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2011 NACADA Annual Conference

2011 NACADA Annual Conference. Code #: 311 Presenter: Patty Shaw Institution: Dalhousie University Presentation Title: Helping Students with Mental Illness Develop Academic Success Strategies. Helping Students with Mental Illness Develop Academic Success Strategies.

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2011 NACADA Annual Conference

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  1. 2011 NACADA Annual Conference • Code #: 311 • Presenter: Patty Shaw • Institution: Dalhousie University • Presentation Title: Helping Students with Mental Illness Develop Academic Success Strategies

  2. Helping Students with Mental Illness Develop Academic Success Strategies Patty Shaw Academic Advisor Dalhousie University Halifax, Nova Scotia, Canada

  3. This session is most useful for academic advisors who: • Interact with students who are exhibiting signs of mental distress • Work with students who are in school while coping with mental health challenges

  4. About Dalhousie • In Halifax, Nova Scotia, Canada • Public institution founded in 1818 • Undergraduate through post-doctoral • 11 faculties, enrollment approx 16,700 • Shared-Split advising model

  5. About my interest • 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

  6. Warning • 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

  7. Our objectives • Understand why we as advisors should be aware of mental health issues • Identify our awareness levels and opinions about mental health issues • Identify advisor responsibilities and limitations • Discuss advising strategies

  8. Why should academic advisors be aware of mental health issues? • 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

  9. Exploring your awareness: agree or disagree? • Schizophrenia is one of the most common mental disorders. • It is important that people with mental health problems receive support and help from family members. • Mental disorders are in general less disabling than physical disorders. • It is not a good idea to ask someone if they are feeling suicidal in case you put the idea into their head. • Feeling tired all the time is a common symptom of depression. • adapted from Mental Health First Aid Canada 2007

  10. What is mental health? • “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

  11. Some Mental Disorders • Mood disorders • Anxiety disorders • Substance-related Disorders • Psychotic Disorders • Eating Disorders • Post Traumatic Stress Disorder • DSM-IV: Diagnostic and Statistical Manual of Mental Disorders

  12. Issues not classified as mental disorders • Suicide • Can be thought about (ideation), attempted or committed by those with mental disorder • Learning Disabilities • ADHD

  13. Stigma • “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

  14. Stigma: student perspective • 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

  15. Why STOP Stigma? • Stereotypes people with mental illness • Trivializes mental illness • Offends • Patronizes • Understanding Mental Illness- CMHA www.cmha.ca

  16. Stigma- what you can do • 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

  17. Discovering a problem • Student discloses to you • 3rd party disclosure- friend, professor, parent • Student exhibits signs; you initiate discussion and discover a problem

  18. Warning signals-behaviour/physical • 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

  19. Warning signals-academic problems • 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

  20. What to do: student exhibiting warning signals • 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

  21. Is the situation safe? • For you • For the student • For others • If it’s not safe, what do you do?

  22. Things you need to know about • 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

  23. What to do: Student is able to focus on academic issue • 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

  24. What to do: student is unable to focus on academic issue • 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

  25. Advising challenges • What should you do when you can’t understand a student’s speech? • How do you manage your fear of student’s unpredictable behavior? • How do you effectively encourage student to get help? • How much do we advocate for students vs. encouraging them to self-advocate? • What do you do when you recognize that there is a problem, but student isn’t disclosing? • How would you help a student unable to cope when there is no emergency protocol in place? • How do you determine how much to ask/how deeply to probe? • How do you determine if reassurance is enough, or more help is needed? • How can you effectively help during a 15 minute appointment? • In what sorts of situations would it be necessary and/or appropriate to share confidential information with others?

  26. Advising challenges-your task • 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

  27. Training and education • 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

  28. Revisiting our objectives • Understand why we as advisors should be aware of mental health issues • Identify our awareness levels and opinions about mental health issues • Identify advisor responsibilities and limitations • Discuss advising strategies

  29. Wrap-up • 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!

  30. Contact info • Patty Shaw • Academic Advisor • Student Academic Success Services • Dalhousie University • Halifax, Nova Scotia, Canada • patty.shaw@dal.ca • 902-494-8014 phone • 902-494-6797 fax

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