What’s Important to Know About Mental Health (Self-Harm) Karl Holt, Clinical Coordinator, Hazen...
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![Page 1: What’s Important to Know About Mental Health (Self-Harm) Karl Holt, Clinical Coordinator, Hazen Center for Integrated Care, Counseling Center Karen Logsdon,](https://reader036.fdocuments.net/reader036/viewer/2022062422/56649e695503460f94b65bc8/html5/thumbnails/1.jpg)
What’s Important to Know About Mental Health
(Self-Harm)
Karl Holt, Clinical Coordinator, Hazen Center for Integrated Care, Counseling Center
Karen Logsdon, PhD, Student Behavioral Consultant Team
CELT Presentation September 21, 2012Division of Enrollment Management
and Student Affairs (EMSA)
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Mental Health OverviewSelf-HarmGeneral Warning Signs & Red Flags
SBCT OverviewWhen & how to refer a student
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Counseling Center◦Staffing
• Psychiatric Nurse Practitioner• Licensed Mental Health Counselors
◦Services & Outreach Mental health screenings Encourage help seeking behaviors Trainings for residential life staff
◦Crisis intervention
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Why more mental health concerns?◦ Improved diagnosis and assessment ◦ Earlier intervention◦ Decreased stigma toward mental illness◦ More students attending college with range of disabilities◦ Pressures: financial, academic and social
College trends:◦ National 2011 ACHA survey :
half of respondents reported “overwhelming anxiety” past year approx. one-third reported “felt so depressed – difficult to
function, during past year 6.4% seriously considered suicide 5.2% reported intentional self-harm within past year
◦ Onset of major psychiatric disorders early adulthood and 20% of US population “experiences a diagnosable psychiatric disability each year”
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Anxiety
Depression
ADHD
Post Traumatic Stress Disorder (veteran students)
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Substance abuse◦ Synthetic marijuana, bath salts
Mood Disorders
Eating Disorders
Schizoaffective Disorder
Schizophrenia
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Deliberate self-harm can take many forms: cutting, burning, punching of the body, picking at skin, etc.
Person may be experiencing sense of guilt, depression, self-hatred, and/or low self-esteem.
Self-harm can be a way to take control over one’s life. But can also become a habit that is difficult to break.
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Disruptive Students◦Students whose
behavior makes teaching and learning difficult for others in the class
Distressed Students◦Students who are
experiencing emotional and/or psychological problems that are interfering with their ability to learn
Source: Oregon State University 8
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Being late, reading the paper, sleeping
Physical violence
Making noise, repeatedly interrupting
Personal insults, harassment
Passing notes, answering cell phone, text messaging
Takes many forms, varying in severity
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YouTube clip: http://www.youtube.com/watch?v=QuLaQoQP9oo
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Students with more serious personal problems may exhibit the following “warning signs.”
Acting out: Expressing disproportionate anger or humor in situations not warranting it.
Anger problems: difficulty controlling anger, aggressive behavior, impulsivity and making threats. Particularly anger that is expressed intensely and frequently for seemingly minor reasons.
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Social Withdrawal: isolated, a loner, does not seem to fit in, and prefers own company to the company of others. Feelings may stem from depression, rejection, unworthiness, and lack of confidence.
Inappropriate affect: enjoying cruel behavior and/or being able to view cruelty without being disturbed.
Stalking: follows, harasses, repeatedly attempts to contact regardless of the victim’s expressed annoyance and demands to stop behavior.
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Membership representation at weekly meetings: Academic Affairs: Eileen Daniel Student Conduct Office/Residential Life &
Learning Communities: Anna Barone, Michele Reed
University Police: Bob Kehoe and Ed Giblin Health & Counseling Center: Libby Caruso,
Darlene Schmitt Office of the Vice President EMSA: Karen Logsdon
Additional “college officials” based on student case
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Guidance/constraints for SBCT procedure and action include:◦New York State laws◦SUNY Policies◦College policies on Disruptive Students ◦Code of Student Social Conduct◦FERPA & HIPPA constraints on release
of information◦ADA (Americans with Disabilities Act)
Due to complexity of the laws and policies, SBCT may ask for legal advice in handling specific situations.
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When?◦ Your efforts to deal with a significant classroom
behavioral issue has not resolved the problem◦ You are concerned about a student’s welfare and
the welfare of yourself and other students◦ A student asks for help in dealing with personal
issues that is out of your realm of expertise How?
◦ Webpage: www.brockport.edu/sbct Submit Referral Form
◦ Call SBCT chair at x2137or other member of team
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Identify & define the problem Investigate and obtain relevant
information Develop a plan of action Implement the plan / Evaluate the results Modify plan as needed Inform appropriate persons of the
outcome Continue to monitor student as needed
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Student Rights
and Privacy Campus Safety and Security
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Emergencies and crisis situations are all different.
Do some thinking about your classroom & office environment and what you would do in a crisis situation.
UP emergency no. 395-2222. Do not hesitate to ask for help --if you
suspect a crisis situation is developing. NY ALERT
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SBCT Web page at www.brockport.edu/sbct
SBCT Faculty/staff report form SBCT contact information SBCT brochure Campus Safety Resource list
Thank-you for your time!
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