8th Annual Student Success Conference A Coordinated Culture

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://www.va.gov/womenvet/statistics.asp http://www.samhsa.gov/data/NSDUH/2k10NSDUH/2k10Results.htm#3.1.6 http://www.americasheroesatwork.gov/forEmployers/factsheets/ dispellMyth/ http://onlinecounsellingcollege.blogspot.com/2012/04/common-mythsabout-mental-illness.html

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

Recently Viewed Presentations

  • Racial identity - irp-cdn.multiscreensite.com

    Racial identity - irp-cdn.multiscreensite.com

    The stages of white Racial identity model. Helm's model gave 6 stages of white racial identity model. stage 1 Contact: Unaware of racism in regards to themselves. Curiosity/fear of people is based on stereotypes which has been internalised by peers,...
  • Algerian War of Independence

    Algerian War of Independence

    BELLWORK: 10/29. Our first case study of 20th century warfare is guerrilla war & the Algerian War of Independence. As an introduction to guerrilla war tactics/strategies, read pgs. 18-19 and answer the following:
  • De-escalation Techniques Strategies for preventing the escalation of

    De-escalation Techniques Strategies for preventing the escalation of

    If this chain were interrupted at an early stage, there would be nothing to prompt the more serious behavior occurring at the end of the chain. If the preceding behavior is not present, or interrupted, then the next behavior will...
  • Pronoun Agreement - SkiadasWeebly.com

    Pronoun Agreement - SkiadasWeebly.com

    This presentation is brought to you by Grammar Bytes!, ©2015 by Robin L. Simmons. Pronoun Agreement. Everyone should know their pronouns? Or. his or her . pronouns? This presentation covers maintaining agreement between a pronoun and its antecedent.
  • U.S. Rural vs. Non-Rural HIV Care Continuum Differences:

    U.S. Rural vs. Non-Rural HIV Care Continuum Differences:

    AETC Rural Health Committee Definition of "Rural" Rural is a geographic area that is populated with less than 50,000 people (or non-metropolitan for designated areas with less than 500,000 people) with one or more of the following geographical barriers:. Travel...
  • Historical Space Weather Forecasts and Synoptic Drawings Now ...

    Historical Space Weather Forecasts and Synoptic Drawings Now ...

    Synoptic. means "view together". The purpose of the synoptic drawing is to view everything at a common point - time. SWPC's synoptic analysis can be compared to the NWS terrestrial weather map which shows the positions of high and low...
  • TRAINING MODULE - the Island University

    TRAINING MODULE - the Island University

    Austin, TX: ESC Region IV in collaboration with Texas Education Agency. Chamot, Anna Uhl and J. Michael O'Malley. The Calla Handbook Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley Publishing Company. 1994. Echavarria, Jana, et al. Making Content...
  • Module 2: Chemical and Physical Characteristics of Ethanol

    Module 2: Chemical and Physical Characteristics of Ethanol

    The higher the content of ethanol, the less visible the black smoke content and orange flame production there will be. It is highly recommended to use a thermal imaging camera to identify whether a flame is truly present or not....