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Presented to Focus on Learning May 5 th 2012 Gillian Axten BA,MCounPsych,CO,OCC,CCDI,CCPA

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Mental Health 37% Unable to function due to depression 15% diagnosed by a professional 7% seriously considered suicide Alcohol 60% used alcohol within the last 30 days 30% had 5 or more drinks 15% had 7 or more drinks Factors affecting academic performance Within the last 12 months 3-6% of students say alcohol affected their performance 15-18% of students felt like depression affected their performance 24-30% said anxiety 36-47% found stress was affecting their performance

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People with Mental illness are violent and dangerous They are less intelligent They are weak willed or have a weak character Mental illness is one illness and is relatively rare

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85% of students drank since arriving on Canadian campuses in September 30.4% reported negative consequences of drinking, 32% patterns of harmful drinking 47% used pot, 2.3% injected illicit drugs 30% reported impaired mental health 4% reported sexual assault within the last 12 months, 6% physical assault * CAMH 1998 Canadian Campus Survey participants = 7,800 undergraduates Reported distress rates are more than twice as high among Canadian post- secondary students than among non- students

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A 2003 article in Professional Psychology reveals that college counseling center staffs are reporting unprecedented levels of student problems with 14 of 19 problem areas increasing in the 13 years studied. One study reported that over three-quarters of clinic directors (77.1%) noted increases in severe psychological problems. Over the three time periods (from 1988 2001) problems became much more complicated and complex anxiety, depression, suicidal tendencies, sexual assault, personality disorders. Changes in Counseling Center Client Problems Across 13 Years, Sherry A. Benton, John M. Robertson, Wen-Chih Tseng, Fred B. Newton, and Stephen L. Benton, Kansas State University. Professional Psychology: Research and Practice, Vol. 34, No. 1, 66-72, 2003. Copyright 2003, The American Psychological Association, Inc. Depression cases DOUBLED. Suicidal students TRIPLED. Sexual assault cases QUADRUPLED

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Statistics Canadas most recent (2002) national mental health survey found that teens and young adults aged 15-24 had the highest rates of any group for mental illnesses like mood and anxiety disorders and alcohol/drug use problems, and that these young people were also the least likely to seek help.

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All our students requesting accommodation have been diagnosed by a psychiatrist and are currently under the care of a professional Some students may have a duel diagnosis, therefore having symptoms of two or more disorders To be diagnosed as having a psychiatric illness, students must meet many diagnostic criterion (ie. symptoms they experience must interfere with their daily lives)

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Emotional Depressed, extremely sad Suicidal Anxious or very nervous Cognitive Short term memory difficulties Attention span Difficulty concentrating Behavioral Crying excessive sleeping/lack of sleep weight gain/loss difficulty initiating activity and sustaining energy

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Medication under the supervision of a psychiatristTherapy Extra time for exams (to reduce stress)Assistance from a learning coach or a tutor Ability to leave class as needed Taped lectures

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Respect all differences and try to engage student without forcing them Listen if they want to talk about any difficulties they may be experiencing Report suicidal ideation

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Canadian Mental Health Association

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Emotional Agitated Anxious High/exuberant Depressed Cognitive Thoughts of grandeur Thoughts that are disconnected and hard to follow Intrusive thoughts and expressions of those thoughts Behavior Agitation Nervousness Very talkative Inappropriate dress or behavior Overly sexual behavior Extreme use of alcohol, gambling, spending Depression

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Treatment with medication under the supervision of a psychiatrist (May leave the student with many side effects including lethargy, sleepiness and cognitive slowness) HospitalizationUse of extra time during exams to reduce stress Use of a note taker to assist the student in continuing with academic progress regardless of absence

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Look for changes in behavior and make referrals Provide a supportive environment Assist student with reintegration in the class following absence Report suicidal ideation

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Emotional Flat and unemotional Underlying anxiety and stress Cognitive Generally very bright Strange thoughts Disconnected thoughts Stickiness of thoughts Rigidity Difficulty managing change Behavior Talking to self Strange dress or use of objects Disconnected from the rest of the social world Distracted by own internal thoughts Paranoid Self-Harming ( head banging, cutting, etc.)

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Medication under the supervision of a psychiatrist May leave the student with many side effects including lethargy, sleepiness and cognitive slowness Extra time on exams in a separate roomAbility to leave the classroom anytimeOption to work alone on group projectsLearning Coach to help with organization and stress managementNote taker for student absencesSpecial accommodations may be permitted because of the renovations

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Some symptoms like self harming must be dealt with quietly and immediately Help student out of the situation and escort to student services or call security to assist Get the students attention. Speak quietly but directly that the behavior must stop because it is harmful and distressing to others Get student into a safe place, ie. student services or call security

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Be calm use a quiet neutral voice Approach quietly and, if you are comfortable, gently redirect the behavior Escort the student to security or, preferably, to student services or call security

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Emotional Anxious Out of control nervousness Stressed Cognitive Difficulty concentrating Difficulty with short term memory Difficulty bringing thoughts together Behavior Agitations Inability to do class presentation or even to speak in front of class Signs of anxiety(ie needing to urinate frequently, feeling sick to the stomach, difficulty eating or sleeping) Panic attack

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Medication under the consultation of a psychiatrist Therapy Extra time on tests to reduce stress Option to do presentations only in front of the teacher

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Positive atmosphere with lots of encouragement to participate Dont single out students because they dont participate Encourage small group work rather than large group participation

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Housekeeping Paper, Voice, Picture Timing is everything

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Sit Breathe Distract from stress Escort student to student services Practice!

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Cognitive Single minded Very skilled in specific areas Sticky thinking or inflexible Counterintuitive thinking Emotional Seemingly unemotional Inappropriate emotional outbursts Difficulty handling big feelings Seemingly unaware of others feelings Large inner life (imagination)

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Behavior Aloof or socially distant from others Occasional difficulty following social cues Intolerant to stress and will occasionally exhibit in panic attacks, social withdrawal or rarely self harming behavior Meticulous and detail orientated Intolerant to change especially environmental

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Medication to reduce anxiety and help with flexibility of thoughtCounselingExtra time for examsOption, if possible, to work alone on group projectsLearning coach to assist with organization in the big schemeLearning coach to work on social skillsSpecial accommodations maybe made this year due to renovations

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Be patient and frank about behaviors with the student; if there is inappropriate or disruptive behavior speak with the student after class Be mindful of the learning differences Be mindful of the social interactions that might cause other students distress Be aware of resources available to you and the student Get student into a safe place (ie student services or call security)

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A study done in the USA about what Post Secondary students with Mental Health disabilities think is important to succeed in college: Confidentiality is important when helping students Staff-Student interaction is critical to gaining trust of student and helping them feel supported Extracurricular activities are important Staff should be open to learning about the students perspective Staff need to understand mental health; students should know about the accommodations that are available to them Positive school environment Students may require special attention and some creative thought about how to allow the students to meet the learning outcomes of the course

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Student first and a person with Mental illness second Stress increases the symptoms, so managing stress becomes critical Missing class may be inevitable so assistance with reintegration is important Medications can cause debilitating side effects which may be long term or temporary Change of season and change of environment can create symptoms of illness. Fall and spring are often difficult to manage for some Having someone to listen to the student, in a non judgmental way, and make appropriate referrals help to reduce the anxiety and the stigmatization that so many persons with a mental illness experience

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A Ask questions, acquire information, active listening. S Safety first maintain your safety and that of others. K Know your limits; know when to get help, know where to get help!