Helping Struggling Helping Struggling Students to Succeed Students to Succeed

in Collegein College

Brian D. Johnson, Ph.D.Brian D. Johnson, Ph.D.Paul Dreyer, MAPaul Dreyer, MA

Division of Professional PsychologyDivision of Professional PsychologyThe University of Northern ColoradoThe University of Northern Colorado

Overview of PresentationOverview of Presentation

- Discussion of psychological Discussion of psychological

problems frequently encountered problems frequently encountered

by college students.by college students.

- Discussion of strategies to Discussion of strategies to

help students succeed in college.help students succeed in college.

Overview of Psychological Problems Overview of Psychological Problems Encountered by College StudentsEncountered by College Students

11 The impact of The impact of psychological problems psychological problems in college students.in college students.

22 Discussion of common Discussion of common psychological disorders psychological disorders in college students.in college students.

33 Discussion of Assault Discussion of Assault and Suicide.and Suicide.

Mental Illness and College Mental Illness and College StudentsStudents

1. Many types of psychopathology have a mean age of onset during the late teen and early 20’s.

2. Aggressive treatment of early episodes of a disorder has been shown to decrease the severity/frequency/duration of subsequent episodes.

Mental Illness and College Mental Illness and College Students (Continued)Students (Continued)

3. There is a high degree of overlap between the various mental disorders. Thus it is quite likely that a student could have multiple psychological disorders at the same time.

4. One-in-Five college aged individuals have some type of psychological disorder.

Mental Illness and College Mental Illness and College Students (Continued)Students (Continued)

5. It has been estimated that 20-25 percent of students who leave a

college before graduating do so due to psychological problems.

6. It has been estimated that psychological disorders cost the US economy $40 Billion dollars/year in terms of lost productivity and lives.

How Disabilities Affect How Disabilities Affect Student’s Ability to LearnStudent’s Ability to Learn

- All psychiatric disorders affect one’s attention & concentration.

- Most disorders associated with behaviors that can seem to be illogical or irresponsible.

- Adolescents/young adults often have an intense fear of being different, thus they are less likely to seek treatment or remain in treatment.

Common Psychological Common Psychological Disorders in College StudentsDisorders in College Students

Internalizing Externalizing

InternaliziInternalizing ng

DisordersDisorders

ExternaliziExternalizingng

DisordersDisordersMoodMood

EatingEatingAnxietyAnxiety

Attention-Deficit/Attention-Deficit/HyperactivityHyperactivity

Oppositional-Oppositional-DefiantDefiant

Substance Substance RelatedRelated

Types of Mood DisordersTypes of Mood Disorders

Major Depressive DisorderMajor Depressive Disorder

Dysthymic DisorderDysthymic Disorder

Bipolar DisorderBipolar Disorder

Types of Anxiety Types of Anxiety DisordersDisorders

1.Generalized Anxiety DO

2.Social Phobia

3.Obsessive-Compulsive DO

4.Panic Disorder

5.Posttraumatic Stress DO

Eating DisordersEating Disorders

Anorexia Nervosa

Bulimia

Attention-Deficit/Attention-Deficit/Hyperactivity DisorderHyperactivity Disorder

“ “Holy Trinity of ADHD”Holy Trinity of ADHD”

InattentionInattentionImpulsivityImpulsivity

HyperactivityHyperactivity

Oppositional Defiant Oppositional Defiant DisorderDisorder

Loses temperAnnoyingBlamingAngryArgues

NoncompliantVindictive

Touchy

Substance Related Substance Related DisordersDisorders

Substance Abuse & Dependence

Special TopicsSpecial Topics

Assault

SuicideSuicide

AssaultAssault

Approximately 1:4 women & 1:17 men report being raped/physically assaulted by an intimate partner during their lifetimes.

Over 300,000 sexual assaults occur in the united states each year. The US has the highest rate of forcible rape of any industrialized country

(US Department of Justice, 2000; Allison & Wrightman, 1993)

Assault & College Assault & College StudentsStudents

Rates of sexual assault is Rates of sexual assault is approximately 3 times higher approximately 3 times higher among female college students.among female college students.

20 percent of college women and 20 percent of college women and 4% of college men report being 4% of college men report being forced into having intercourse.forced into having intercourse.

Gidycz, Hanson, & Layman (1995); Brener, McMahon, Warren, & Douglas Gidycz, Hanson, & Layman (1995); Brener, McMahon, Warren, & Douglas (1999) (1999)

SuicideSuicide

Second leading cause of death for college student (second only to accidents).

Women are 3 times more likely to attempt suicide, but men are 3 times more likely to complete suicide. Single males are at greatest risk.

US Suicide Rate by Age, Gender & Race

Suicide Rate in ColoradoSuicide Rate in Colorado

Common Myths about Common Myths about SuicideSuicide

December has the highest suicide December has the highest suicide rate rate due to the holidays.due to the holidays.

You should not ask someone if they You should not ask someone if they are are thinking about suicide because it thinking about suicide because it might might put the idea into their head.put the idea into their head.

When someone’s depression When someone’s depression improves, improves, their risk of suicide is their risk of suicide is reduced.reduced.

Suicidal behavior is inherited.Suicidal behavior is inherited.

Suicide: What You Can Suicide: What You Can DoDo

1.1. Ask “Are you thinking about hurting Ask “Are you thinking about hurting or or killing yourself?”killing yourself?”

2.2. Take ever suicide threat seriously.Take ever suicide threat seriously.3.3. Help person generate alternative Help person generate alternative

options options to suicide.to suicide.4.4. Attempt to identify support system.Attempt to identify support system.5.5. Facilitate their getting help from a Facilitate their getting help from a

professional.professional.6.6. Make a suicide contract with them.Make a suicide contract with them.

Strategies for Helping Strategies for Helping Students to SucceedStudents to Succeed

• What else can I What else can I do?do?

• How can How can improve what improve what I’m already I’m already doing?doing?

Overview of Strategies for Overview of Strategies for Helping Students to SucceedHelping Students to Succeed

1. Video Vignette1. Video Vignette

2. Presentation and Discussion2. Presentation and Discussion

3. Additional Video 3. Additional Video Vignettes/Discussion & Vignettes/Discussion & Experiential PracticeExperiential Practice

Faculty – Student Faculty – Student Communication & Communication &

InteractionInteractionClassroom Classroom StrategiesStrategies

Trust-building Trust-building StrategiesStrategies

Communication Communication StrategiesStrategies

Classroom StrategiesClassroom Strategies

o Be Dynamic:- Vary pitch, loudness, and tempo of your

voice.- Teach to multiple learning styles.

o Be Clear and Understandable:- Specify important information clearly.- Use specific labeled praise.

o Address students by name.

o Have students address you by your first name.-

Gorham (1988), Foushee & Sleigh (2004)

Classroom Strategies Classroom Strategies cont.cont.

o Encourage Discussion- Ask questions that solicit viewpoints or opinions.- Get into discussions based on student comments.- Have discussions about things unrelated to class w/

students or class as a whole- Get into conversations w/ individual students before

or after class

o Become technology savvy- Interactive syllabi, use email, “Smart” classrooms,

etc.

Gorham (1988), Foushee & Sleigh (2004)

Classroom Strategies Classroom Strategies cont.cont.

o Give Feedback- Provide feedback on individual work through

comments on papers, oral discussion, etc.- Praise students’ work, actions, or comments

o Show Students You Care- Ask how students feel about assignments, due

dates, or discussion topics- Refer to class as “our” class or what “we” are

doing- Invite students to telephone, email, or meet

outside of class if they have questions

Gorham (1988), Foushee & Sleigh (2004)

Classroom Strategies Classroom Strategies cont.cont.

o Consider focusing on skill development rather than grades:- May increase motivation and performance of

struggling students if your presented the importance of “process” as well as “outcome”

o Make materials and policies relevant:- Clearly outline and explain course materials and

policies- Make use of critical questioning,research on student-

generated questions, decision-making exercises, etc.

Gorham (1988), Foushee & Sleigh (2004), McKeachie (1999)

Classroom Strategies:Classroom Strategies:In-Class InteractionsIn-Class Interactions

Use of humor – can be both verbal & nonverbal (i.e. smile!).

Self-Disclosure – mostly concerning education, experience as professor, beliefs & opinions, family & friends, leisure activities.

Teacher Narratives – myths, legends, personal anecdotes, story-like descriptions of others’ experiences.

Downs, Javidi, & Nussbaum (1988 ); Downs, Manoochehr & Nussbaum (1988)

Classroom Strategies Classroom Strategies cont.cont.

Six paradoxes of classroom design, your Six paradoxes of classroom design, your classroom should:classroom should:

1)1) Be Bounded and OpenBe Bounded and Open

2)2) Be Hospitable and ChargedBe Hospitable and Charged

3)3) Invite the voice of the Individual and the GroupInvite the voice of the Individual and the Group

4)4) Honor “little” stories of the students and “big” Honor “little” stories of the students and “big” stories of the disciplinestories of the discipline

5)5) Support Solitude and Provide Community Support Solitude and Provide Community ResourcesResources

6)6) Welcome Silence and SpeechWelcome Silence and Speech

Palmer (1998)Palmer (1998)

Behaviors Associated w/ Behaviors Associated w/ Decreased In-Class Decreased In-Class

InteractionInteraction- Calls on students to answer

questions even if they indicate that they don’t want to talk.

- Frequently asks questions that have specific correct answers.

- Inappropriately or without balance, criticizes or points out faults in students’ work, actions, or comments.

Gorham (1988), Menec & Perry (1995)

Decreased In-Class Decreased In-Class Interaction (Continued)Interaction (Continued)

- Makes inappropriate or offensive

comments.

- Sits behind desk while teaching.

- Sits on a desk or in a chair while teaching.

- Talks in a dull/monotone voice.

- Tense body posture.

- Looks at board or notes while lecturing. Richmond, Gorham & McCroskey (2002), Menec & Perry (1995)

Trust-Building Strategies

“Trust between teachers and students is the affective glue that binds educational relationships together…enhancing

motivation and stimulating learning.” (Buskist & Saville, 2001)

“A good relationship between teacher and learner is crucial for effective learning, at

any level of education.” (Ballantyne, Bain, & Packer, 1999)

Trust-Building Strategies

o Maximize Your Out-of-Class Interactions:

- Students who engage in OCI with faculty display increased academic & cognitive development

- Greater student-faculty OCI linked to higher teaching evaluations

- Shaped by and related to faculty in-class behaviors and attitudes – cues to accessibility

- May be formal or informal- Try to arrive to class a few minutes early and stay a

few minutes late to be available for your students

Jaasma & Koper (1999), Buskist & Saville (2001)

Trust-Building Strategies cont.

o Be Approachable: - Post and keep consistent office hours

- Provide email and phone contact choices and respond to questions and concerns promptly

o Use humor and be less formal outside of class.

- Increases chance of building positive rapporto Be conscious about matching your intentions

and students’ perceptions.

Perrine & King (2004), Buskist & Saville (2001)

Trust-Building Strategies cont.

Trust-Building Strategies cont.

o Expertness: - Perceived expertness through both in-class and

out-of-class interactions- Assertiveness to initiate actions with students

who need support

o Ability to Change : - Listen to your students and reevaluate your

strategies if necessaryo Responsiveness:

- Role model consistent, prompt, and sensitive responsiveness

- Interpersonal communication skills…

Aylor & Oppliger (2003), Buskist & Saville (2001)

Communication Communication StrategiesStrategies

Nonverbal CommunicationNonverbal Communication

Reflective Reflective Listening/EmpathyListening/Empathy

Verbal ImmediacyVerbal Immediacy

Open Questions Open Questions

Nonverbal CommunicationNonverbal Communication

Nonverbal Communication

““SOLER”SOLER”

- Smiling- Squaring up/Face-to-face body position - Opening body position and decreasing physical

barriers- Leaning forward- Making eye contact- Appearing relaxed

Gorham & Zakahi (1990); Richmond, Gorham & McCroskey, (2002)Gorham & Zakahi (1990); Richmond, Gorham & McCroskey, (2002)

Reflective Reflective Listening/EmpathyListening/Empathy

   Reflective Reflective ListeningListening – Focusing on the – Focusing on the emotional content of interpersonal emotional content of interpersonal communication and then reflecting those communication and then reflecting those emotions back to the student. emotions back to the student.

- Most interpersonal communication has both Most interpersonal communication has both manifest content & underlying emotional feelings and manifest content & underlying emotional feelings and meaning. Reflective listening focuses on the feelings meaning. Reflective listening focuses on the feelings and meaning.and meaning.- Once we become aware of the emotions likely Once we become aware of the emotions likely being being expressed, we reflect or describe them back to expressed, we reflect or describe them back to

the the student.student.

Reflective Listening/Reflective Listening/Empathy cont.Empathy cont.

  

EmpathyEmpathy - the ability to understand - the ability to understand

someone else’s feelings subjectively.someone else’s feelings subjectively.

- Active listening.Active listening.- Unconditional regard for your studentsUnconditional regard for your students- Speaking and listening with an awareness of self Speaking and listening with an awareness of self

and an unbiased, open attitude.and an unbiased, open attitude.

McKeachie (1999), Foushee & Sleigh (2003)

Verbal ImmediacyVerbal Immediacy

Types of Immediacy Skills:

Minimal Encouragers

Paraphrasing

Summarizing

Normalizing

Verbal Immediacy:Verbal Immediacy: Minimal EncouragersMinimal Encouragers

Minimal EncouragersMinimal Encouragers – are small indicators – are small indicators to another person that you are listening to another person that you are listening and want the conversation to continue. and want the conversation to continue.

Nonverbal EncouragersNonverbal Encouragers - Head nods, eye - Head nods, eye contact, hand gestures, etc.contact, hand gestures, etc.

Verbal EncouragersVerbal Encouragers - brief utterances - brief utterances through which you can encourage someone through which you can encourage someone to continue a discussion. “Oh”, “So”, “And to continue a discussion. “Oh”, “So”, “And then?”, “Umm-hmmm” and “Tell me then?”, “Umm-hmmm” and “Tell me more”.more”.

Verbal Immediacy:Verbal Immediacy:ParaphrasingParaphrasing

-- ParaphrasingParaphrasing – Listening to what a – Listening to what a student says and then accurately repeating student says and then accurately repeating the essence of that communication the essence of that communication (thoughts and feelings) in a more concise (thoughts and feelings) in a more concise way. Be careful not to parrot things back way. Be careful not to parrot things back using the student’s same words. using the student’s same words.

-- Key Word ParaphraseKey Word Paraphrase – is when you – is when you repeat back a couple key words that the repeat back a couple key words that the student has said. student has said.

Verbal Immediacy:Verbal Immediacy:SummarizationSummarization

SummarizationSummarization: Listening to a : Listening to a student’s communication and student’s communication and repeating back the thoughts/feelings repeating back the thoughts/feelings (and reasons/meaning for them) to the (and reasons/meaning for them) to the student in a more condensed and student in a more condensed and organized manner. organized manner.

Verbal Immediacy:Verbal Immediacy:NormalizingNormalizing

NormalizingNormalizing: Communicating to the student : Communicating to the student that his or her feelings may be appropriate or that his or her feelings may be appropriate or common.common.

- Normalizing attempts to alleviate a student’s Normalizing attempts to alleviate a student’s sense that “I’m crazy!” However, it should not sense that “I’m crazy!” However, it should not discount or minimalize what the student is discount or minimalize what the student is feeling.feeling.

- You can often normalize a situation through You can often normalize a situation through use of self-disclosureuse of self-disclosure

Open QuestionsOpen QuestionsOpen QuestionsOpen Questions:: Questions asked in such Questions asked in such

a way that students will give you more a way that students will give you more than short or yes/no answers.than short or yes/no answers.

What QuestionsWhat Questions:: Often leads to Often leads to discussions regarding facts & specifics about a discussions regarding facts & specifics about a situation ( “situation ( “What happened next?”)What happened next?”)

How QuestionsHow Questions:: Often leads to Often leads to discussions about the process or sequence of discussions about the process or sequence of events (“events (“How did that happen?”How did that happen?”))

Why QuestionsWhy Questions:: Typically asked to search Typically asked to search for the reasons underlying their behaviors, for the reasons underlying their behaviors, thoughts or emotions (“thoughts or emotions (“Why do you suppose it Why do you suppose it is necessary for you to always present last?”is necessary for you to always present last?”))

Useful ReferencesUseful ReferencesAmerican Psychiatric Association (1994). Diagnostic and American Psychiatric Association (1994). Diagnostic and

statistical manual of mental disorders (4th Ed). statistical manual of mental disorders (4th Ed).

Washington DC: American Psychiatric Association.Washington DC: American Psychiatric Association. Aylor, B., & Oppliger, P., (2003). Aylor, B., & Oppliger, P., (2003). Communication Communication

Education, 52, 2, Education, 52, 2, 122-134.122-134.Buskist, W., & Saville, B. K. (2001). Rapport-building: Buskist, W., & Saville, B. K. (2001). Rapport-building:

Creating positive emotional contexts for enhancing Creating positive emotional contexts for enhancing teaching and learning. teaching and learning. American Psychological Society American Psychological Society ObserverObserver, 14(3), 12-13, 19., 14(3), 12-13, 19.

Christophel, D. M. (1990). Christophel, D. M. (1990). Communication Education, 39Communication Education, 39, , p. 323-340.p. 323-340.

Downs, V. C., Javidi, M., & Nussbaum, J. F. (1988). Downs, V. C., Javidi, M., & Nussbaum, J. F. (1988). Communication Education, 37, Communication Education, 37, p. 127-141.p. 127-141.

Fichten, C. S., & Goodrick, G. (1990). Fichten, C. S., & Goodrick, G. (1990). Rehabilitation Rehabilitation Counseling Bulletin, 34,2,Counseling Bulletin, 34,2, p. 103-126. p. 103-126.

Foushee, R.D. & Sleigh, M. J. (2003). Going the extra Foushee, R.D. & Sleigh, M. J. (2003). Going the extra mile: Identifying and assisting struggling students. mile: Identifying and assisting struggling students. American Psychological Society Observer, 16American Psychological Society Observer, 16 (2). (2).

Useful References cont.Useful References cont.Gorham, J., & Zakahi, W. R. (1990). Gorham, J., & Zakahi, W. R. (1990). Communication Communication

Education, 39,Education, 39, p. 354-368. p. 354-368.Hargie, O. D. W. (1988). Hargie, O. D. W. (1988). Counselling Psychology Quarterly, Counselling Psychology Quarterly,

1,1, p.75-83. p.75-83.Jaasma, M. A., & Koper, R. J. (1999). Jaasma, M. A., & Koper, R. J. (1999). Communication Communication

Education, 48,Education, 48, p.41-47. p.41-47.McCroskey, L. L., Richmond, V. P., & McCroskey, J. C. McCroskey, L. L., Richmond, V. P., & McCroskey, J. C.

(2002). (2002). Communication Education, 51,Communication Education, 51, p. 383-391. p. 383-391.McKeachie, W. J. (1999). McKeachie, W. J. (1999). Teaching tips: Strategies, Teaching tips: Strategies,

research, and theory for college and university teachers research, and theory for college and university teachers (10th ed.). Lexington, MA: D. C. Heath.(10th ed.). Lexington, MA: D. C. Heath.

Menzel, K. E., & Carrell, L. J. (1999). Menzel, K. E., & Carrell, L. J. (1999). Communication Communication Education, 48,Education, 48, p. 31-40. p. 31-40.

Palmer, Parker J. Palmer, Parker J. The Courage to TeachThe Courage to Teach. San Francisco: . San Francisco: Jossey-Bass Publishers, 1998.Jossey-Bass Publishers, 1998.

Reiman, A. J., & Bostick, D. (1995). Reiman, A. J., & Bostick, D. (1995). Elementary School Elementary School Guidance & Counseling, 30, 2, Guidance & Counseling, 30, 2, p. 105-118.p. 105-118.

Useful Internet ResourcesUseful Internet Resources

American Association of American Association of SuicidiologySuicidiology

http://www.suicidology.org/http://www.suicidology.org/

Suicide Awareness Voices Suicide Awareness Voices of Education (SAVE)of Education (SAVE)

http://www.save.org/http://www.save.org/

Colorado Coalition Against Colorado Coalition Against Sexual AssaultSexual Assault

http://www.ccasa.org/http://www.ccasa.org/

National Sexual Violence National Sexual Violence Resource CenterResource Center

http://www.nsvrc.org/http://www.nsvrc.org/

National Institute of Mental National Institute of Mental HealthHealth

http://http://www.nimh.nih.govwww.nimh.nih.gov//

American Psychological American Psychological AssociationAssociation

http://http://www.apa.orgwww.apa.org

American Psychiatric American Psychiatric AssociationAssociation

http://www.psych.org/public_inhttp://www.psych.org/public_info/fo/

National Alliance for the National Alliance for the Mentally IllMentally Ill

http://www.nami.org/http://www.nami.org/

Useful Internet Resources Useful Internet Resources cont.cont.

American Academy of American Academy of Psychiatry and the Law Psychiatry and the Law

http://www.emory.edu/AAPLhttp://www.emory.edu/AAPL

American Psychological American Psychological

Association (APA)Association (APA)

http://www.apa.orghttp://www.apa.org

Anxiety Disorder Association Anxiety Disorder Association

of America (ADAA) of America (ADAA)

http://www.adaa.orghttp://www.adaa.org

Association of Higher Association of Higher

Education and Disability Education and Disability

(AHEAD)(AHEAD)

http://www.ahead.orghttp://www.ahead.org

The Faculty Room, DO-IT The Faculty Room, DO-IT

http://http://www.washington.edu/www.washington.edu/doitdoit

National Mental Health National Mental Health

Association Association

http://www.nmha.orghttp://www.nmha.org

National Alliance for the National Alliance for the

Mentally Ill (NAMI) Mentally Ill (NAMI)

http://www.nami.orghttp://www.nami.org

National Institute of Mental National Institute of Mental

Health (NIMH) Health (NIMH)

http://www.nimh.nih.govhttp://www.nimh.nih.gov