Students Mental Health Needs Beyond High School: How School Mental Health Supports Extend to College Settings
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1 Students Mental Health Needs Beyond High School: How School Mental Health Supports Extend to College Settings Annahita Ball, PhD, MSW, University at Buffalo, SUNY Samantha Bates, MSW, The Ohio State University
2 Prevention Dropout Prevention Strategies School Improvement Safe Schools, Healthy Students PBIS Social and Emotional Learning RtI Truancy Intervention Wraparound Partnerships for Success Parent/Family Initiatives School-Based Mental Health Services Wellness Policies Integrated Systems of Support Response to Intervention ADA Bullying Programs Special Education DSM Functional Behavior Assessment Interprofessional Collaboration Teacher Consultation Referral and Linkage School Climate Safe and Drug-Free Schools IEPs Systems of Care 21 st Century Community Learning Centers Coordinated School Health Programs After-School Programs
3 A little bit about you What is your role? Where do you see yourself in the intersection of school mental health (SMH) and mental health (MH) services for college students?
4 Existing State of College Mental Health Increased demand for services as evidenced by: MH issues are prevalent on college campuses MH issues are a leading impediment to academic success College students are not seeking help Suicide is a real concern More campus-based MH services and supports are needed (National Alliance on Mental Health, 2012)
5 Low-Income, First-Generation College (LIFG) Students Low-income Family household income at or below $25,000 (U.S. Department of Education, 2015) First-generation Families where neither parent nor guardian has attained a bachelor s degree (U.S. Department of Education, 2015) Two classifications combined LIFG students are 5 times more likely to dropout of higher education than their peers (Engle & Tinto, 2008; The Pell Institute, 2011) Dropout perpetuates poverty and low educational attainment
6 LIFG Students Needs Normal college stressors Unique academic and nonacademic risks/stressors Academic College preparatory curriculum Nonacademic Poverty High school GPA College preparatory exam scores Financial illiteracy Parental support/press Attend low-income/failing high schools Remedial coursetaking Enrollment behavior Environmental stressors (Housing, work) Race Social engagement
7 Exploratory Research Examined MH needs and service use among a sample of 100 LIFG college students in a large, public university. All participants were members of Student Support Services (SSS). Demographics (N = 100) Gender Valid % Male 29 Female 71 Race/Ethnicity African American 39 Caucasian/White 37 Multi-racial 10 Asian/Pacific Islander 8 Hispanic/Latino 6 Marital Status Single, never married 97 Married 3 English as first language 91 Registered with Disability Services 31 U.S. citizen 100
8 Measures Mental Health Inventory(MHI-38; Veit & Ware, 1983) Psychological distress (24 items, 6 pt scale) Psychological well-being (14 items, 6 pt scale) Use of academic supports (3 items, Yes/No; Year when they began their involvement; and, how often they engaged in the activity) Mentoring Tutoring Academic Advising Use of nonacademic supports (3 items, 1-10 scale) Mental Health Services Student Health Center Office of Multicultural Affairs GPA (1 = 2.0 or below, 2 = , 3 = , 4 = , and 5 = )
9 What are the mental health needs of LIFG students? Scale M (SD) Range Psychological Distress (15.39) Psychological Well-being (11.45) Anxiety (6.55) 9-54 Depression (4.04) 4-23 Loss of Behavioral/Emotional Control (6.37) 9-53 General Positive Affect (8.74) Emotional Ties 7.85 (2.56) 2-12 Life Satisfaction 4.00 (1.16) 1-6
10 To what extent do LIFG students utilize support services? Academic supports Low participation in mentoring (24% Yes; 66.7% freshman year) Low participation in tutoring (27% Yes; 81.5% freshman year) High participation in academic advising (77% Yes; 84.4% freshman year) All averaged sometimes as engagement level Nonacademic supports Student Health Center (M = 3.19, SD = 2.80) Mental Health Services (M = 1.64, SD = 1.33) Office of Multicultural Affairs (M = 1.43, SD = 1.33) 94% stated they were active members Student Support Services
11 LIFG Students Academic Outcomes GPA 12.6% 13.7% 29.5% 36.8% GPA N %
12 How is psychological distress related to students academic outcomes? Hierarchical multiple regression 1. Psychological distress 2. Psychological distress, use of academic supports, use of nonacademic support services 3. Interactions Students with greater psychological distress reported lower GPAs F(98, 99) = 7.86, p =.002, = -.27, p = 0.006, R 2 =.07
13 Is students use of support services related to GPA? Students who reported greater use of nonacademic support services reported lower GPAs ( = -.16, p = 0.004) Use of nonacademic support services was the greatest predictor of GPA, among psychological distress, academic support service use, and nonacademic support service use. Use of academic support services was not a significant predictor of GPA.
14 Does students use of support services moderate the relationship between psychological distress and GPA? Use of nonacademic support services did not have an independent effect on GPA, but the interaction of psychological distress and use of nonacademic support services was a significant predictor of GPA. Students who reported high psychological distress and high use of nonacademic support services had lower GPAs compared to those with high distress and less use of nonacademic support services. Students who had low psychological distress had similar GPAs regardless of their reported service use.
15 Summary of Findings MH Needs Moderately high psychological wellbeing Some psychological distress Large variation in the overall needs Service Use Low use of some academic supports, but high use of others (e.g., academic advising, membership in SSS) Low use of nonacademic supports MH, Service Use, & GPA Academic service use did not predict GPA. Students with the greatest MH needs who used nonacademic services more had lower GPAs than those who did not use services. Students with fewer mental health needs had the same GPAs, regardless of their use of nonacademic services. There may be a need to consider the coupling of academic and nonacademic services, as well as identify which specific services address students psychological distress.
16 College & University Resources College mental health clinics Waitlists Community referrals Session limits Confidentiality issues Understaffed or unqualified to handle serious psychiatric disorders 83% of campuses maintain the right to refuse treatment to students whose problems are beyond the capabilities of the staff (American College Counseling Association, 2010) Few resources to address alcohol and substance abuse issues Limited capacity to conduct psychological testing
17 College & University Resources College health centers Disability Services Academic support programs TRIO College-specific support programs Academic counseling Career counseling Offices of Student Life Offices of Diversity & Inclusion/Multicultural Affairs International Student Affairs
18 How do we support youth from K through college? Comprehensive Systems of Support?
19 K-12 school mental health offers some guidance An integrated model of service delivery for both academic and nonacademic supports A focus on prevention, early intervention, and targeted interventions Linkage and referral systems Staffing protocol and requirements Others?
20 What are the opportunities for collaboration between systems? Opportunities for innovation?
21 References American College Counseling Association (2010). National Survey of Counseling Directors. Retrieved fromhttp:// Center for Collegiate Mental Health. (2015, January) Annual Report (Publication No. STA 15-30). Retrieved from Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, D.C.: The Pell Institute for the Study of Opportunity in Higher Education. National Alliance on Mental Illness (2012). College students speak: Survey report on mental health. Retrieved fromwww.nami.org/collegereport. The Pell Institute (2011). Six-year degree attainment of rates for students enrolled in a post-secondary institution. Pell Institute Fact Sheet. Retrieved from Secondary_Institution_ pdf United States Department of Education(2015). Office of postsecondary education: Federal TRIO programs home page. Washington, D.C. Retrieved from
22 For more information Annahita Ball, PhD, LMSW School of Social Work University at Buffalo SUNY
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