Integrated Treatment and Supported Education for College Students with Serious Mental Illnesses

1. Margaret Ross, MD and • Dori Hutchinson, Sc D • Boston University • May 29, 2013 An Emerging Campus Mental Health Model: Integrated Treatment and Supported Education for College Students with Serious Mental Illnesses

2. College Mental Health • Changing demography of student body • Helicopter parenting, technology and stress hardiness • Americans with Disabilities Act and what this means for students in college

3. Students Today • “Soaring expectations and crushing realities”: Optimistic, Scheduled, Perfectionistic…Miserable. • Entitled, self centered, competitive, accomplished…lacking empathy; always connected. • Resiliency and coping skills

4. The Mental Health of Our students • 20% screen positive for anxiety or depression • More than HALF had at least one day in past month when emotional difficulty impaired academic performance

5. Lack of Stress Hardiness • The Facebook Generation • Pseudo-communication and connection • Students have little experience with real life skills. Parents do all the managing, negotiating, fixing. • Less coping capacity, low stress tolerance, less empathy for self and others, more mental health issues.

6. Guiding Principles Campus Resources College Mental Health Coach Wellness Oriented Treatment Providers Integrated College Mental Health Student Goals

7. Hope is the catalyst. HOPE

8. Strengths-Based We focus on valuing and building on the multiple capacities, resiliencies, talents, coping abilities, and inherent worth of our students with mental illnesses.

9. Responsibility Mastery Students have a personal responsibility for their own self-care and learning to live well with their mental illness.

10. What is an Integrated Team?

11. Clinical Care Treatment Approach

12. Whatever it takes…. Supported Education Providers

13. Retentiongraduation. • RetentionTuition Dollars • Supportmobile check-in meeting • Assistance with study habits individualized to the experience of mental illnesses. Program Evaluation Data

14. Yuri • Female Athlete • Kim Case Studies

15. Create a Collaborative Round table • Brainstorm strategies-identify gaps • Assign roles, develop a communication plan,educate campus about the safety net. • Utilize strategies that are common sense-they are the ones that students need and want. • OUTCOMES: • Sustainability • Student Retention & Cost Effectiveness What to do on your Campus?

16. Integrated Team Approach • Approach our work with energy and enthusiasm • Have a “healthy disrespect” for the impossible!

17. Supported Education “I am myself a "consumer"—a person with schizophrenia who was given "very poor" and "grave" prognoses. I was expected essentially to be unable to live independently, let alone work. Yet I have a very active and satisfying professional life as a chaired mental health law professor. When I was examined for readmission to Yale Law School, the psychiatrist suggested I might spend a year working at a low-level job…so that I could do better when I was readmitted.” • Saks, Elyn,R., JD: Commentary: The Importance of Accommodations in Higher Education. Psychiatric Services 59:376, April 2008