Crimson C.O.R.P.S. Engendering A Culture Of Care Through A Peer Support Program

1. Crimson C.O.R.P.S. Engendering A Culture Of Care Through A Peer Support Program Crimson CORPS Coordinators: Bridget Scott Hagood, Psy.D. Stacey Kim, MSW First Year Experience Conference 2012

2. Mental Health Issues & Today’s Student

3. Trends across the country • Increasing numbers of students entering college with severe psychological problems. • College freshman are reporting lowest levels of emotional health.* • 19% of students diagnosed or treated for a mental health condition within the past 12 mos.** • 34% prescribed psychiatric mediation at some time in their life*** • * The American Freshman: National Norms Fall 2010 (“Astin Survey”) • **ACHA/NCHA II, (American College Health Association/National College Health Assessment) Spring 2010 • *** CSCMH (Center for the Study of Collegiate Mental Health, 2009

4. Within the last 12 months, in class of 100 students… • 31 felt so depressed it was “difficult to function” • 1 experienced a sexual assault • 21 used prescription pain killers, sedatives, or stimulants not prescribed to them • 1 was diagnosed with substance abuse or addiction • 6 seriously considered suicide • 1 attempted suicide one or more times • From ACHA/NCHA II, Spring 2010

5. 5% of students prematurely end education due to mental health condition • Mental health problems have negative impact on academic performance, retention and graduation rates • Depression has the most influence in regard to students dropping out* * Pleskac, Keeny, Scmitt & Merritt, Michigan State University, 2011

6. Why Peer Support?

7. Why Peer Support? • Students turn to students first • Students are first responders • Bystander effect • Skill building leads to intervention • Students WANT to help each other (Sharkin, Plageman & Mangold, 2003; Newton & Ender, 2010; IU Step Up! Survey, 2011; spillnow.com; Daniels & Ivey, 2007)

8. Crimson C.O.R.P.S. Caring, Open-Minded, Respectful, Peer Support

9. Mission: To promote a culture of compassion and action at IU, and to bring awareness to issues of emotional well-being within the student community. Members of the CORPS accomplish this mission through: • Peer-to-peer support • Advocacy • Outreach activities

10. Promoting a Culture of Compassion on multiple levels

11. Member Selection • Sought 40 undergraduate students who offered different perspectives but who shared a commitment to the mission. • We received 200 applications. • The top 80 applicants were invited to a call-out and participated in brief interviews.

12. Expectations • Crimson CORPS Members Agree to: • Volunteer for at least two semesters • Self-identify as a member of the CORPS and willingly reach out to students in distress • Participate in no fewer than 2 outreach efforts organized by CAPS • Be an active member of a CORPS committee • Attend half day training once per semester and 90-minute monthly trainings

13. Training Monthly Training Agenda • Psycho-education on mental health topics • Processing peer-to-peer experiences • Committee Work • Guest presentations on high profile topics (i.e. sexual assault, eating disorders, suicide prevention) Half-Day Intensive Curriculum • Ethics of Peer Support • Trends in College Student Mental Health • Basic Attending and Empathy Skills • Multicultural Considerations • Resources and Referring Weekly Consultations • Access to CAPS Director on weekly basis for support/consultation

14. Organization

15. Crimson CORPS in Action Outreach • Celebrate Your Body Day • IUSA Culture of Care Week • Lick the Blues • De-stress Fest • Sex, Drugs, & Rock ‘n Roll Social Media • Facebook and Twitter message campaign to promote awareness and facilitate outreach Liaison • Promoting awareness about Crimson CORPS; connecting with other organizations on campus

16. Goals & Outcomes Impact on the University Community • Increased awareness of mental health issues facing college students • Decreased stigma associated with mental health • Increased access to mental health services Impact on Crimson CORPS Members • Increased confidence /willingness to intervene with students in distress • Increased skill in recognizing signs of distress and making appropriate referrals for services • Increased sense of compassion, tolerance and appreciation of themselves and others 

17. Research Assessing • Self-efficacy in initiating contact • Recognizing signs of distress • Identifying need to consult with leaders • Referring for CAPS services Timing • Pre-training • Post-training • 4 months post-training

18. From C.O.R.P.S. Members: • “I listen more, and care more about other people which has even improved my relationship with my boyfriend and friends. I feel more able to help people and make their live easier now.” • “a) improved my personality; b) increased my knowledge of resources on mental health and physical health; c) helped me feel more open about my feelings; d) stigma about counseling = gone!; e) increased ability to help others with their issues as well as my own” • “It has made me feel more responsible for the well-being of fellow students – not as a burden, but as an opportunity. I feel empowered and am happy that I can have a positive impact on others.” • “Wow. I have learned so much …I am much more confident that I can handle a situation that involves a person in distress. I know exactly what to do in terms of referring them to whom and more clear about what the IU health center can do for them. I’m very happy to be a part of Crimson CORPS.”

19. References • Sharkin, N. D., Plageman, P.M. & Mangold, S.L. (2003). College student response to peers in distress: An exploratory study. Journal of College Student Development 44(5) 691-698. • Newton, F.B. & Ender, S.C. (2010) Students Helping Students: A Guide for Peer Educators on College Campuses (2nd ed). San Francisco: Jossey-Bass. • Daniels, T. & Ivey, A. (2007). Microcounseling: Making Skills Training Work in a Multicultural World. Springfield, IL: Charles C. Thomas.