8th Annual Student Success Conference A Coordinated Culture
8th Annual Student Success Conference A Coordinated Culture of Care for Student Success Dr. Brett Carter Associate Vice Chancellor and Dean of Students UNC Greensboro Lear n in g O b je ctive s Participants will be able to identify specific steps to creating a culture of care for
students. Participants will be able to identify areas of collaboration across institutional boundaries to improve coordination of services for students of concern. Participants will have the knowledge and tools to lead and motivate others to adopt a culture of care. Dr. Jen Day Shaw Associate Vice President/ Dean of Students
University of Florida iew Ove rv I. II. III. IV. About us Todays Student Mental Health UNCG Cares Initiatives Establishing the UNCG Cares Program V. Faculty/Staff Guidelines VI. General Assessment Data
VII.Case Management VIII. New Initiatives IX. Successes / Challenges X. Trends XI. Wrap up / Questions Public, coed, doctoral-granting, one of 17 constituent institutions within the University of North Carolina system 19,393 (36% male, 64% female) students with almost 16,000 undergraduates
5300 students live on campus in 30 residence halls UNCG is located one mile from downtown Greensboro, a city of 277,000 About us Todays Student Mental Health Students exhibit symptoms of mental
illness long before they arrive on college campuses (between the ages of 11-24) Abuse and neglect Untreated mental health and/or substance abuse problems Trauma or disruption at home (e.g. divorce, death of parent) Low self-esteem and/or confidence Family history of depression
UNCG Cares Initiatives UNCG Cares (UNCG Still Cares) UNCG Cares: Critical Responders Training UNCG Cares: Students Helping Students Crisis Management Protocol Starfish Statement of Problem: The University has experienced a dramatic increase of students in distress. With the Universitys emphasis on retention and a need for all faculty and staff to take
responsibility for assisting students to be successful, community members were willing but needed training on how to best help the students. UNCG Mental Health Case/Care Management 20152016 20142015 20132014 20122013 20112012 20102011
CM Care Management 65 2655 76 2410 110 2137 89
2350 88 2332 98 1157 Methodology used to implement the program:
Dean of Students Office initiated idea Met with Enrollment Services and other partners to gain buy-in and support Met with campus and community referral sources to insure continuity of caring service, understanding of program, expectations for follow-up Created and implemented training program Created and implemented assessment process
Publicized the program widely UNCG Cares Creating a culture of caring by: establishing a network of individuals and offices that focus on supporting students with a centralized hub of trouble to address issues of information silos. reaching students in distress at and early stage so that crisis situations and/or dangerous situations are minimized before they become critical. getting students from hospitalization to graduation. UNCG Cares University wide professional development program for faculty/staff
During the training, participants learn active listening skills, how to recognize signs of distress, how to proactively reach out to students, the variety of issues that students face, effective referrals, and the resources available on campus. Faculty/staff feel able to assist students with issues of concern. Faculty & Staff Guidelines for Dealing with the Distressed Student
Most chronic distress cannot be completely resolved in a one-time interaction It is okay if they are still distressed Empower the student, but do not do it for them Do not get on the students emotional roller coaster Set, maintain, and inform students of your boundaries around your time
(including email and phone) Taking care of yourself is the most powerful way to begin to take care of others. Bryant McGill, Simple Reminders The UNCG Cares Commitment I agree and commit to the ideas and philosophy of the UNCG Cares initiative. I agree to represent the university to the best of my abilities with professionalism and a caring attitude. I agree to make it a professional priority to
participate in learning development opportunities offered or recommended that may assist in my skills development. I agree to contact appropriate university resources for issues or concerns that are outside my training, skill level, and/or expertise. I agree to support and encourage my fellow UNCG Cares team members. By accepting and displaying the UNCG Cares logo, I will create an environment and act in a manner that promotes student success. Participants who completed the UNCG Cares training Trained close to 1200 faculty & staff 95% were able to identify signs of distress
98% reported a higher level of confidence about assisting a student in distress 97% reported an increase in knowledge of campus resources Asse ssme nt Case Managemen t Entering case management through the crisis management process:
A student presents in crisis to CC, their individual therapist, DOS, faculty or other staff Emergency mental health assessment Hospitalization Safety or welfare check What types of incidents will the case manager handle?
Suicide attempts Suicidal ideation Psychotic breaks and other serious mental health concerns Drug and alcohol dependency Eating disorders Title IX cases Threat assessments New Initiatives
Communit y Provider Luncheon Biannual Event Therapists Area treatment facilities Intensive outpatient & inpatient Agencies Law enforcement Hospital discharge planners CARE Groups All students who have gone
through the crisis management process Meets weekly for 6 weeks (two 6 week groups per semester) Psychoeducational Opportunity to connect with all CM students regularly and complete risk assessment
They become a support network for each other Successes Defined process for managing high risk students Provide 1:1 social and academic support Established collaboration between the Counseling Center, the Dean of Students
Office, campus partners and community agencies Ability to have two campus case managers Support from parents and families Create a Culture of Care Non-compliance with counseling CC offers a short-term counseling Challenges model; leads to off-campus referrals Complaints from students (transportation & cost) Retrieving forms from community therapists Pushback from students about
involving parents and families Termination of case management tracking Trends Need for more Counselors Robust Electronic Case Management Systems Stronger Information Sharing Between
Institutions Predictive Modeling in HE Student Resilience Survey Intervention at the High School Level Student Self-disclosure Substance Abuse Recovery Programs Mobile Crisis Agencies Administrative Withdrawal
References American College Health Association. American College Health AssociationNational College Health Assessment II: Reference Group Executive Summary Fall 2009. Linthicum, MD: American College Health Association; 2009. Kaplan, M.S., Huguet, N., McFarland, B., & Newsom, J.T. (2007). Suicide among male veterans: A perspective population-based study. Journal of Epidemiol Community Health, 61(7), 619-624. http://www.womenshealth.va.gov/facts.asp
http://promoteacceptance.samhsa.gov/publications/myths_facts.aspx http://www.css.edu/Administration/Health-and-Well-Being/Eating-Issues/ Myths-and-Facts.html http://www.focusonsolutions.co.uk/links.html s d r a Aw ved i e
c e R NASPA Excellence Awards Gold Winner Cited as the best practice in North Carolina University System Task Force Report on Campus Safety
Cited as best practice in State of North Carolina Attorney General Report on Campus Safety Cited as best practice at North Carolina Safety Symposium
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