JUNE 3 , 2015
ADVANCING WELLNESS – TOOLS FOR SUPPORTING
MENTAL HEALTH
TECHNICAL DETAILS
• Call-in number is (646) 307-1706 and access code is 379-249-376
• To submit questions, click on the “Questions” panel, type your question, and click “Send”
• Presentation materials will be posted at www.cacollegepathways.org
379-249-376
(646) 307-1706
ANNOUNCEMENTS
SB 1023 funding included in Governor’s budget!!
Chafee workgroup – today at 11:00 a.m.
Next CCP webinar – August 5, 10:00
Blueprint conference – October 26/27 – Los Angeles
TODAY’S PANEL
Theresa Reed, Mental Health First Aid Trainer and Pasadena City College
Sonia Aldape, Former UC Berkeley student
Colleen Ammerman, Foundation for California Community Colleges
Jennifer Ajinga, Delta College
How Mental Health Affects Student Success
Stress and risk factors as leading causes of depression
and anxiety• Being independent and away from home, friends
and other supports, perhaps for the first time
• Time management difficulties in balancing academic, social and other obligations (e.g., employment/family)
• The need to develop effective study skills, particularly for students returning to college after an absence from an academic environment and students with learning disabilities and ADHD.
• Financial stressors for all students
• Responding to expectations of self and others
• Like email
20; 12%
12; 7%
36; 21%
6; 4%
56; 33%
3; 2%
2; 1%10; 6%
6; 4%
17; 10%
Time Management – typical schedule for a F/T student balancing school and per-
sonal life for one week
work P/T class time study time sportssleep commute clubs friendsspiritual eating
Stress is good for you. It keeps you alert, motivated and primed to respond to danger. As anyone who has faced a work deadline or competed in a sport knows, stress mobilizes the body to respond, improving performance. Yet too much stress, or chronic stress may lead to major depression in susceptible people.
Stress and DepressionBy Karen Bruno, WebMD Feature
What is Mental Health First Aid?
8-hour training to certify you as a mental health first aider.
Designed to increase literacy and recognize signs and symptoms of certain mental health disorders ultimately to decrease stigma
Provide an action plan to know how to respond in a crisis until professional help arrives
Teaches what not to do to avoid escalating a potentially volatile situation
Mental Health Opinions Quiztest your knowledge
Answers to Mental Health Opinions Quiz
Why Mental Health First Aid® for Higher Education?
40% of young adults aged 18-24 are enrolled in 2- or 4-year educational institutions
75% of mental disorders develop before age 25 Early identification and treatment can lessen the
impact of the mental illness Only 18.5% of college students aged 18-24
receive services for any mental health disorder
Type of Mental Disorder % Adults
Anxiety disorder 19.1 .
Major depressive disorder 6.8 .
Substance use disorder 8.0 .
Bipolar disorder 2.8 .
Eating disorders 2.1 .
Schizophrenia 0.45 .
Any mental disorder 19.6 .
U.S. Adults with a Mental Disorder in Any One Year
Data is for all student population – numbers for foster youth are likely higher
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
45%
57%
50%
30%
7%
1%6%
American College Health Association - National College Health Assessment
Cultural Awareness
Awareness of cultural factors is growing, especially related to: Race Ethnicity Sexual orientation International differences Gender identity
One’s background may impact how symptoms are perceived as well as help-seeking behaviors
Stress and Depression
Stress is a leading factor in depression
Depression is a leading cause of suicide
Annually 1100 community college students complete suicide nationally
According to CalYOUTH survey of 17-year old foster youth about suicide:
40.9% have considered it
23.5% had attempted it
Warning signswhen in doubt, ask questions
Depression:Fatigue, unexplained aches and pains, loss of motivation, tendency to believe others see one in a negative light
Anxiety/panic attacks:distress in social situations, dizziness, headache, sweating, tingling, rapid heartbeat, unrealistic or excessive fear and worry
Suicide:Talking or writing about death, dying, or suicide,
Having a dramatic change in mood
Mental Health First Aid
• A• L• G• E• E
• Assess for risk of suicide or harm• Listen nonjudgmentally• Give reassurance and information• Encourage appropriate professional help• Encourage self-help and other support
strategies
13
The Action Plan
Mental Health First Aid
• Assess for risk of suicide or harm
Getting comfortable asking the question
“Are you thinking about killing yourself?”
13
The Action Plan
Mental Health First Aid
• Listen nonjudgmentally
• Empathize with how the person is feeling about his or her beliefs and experiences
• Sitting next to the person rather than directly opposite
• Try not to take delusional comments personally
13
The Action Plan
Mental Health First Aid
• Give reassurance and information
• Do not blame the person for his or her symptoms
• Give the person hope for recovery
13
The Action Plan
Mental Health First Aid
Do not adopt an overinvolved or overprotective attitude
• Encourage appropriate professional help
Therapists, Psychological services or doctor
• Encourage self-help and other support strategies
Family, friends, faith, and other social networks13
The Action Plan
• If you're just recovering from depression, you may still feel pretty exhausted.
• Exercise is important for both your physical and mental health.
• Many studies show that physical activity can help with recovery from depression.
• Three sessions of aerobic activity each week -- worked about as well as medication in reducing the symptoms of depression...
Benefits of Exercise in Recovery from Depression
ADDITIONAL RESOURCE
KOGNITO Interactive online simulation for students and/or
faculty to recognize signs of distress Simulation walks you through conversation
scenarios KOGNITO.COM/CCC
SONIA’S BACKGROUND
Foster care experience
Bio family experience
Exposure to mental health
challenges
Professional experience
ISSUES FACED BY FOSTER YOUTH IN COLLEGE
Multiple conflicting identities
Difficulties with relating to college peers
Managing depression, anxiety, stress
Physical health/nutrition
Difficulties maintaining basic necessities - housing
Low socioeconomic status & social capital = Financial stress
The absence of unconditional care
Emphasis on fulfillment - normalization vs. perfection
ISSUES FACED BY FOSTER YOUTH IN COLLEGE
Poor mental health education and stigma
Unhealthy relationships that can be triggering
Poor or unstable sense of self and/or life meaning
Poor or unstable sense of belonging/community
Taking a caregiver role
Challenges navigating family relationships
Feeling “survivor’s guilt”
Difficulties with holidays
SUPPORTING FOSTER YOUTH
• Peer/alumni presentations and peer mentoring
• Host program meetings or workshops
• Practicing wellness
• Relationship building activities
• Educating about mental health issues
• Encourage community involvement
• Encourage empowerment opportunities (i.e. CYC, advocacy, creative expression, etc.)
• Train staff/mentors regarding mental health
SUPPORTING FOSTER YOUTH
• Always being patient and understanding when working with former foster youth!
• Model healthy relationships, health and wellness
• Understand who the supportive people are in their lives and who are the non-supportive people
• Be mindful of cultural influences and pressures
• Be mindful of “survivor's guilt”
SUPPORTING FOSTER YOUTH
• Support youth with navigating family relationships
• Focus on prevention and education before a crisis
• Assertive/direct support in crisis, not tough love
• Encourage and support self care
• Linkages for post graduation
• Alumni groups/support
ABOUT THE CALIFORNIA COMMUNITY COLLEGES STUDENT MENTAL HEALTH
PROGRAM
The California Community Colleges Student Mental Health Program is funded by the voter-approved Mental Health Services Act (Prop. 63). It is one of several Prevention and Early Intervention Initiatives implemented by the California Mental Health Services Authority (CalMHSA), an organization of California counties working to improve mental health outcomes for individuals, families and communities. For more information, visit www.calmhsa.org. | www.cccstudentmentalhealth.org
BACKGROUND
Developed in response from request by ILP providers at community colleges
Created by a team of mental health professionals
Youth participated in focus groups and informed the curriculum
Designed for use by a range of providers (colleges, county mental health, etc.)
Need back end supports available
“HEALTHY TRANSITIONS”… AN OVERVIEW
• Aims to support successful transitions in youth exiting foster care
• Addresses all aspects of health and wellness
• Offers training and peer support
• Wellness as a key set of life skills
• Not treatment but can identify needs and refer
• Youth-driven, interactive format
• 12-hour Basic Curriculum
• 9-hour supplemental Curriculum
• Peer-to-Peer Support Group Manual
• Student Resource Guide
• Coordinator Toolkit
• External Resources
• Basic and Supplemental curricula can be mixed and matched!
Basic
Supplement
PeerResourc
e
Toolkit
All materials can be found, free of charge at: http://www.foundationccc.org/WhatWeDo/HealthyTransitions/tabid/944/Default.aspx
COMPONENTS OF CURRICULUM
BBasicCurriculum
SupplementalCurriculum
Peer-to-PeerSupport Group
(Sessions 1-8, 90 min each)
• Mainly instructor driven
• Broad introduction & survey of topics
• Less intimate/personal > personal sharing > 5 steps to wellness
(Sessions 9-14, 90 min each)
• More student driven, focused on individual and collective empowerment.
• Greater depth more advanced
• Still eases into intimacy but becomes personal more quickly
(Custom length/frequency, typically 1-hr sessions for 8-10 weeks)
• Entirely customized and as youth driven as possible
• Unlimited ability to address in-depth topics, as student interest and time allow
• Process to develop personal connections and sharing, highly customized, but personal sharing likely from the start
S
P
STANDARD CURRICULUM STRUCTURE
“The Tree that is Me”
• Uses a tree as metaphor for each individual’s personal health and growth
• Creative tool to track support system, strengths and accomplishments,
coping strategies and contributions they can make to the world
• Students encouraged to continue filling in their tree throughout the course
• Several activities relate directly back to this centralizing theme
CENTRALIZING FRAMEWORKS
• Icebreakers and interactive exercises
• Activities involving art and creativity in self-exploration
• Physical activities for fun and fitness
• yoga, meditation, and other relaxation/stress management tools
• “Standard exercises”
• Instructions for creating your own “jigsaw puzzle” activities
• Self-assessment tools and games• Role-playing and scenario-based
activities• “Jeopardy”-style games• Take it Home activities
Trainer guide Includes tips and strategies for:• Creating a Safe Space • Facilitating Creative Activities • Encouraging Peer-to-peer Support and a Student-
Driven Course
STANDARD CURRICULUM: TYPES OF ACTIVITIES
BASIC
SESSIONS 1 & 2: Daily Wellness
SESSIONS 3 & 4: Taking Care and Keeping Your Balance
SESSIONS 5 & 6: Healthy Mind, Healthy Heart
SESSIONS 7 & 8: Putting it all Together - Empowering Ourselves and Each Other
SUPPLEMENTAL
Sessions 9 & 10: Daily Wellness and Self-Care
Sessions 11 & 12: Stress and Trauma, Coping and Recovery
Sessions 13 & 14: Empowering Ourselves and the Foster Care Community
THE CURRICULUM
Builds on Basic & Supplemental Curriculum
Youth Work with Peers in Safe & Intimate Setting
Students Share Their Hopes and Fears
Support Each Other/Empowerment
Build Permanent Connections
Fun Learning Environment
BENEFITS OF A PEER-TO-PEER GROUP
I. Selecting a Peer-to-Peer ModelII. Tips for Running Peer-to-Peer GroupsIII. IcebreakersIV. ExercisesV. Standard ExercisesVI. Group Projects
Categories of Peer Groups
SHARING CURRICULUM
PEER-TO-PEER MANUAL
• Manual includes sample exercises, ice-breakers and
group projects
• A Standard Exercise can be used more than once
and it can be a thread that weaves your group
process together
• Good News/Bad News
• Jigsaw Puzzle
• One Big Thing
• Head, Heart and Feet
EXERCISES
Part I: Additional Curricula and Classroom MaterialsA: Comprehensive Curricula on health related topicsB: Other Health and Mental Health-Related Resources and MaterialsC: Self-advocacy materials
Part II: Working Effectively with Youth Facing Mental Health Challenges
A: Best Practices Resources and linksB: Dealing with Difficult Issues with Youth: Effective communication and
InterventionC: Respecting Culture: Foster Care YouthD. Trauma and RecoveryE. Grief and Loss
Part III: Tips for Operating as Part of a Quality Continuum of CareA: Cal-MHSAB: Building a Quality Referral Network and making excellent referralsC: Going further: developing and sustaining high-function service
partnerships
Part IV: Additional ResourcesA: CA dept of education- Foster Youth resource listingsB: Selected listings from Kidsdata.org
COORDINATOR TOOLKIT
Download the curricula:http://www.foundationccc.org/WhatWeDo/HealthyTransitions/tabid/944/Default.aspx
Listen to a webinar:http://cccstudentmentalhealth.org/webinars/webinar_descriptions.php
For more information:Colleen AmmermanFoundation for Community [email protected]
RESOURCES AND ASSISTANCE
HEALTHY TRANSITIONS IN PRACTICE
Jennifer Ajinga
CURRICULUM IMPLEMENTATION
Year one: retreat
Year two: 6-week workshop series
Utilized trainers
Began with basic curriculum
Repeating curriculum and expanding
Plans for second retreat this month
EXPERIENCE WITH CURRICULUM
Flexibility works well with foster youth
Variety of modalities helps youth to get comfortable with each other
Focus is on strategies for wellness – not serious mental illness
“Tree That is Me” resonates regardless of educational ability, disability, etc.
Adaptable in real time
Usable by wide variety of providers
Challenge with serving minors in group homes
QUESTIONS & ANSWERS
Slides and recording available on www.cacollegepathways.org
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