Code #: 311

Presenter: Patty Shaw

Institution: Dalhousie University

Presentation Title:Helping Students with Mental Illness Develop Academic Success Strategies

Patty ShawAcademic Advisor

Dalhousie UniversityHalifax, Nova Scotia, Canada

Interact with students who are exhibiting signs of mental distress

Work with students who are in school while coping with mental health challenges

In Halifax, Nova Scotia, Canada

Public institution founded in 1818

Undergraduate through post-doctoral

11 faculties, enrollment approx 16,700

Shared-Split advising model

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

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

1. Understand why we as advisors should be aware of mental health issues

2. Identify our awareness levels and opinions about mental health issues

3. Identify advisor responsibilities and limitations

4. Discuss advising strategies

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

1. Schizophrenia is one of the most common mental disorders.

2. It is important that people with mental health problems receive support and help from family members.

3. Mental disorders are in general less disabling than physical disorders.

4. It is not a good idea to ask someone if they are feeling suicidal in case you put the idea into their head.

5. Feeling tired all the time is a common symptom of depression.

adapted from Mental Health First Aid Canada 2007

“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

Suicide Can be thought about (ideation), attempted or committed by

those with mental disorder

Learning Disabilities

ADHD

“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

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

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

Student discloses to you

3rd party disclosure- friend, professor, parent

Student exhibits signs; you initiate discussion and discover a problem

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

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

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

For you For the student For others

If it’s not safe, what do you do?

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

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

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

1. What should you do when you can’t understand a student’s speech?2. How do you manage your fear of student’s unpredictable behavior?3. How do you effectively encourage student to get help?4. How much do we advocate for students vs. encouraging them to

self-advocate?5. What do you do when you recognize that there is a problem, but

student isn’t disclosing?6. How would you help a student unable to cope when there is no

emergency protocol in place?7. How do you determine how much to ask/how deeply to probe?8. How do you determine if reassurance is enough, or more help is

needed? 9. How can you effectively help during a 15 minute appointment?10. In what sorts of situations would it be necessary and/or appropriate

to share confidential information with others?

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

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

1. Understand why we as advisors should be aware of mental health issues

2. Identify our awareness levels and opinions about mental health issues

3. Identify advisor responsibilities and limitations

4. Discuss advising strategies

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!

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