aid
Athletics
InformationTechnology
Leadership and
Involvement
Housing andDining
Student Life
SustainabilityUndergraduateAdvising
UWell Council
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CPN Framework Applied to Mental Health
Measure of campus climate on mental health, collection of student-
specific data and translation into resources
Student Mental Health: Key Critical Processes
Disaggregate all data
Consider ways to collect data across a students experience- from acceptance to departure/graduation
Use findings to drive resource allocation
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CPN Framework Applied to Mental Health
Clearly developed policies related to mental health, easily accessible and
delivered in multiple modalities
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Poll Question
• Does your institution/organization have specific policies related to mental well-being?– Yes, we do
– No, we don’t and don’t have plans to
– Not now, but are planning to
– Don’t know
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Develop leave of absence protocols for
voluntary and involuntary leave
Zero tolerance policies may be risky
Well-being Policy Considerations
27
Individualized re-entry requirements;
requirements should be reasonably related to the reason for the
student’s leave
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Framework for Mental Well-Being Policy
UUK/GuildHE Mental Wellbeing in Higher Education Group, 2015
ORIENTATIONInformation about available
resources; how students can get involved; collaboration with
providers and loved ones
ACCOMMODATIONProcedures for disclosure of
MH issues and reasonable accommodations
CURRICULARGuidance for faculty and staff;
mechanisms for liaison between academics and well-being offices
STUDENT DIVERSITYSpecialist services for student sub-groups determined to be at higher risk
HEALTH PROMOTIONAccess to health-promoting environments and practices; reduction of stigma; training for community members to support one another
PRE-ADMISSION AND ADMISSION
INTERRUPTION OF STUDIESClear procedures for medical leave; financial implications; expectations for return; wraparound care
Pre-application visits; encouraging declaration; clear communication about available supports
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PROGRAMMING
CPN Framework Applied to Mental Health
Developed based on identified needs of community and evaluated on an
ongoing basis
Student Mental Health: Programming Trends
Elevating student voices rather than “experts”
Activism and advocacy to reduce stigma
Small goal-oriented groups focused on emerging issues
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A Population Level Approach to Promoting Mental Well-Being
Students currently experiencing mental health challenges
• be more likely to seek support when needed
• take actions to support positive mental health
Students not currently experiencing mental health challenges
• seek support if mental health challenges arise
• take actions to maintain a positive state of mental health
All students
• support someone experiencing mental health challenges
• view mental health as an important part of physical health
• know where to go to access help
• Identify and dismantle stigma related to mental health challenges and help seeking behavior
Mental Well-being for Students
Coming in Summer 2019
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Module One: Introduction - What is Mental Well-being?• Course navigation and overview• What is mental well-being?
Modules in Mental Well-Being for Students Module Two: Self-Management
• What does mental well-being look like in college?• Self-management: healthy habits and practices that contribute to positive mental health • Self-management: additional techniques to help you when you are facing mental health
challenges
Module Three: Recognizing Challenges• Understanding the mind-body connection• What can challenge mental well-being?• Identifying when to seek help
Module Four: Seeking Help• Barriers to seeking help• Getting help for yourself• Supporting a friend• Suicide: recognizing when help is needed• Resources: where to go on campus
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PROGRAMMING
CPN Framework Applied to Mental Health
Outward communication from Senior Leaders; well-being in
the built environment; resources in place for student need
Measure of campus climate on mental health, collection of student-
specific data and translation into resources
Clearly developed policies related to mental health, easily accessible and
delivered in multiple modalities
Developed based on identified needs of community and evaluated on an
ongoing basis
![Page 33: GenZ and Mental Well-being FINAL - EVERFI€¦ · The CPN Summit brings together campus professionals dedicated to addressing the issues that matter most⏤sexual assault, alcohol](https://reader034.vdocuments.mx/reader034/viewer/2022052007/601bf3783ed1be39c478652f/html5/thumbnails/33.jpg)
Join us!June 10-12, 2019 in Nashville, Tennessee
The CPN Summit brings together campus professionals dedicated to addressing the issues
that matter most⏤sexual assault, alcohol and other drugs, wellness and mental health, diversity,
equity, and inclusion⏤ through the blending of cutting-edge insights and high-impact prevention
strategies.