An Introduction: The Student Review & Consultation Committee

1. Part One An Introduction:The Student Review & Consultation Committee Office of the Dean of Students Division of Student Affairs

2. 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

3. 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

4. Operational Principles:Three fundamental principles guide the SRCC • Ohio University is committed to respect the rights, privacy and individual needs of every student. • 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. • At the same time, the University vigorously strives to protect the safety and well-being of the community.

5. SRCC Process How to Express a Concern to the SRCC

6. 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).

7. 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).

8. 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.

9. 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

10. Administrative Issues • Budget • Marketing • H.R. • Nature of the interface: what type of position is needed for triage and case management?

11. What types of concerns merit contacting the SRCC?

12. Part Two Recognizing and Assisting the Emotionally Troubled, Disturbed or Disruptive Student Overview of National Trends in Mental Health & Higher Education

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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)

19. CPS student appointments over time

20. Emergency Visits/Year in CPS

21. Common Student Issues • Depression / Anxiety & Suicide • Substance Use • Dealing with Anger • Adjustment to campus life • Academic stress, major/career issues • Relationship stress • Family stress

22. 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: 593-1616 http://www.ohio.edu/counseling/ After Hours: OUPD – 593-1911

23. Part Three Recognizing and Assisting the Emotionally Troubled or Disruptive Student Guidelines for Faculty and Staff Division of Student Affairs

24. Overview • Faculty/Staff as helpers • Common Student Issues- Warning Signs • Handling Disruptive Behavior • Crisis Levels • Referrals

25. 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

26. Common Student Issues • Depression/ Suicide • Substance Use • Relationships • Dealing with Anger • Boundary Issues

27. 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/

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. Level 2 • New or consistent behavior that is disruptive to others • Significant emotional distress • Repeated requests for special consideration • Unusual or exaggerated emotional response

35. Level 3 • Highly disruptive behavior, i.e. hostile, aggressive, violent • Inability to communicate clearly • Overtly suicidal thoughts • Homicidal threats

36. Referrals • Counseling and Psychological Services 593-1616 http://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

37. Referrals (cont’d) • Ohio University Police Department 9-1-1 emergencies 593--1911 non emergencies http://www.ohio.edu/emergency/Involuntary

38. Clinical Issues & Interactions with Non-Mental Health Professional

39. 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)

40. Our experience • 15 cases anticipated in year one • 82 cases in year one (soft launch) • 64 cases, fall quarter of public launch

41. 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

42. Fine Tuning the committee • Added members • Scope of operation • Willingness to serve as a conduit to faculty, staff, students, community members and parents