An Introduction:The Student Review &

Consultation CommitteeOffice of the Dean of Students

Division of Student Affairs

Part One

Concept

One conduit through which to funnel concerns about students (Office of the Dean of Students)

Anyone could express a concern in the spirit of community

Would intentionally cast a “wide net”

Would involve representatives from all major campus resources

Key idea: collaborative consultation/joint recommendations

SRCC makes recommendations to:

Ryan Lombardi, Dean of StudentsCommittee Members:

Associate Deans/Office of the Dean of Students

University Judiciaries

OUPD

APD

Legal Affairs

Residence Life

Counseling and Psychological Services

Disability Services

Assistant Dean/University College

Operational Principles:Three fundamental principles guide

the SRCC

1. Ohio University is committed to respect the rights, privacy and individual needs of every student.

2. Every effort is made to help students with mental, emotional or physical challenges to succeed at Ohio University and to have a rewarding and productive experience here, academically and personally.

3. At the same time, the University vigorously strives to protect the safety and well-being of the community.

SRCC ProcessHow to Express a Concern to

the SRCC

Referral Process

Begins with a formal or informal expression of concern about a particular student

Informal SRCC inquiries can be made by: Phone (740-593-1800) FAX (740-597-3301) Email (deanstu@ohio.edu).

Formal Referral

Go online to www.ohio.edu/deanofstudents/

Click on the “Express a concern to the SRCC” link

Fill out simple form Will automatically email OR: You can print it out and send via campus mail to 345 Baker Center

NOTE: this form and any information related to an expression of concern is part of the student’s secure educational record and are not disclosed outside the requirements of federal privacy laws (FERPA).

SRCC ProcessWhen a concern is

expressed… The Dean of Students (or the Dean’s designee) can choose

to meet with the student immediately, or the referral may first be reviewed by the SRCC which in turn would make recommendations to the Dean of Students

The Dean of Students (or the Dean’s designee) then meets with a referred student. An appropriate referral for services or further evaluation may be made at this point, or after the results of this fact-finding are shared with the SRCC

Depending on the circumstancesupon others to help in its deliberations, including faculty, staff , outside experts, family, friends and/or fellow students.

What happens?

Following review, recommendations are made May be accepted or not Emphasis is on creative solutions

Mental health

Criminal activity/assault

Violations of Student Code of Conduct

Harrassment

Can also run from potential referral sources back to SRCC

Administrative Issues

Budget

Marketing

H.R.

Nature of the interface: what type of position is needed for triage and case management?

What types of concerns merit contacting the

SRCC?

Recognizing and Assisting the Emotionally Troubled,

Disturbed or Disruptive Student

Overview of National Trends in Mental Health & Higher Education

Part Two

Depression and Suicide on College Campuses

Suicide is the second leading cause of death among college students*

 There are over 1,100 suicides on college campuses each year*

However: college rates are half that of non-college peers

*American Academy of Child and Adolescent Psychiatry

Depression and Suicide on College Campuses, contd.

4 out of 5 young adults who attempt suicide show clear warning signs in advance

18 to 24 year olds think about suicide more often than any other age groups

the National College Health Risk Behavior Study found that 11.4% of college students seriously consider attempting suicide each year

more young adults die from suicide than from AIDS, cancer, heart disease, pneumonia, birth defects, influenza and chronic lung disease combined

Depression and Suicide on College Campuses, contd.

10% of college students have been diagnosed with depression

90 % of young adults who commit suicide have at least one diagnosable psychiatric illness at the time of death, most often depression and/or substance abuse

only 15% of suicide victims were in treatment at the time of their death

Depression & Suicide

According to American College Health Association (2006):

Survey of 95,000 students in 117 campuses

16% of students severely depressed (unable to function)

9 seriously considered suicide

One in every 100 had attempted suicide in the previous year

Violence on Campus (Chronicle of Higher Education, 2007)

Northern Illinois University 2008, 5 killed

Virginia Tech 2007, 33 people are killed

Case Western Reserve University 2003, one person killed and 2 wounded

Since 1966, there have been 88 shooting deaths at various U.S. universities and college campuses

Incidents are rare, but each occurrence has a wide ranging impact

Risk Factors for SuicideMore than 90 percent of people who die by

suicide have these risk factors.

Depression and other mental disorders, or a substance-abuse disorder (often in combination with other mental disorders).

stressful life events, in combination with other risk factors, such as depression.

prior suicide attempt

family history of mental disorder or substance abuse

family history of suicide

family violence, including physical or sexual abuse

firearms in the home,3 the method used in more than half of suicides

incarceration

exposure to the suicidal behavior of others, such as family members, peers, or media figures.

(NIMH: http://www.nimh.nih.gov/health/publications/suicide-in-the-us-statistics-and-prevention.shtml#factors)

CPS student appointments over time

Emergency Visits/Year in CPS

Common Student Issues

Depression / Anxiety & Suicide

Substance Use

Dealing with Anger

Adjustment to campus life

Academic stress, major/career issues

Relationship stress

Family stress

CPSHudson Health Center, 3rd Floor

Can call to consult on a situation

No cost to students

Walk in services available daily (10am to 1:30pm)

Confidential services

Phone:593-1616http://www.ohio.edu/counseling/

After Hours: OUPD – 593-1911

Recognizing and Assisting the Emotionally Troubled

or Disruptive Student

Guidelines for Faculty and Staff

Division of Student Affairs

Part Three

Overview

Faculty/Staff as helpers

Common Student Issues- Warning Signs

Handling Disruptive Behavior

Crisis Levels

Referrals

Faculty & Staff as Helping Resources

Forming relationships with students has multiple effects Students will turn to you for help Students will share personal emotions, struggles,

situations Puts you in a place to assist the student

Common Student Issues

Depression/ Suicide

Substance Use

Relationships

Dealing with Anger

Boundary Issues

Depression/ Suicide

Signs: slow speech, crying, decrease interest & motivation, low energy

What to do: Take the issue seriously Listen Express your concerns directly Make the appropriate referral

Suicide Resources: www.hcs.ohiou.edu/faculty/janson_g/suicideresources.html/

Substance Use

Signs: falling asleep in class, mood swings, inappropriate clothing, deterioration of appearance

What to do: Express your care and concern directly Be well informed about alcohol and other drugs Avoid being judgmental Make the appropriate referral

Angry & Upset Students

What to do: Respect personal space Find a quiet area to speak in private Keep your voice soft and slower than normal Seek clarification of the problem Try to see the problem from the student’s

perspective Be mindful of your sense of safety

Boundary Issues

Suggestions for maintaining appropriate boundaries: Communicate respect for students and self Consider your role(s) with the student Bear in mind how cultural backgrounds impact

relationships Note what draws and distances you from students Consult with colleagues about concerns

Handling Disruptive Students

Set boundaries during initial interactions

Avoid confrontation in public arenas

Address inappropriate behavior immediately

If you feel unsafe or uncomfortable with the student: Involve university police Do not meet with the student alone

Document, Document, Document

Levels of Distress

Recognizing the level will determine your next step

Same situation may cause a different level of distress for different students

Levels 1-3

Level 1

Not disruptive to others, but indicates help is needed

Major change in academic work, attendance, or appearance

Change in style of interaction Avoidant vs excessive

Depressed or anxious mood

Level 2

New or consistent behavior that is disruptive to others

Significant emotional distress

Repeated requests for special consideration

Unusual or exaggerated emotional response

Level 3

Highly disruptive behavior, i.e. hostile, aggressive, violent

Inability to communicate clearly

Overtly suicidal thoughts

Homicidal threats

Referrals

Counseling and Psychological Services593-1616http://www.ohio.edu/counseling/index.cfm

• Can call to consult on a situation• No cost to students• Walk in services available daily (10am to 1:30pm)• Confidential services

Referrals (cont’d)

Ohio University Police Department

9-1-1 emergencies

593--1911 non emergencies

http://www.ohio.edu/emergency/Involuntary

Clinical Issues & Interactions with Non-

Mental Health Professional

Top Ten DisordersYou Should Know About

Bipolar Disorder

Schizophrenia

Depression/suicide

Anxiety (including traumatic stress and stress reactions due to sexual assault, interpersonal violence and relationship issues)

Personality/Character Disorders

Substance Abuse/Chemical Dependency

Culturally Based Disorders and Issues

Sleep Disorders

Eating Disorders

Learning Disorders (e.g. ADHD)

Our experience

15 cases anticipated in year one

82 cases in year one (soft launch)

64 cases, fall quarter of public launch

Lessons Learned

What was happening before SRCC?

Triage Role

Case Management

Importance of getting releases from referred students

Importance of respect for diversity, cultural competence and sensitivity to issues of concern to international students (on the ground realities

Communication with direct victims and others who might be concerned

Fine Tuning the committee

Added members

Scope of operation

Willingness to serve as a conduit to faculty, staff, students, community members and parents