JUNE 3 , 2015

ADVANCING WELLNESS – TOOLS FOR SUPPORTING

MENTAL HEALTH

TECHNICAL DETAILS

• Call-in number is (646) 307-1706 and access code is 379-249-376

• To submit questions, click on the “Questions” panel, type your question, and click “Send”

• Presentation materials will be posted at www.cacollegepathways.org

379-249-376

(646) 307-1706

ANNOUNCEMENTS

SB 1023 funding included in Governor’s budget!!

Chafee workgroup – today at 11:00 a.m.

Next CCP webinar – August 5, 10:00

Blueprint conference – October 26/27 – Los Angeles

TODAY’S PANEL

Theresa Reed, Mental Health First Aid Trainer and Pasadena City College

Sonia Aldape, Former UC Berkeley student

Colleen Ammerman, Foundation for California Community Colleges

Jennifer Ajinga, Delta College

How Mental Health Affects Student Success

Stress and risk factors as leading causes of depression

and anxiety• Being independent and away from home, friends

and other supports, perhaps for the first time

• Time management difficulties in balancing academic, social and other obligations (e.g., employment/family)

• The need to develop effective study skills, particularly for students returning to college after an absence from an academic environment and students with learning disabilities and ADHD.

• Financial stressors for all students

• Responding to expectations of self and others

• Like email

20; 12%

12; 7%

36; 21%

6; 4%

56; 33%

3; 2%

2; 1%10; 6%

6; 4%

17; 10%

Time Management – typical schedule for a F/T student balancing school and per-

sonal life for one week

work P/T class time study time sportssleep commute clubs friendsspiritual eating

Stress is good for you.  It keeps you alert, motivated and primed to respond to danger.  As anyone who has faced a work deadline or competed in a sport knows, stress mobilizes the body to respond, improving performance. Yet too much stress, or chronic stress may lead to major depression in susceptible people.

Stress and DepressionBy Karen Bruno, WebMD Feature

What is Mental Health First Aid?

8-hour training to certify you as a mental health first aider.

Designed to increase literacy and recognize signs and symptoms of certain mental health disorders ultimately to decrease stigma

Provide an action plan to know how to respond in a crisis until professional help arrives

Teaches what not to do to avoid escalating a potentially volatile situation

Mental Health Opinions Quiztest your knowledge

Answers to Mental Health Opinions Quiz

Why Mental Health First Aid® for Higher Education?

40% of young adults aged 18-24 are enrolled in 2- or 4-year educational institutions

75% of mental disorders develop before age 25 Early identification and treatment can lessen the

impact of the mental illness Only 18.5% of college students aged 18-24

receive services for any mental health disorder

Type of Mental Disorder % Adults

Anxiety disorder 19.1 .

Major depressive disorder 6.8 .

Substance use disorder 8.0 .

Bipolar disorder 2.8 .

Eating disorders 2.1 .

Schizophrenia 0.45 .

Any mental disorder 19.6 .

U.S. Adults with a Mental Disorder in Any One Year

Data is for all student population – numbers for foster youth are likely higher

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

45%

57%

50%

30%

7%

1%6%

American College Health Association - National College Health Assessment

Cultural Awareness

Awareness of cultural factors is growing, especially related to: Race Ethnicity Sexual orientation International differences Gender identity

One’s background may impact how symptoms are perceived as well as help-seeking behaviors

Stress and Depression

Stress is a leading factor in depression

Depression is a leading cause of suicide

Annually 1100 community college students complete suicide nationally

According to CalYOUTH survey of 17-year old foster youth about suicide:

40.9% have considered it

23.5% had attempted it

Warning signswhen in doubt, ask questions

Depression:Fatigue, unexplained aches and pains, loss of motivation, tendency to believe others see one in a negative light

Anxiety/panic attacks:distress in social situations, dizziness, headache, sweating, tingling, rapid heartbeat, unrealistic or excessive fear and worry

Suicide:Talking or writing about death, dying, or suicide,

Having a dramatic change in mood

Mental Health First Aid

• A• L• G• E• E

• Assess for risk of suicide or harm• Listen nonjudgmentally• Give reassurance and information• Encourage appropriate professional help• Encourage self-help and other support

strategies

13

The Action Plan

Mental Health First Aid

• Assess for risk of suicide or harm

Getting comfortable asking the question

“Are you thinking about killing yourself?”

13

The Action Plan

Mental Health First Aid

• Listen nonjudgmentally

• Empathize with how the person is feeling about his or her beliefs and experiences

• Sitting next to the person rather than directly opposite

• Try not to take delusional comments personally

13

The Action Plan

Mental Health First Aid

• Give reassurance and information

• Do not blame the person for his or her symptoms

• Give the person hope for recovery

13

The Action Plan

Mental Health First Aid

Do not adopt an overinvolved or overprotective attitude

• Encourage appropriate professional help

Therapists, Psychological services or doctor

• Encourage self-help and other support strategies

Family, friends, faith, and other social networks13

The Action Plan

• If you're just recovering from depression, you may still feel pretty exhausted.

• Exercise is important for both your physical and mental health.

• Many studies show that physical activity can help with recovery from depression.

• Three sessions of aerobic activity each week -- worked about as well as medication in reducing the symptoms of depression...

Benefits of Exercise in Recovery from Depression

ADDITIONAL RESOURCE

KOGNITO Interactive online simulation for students and/or

faculty to recognize signs of distress Simulation walks you through conversation

scenarios KOGNITO.COM/CCC

SONIA’S BACKGROUND

Foster care experience

Bio family experience

Exposure to mental health

challenges

Professional experience

ISSUES FACED BY FOSTER YOUTH IN COLLEGE

Multiple conflicting identities

Difficulties with relating to college peers

Managing depression, anxiety, stress

Physical health/nutrition

Difficulties maintaining basic necessities - housing

Low socioeconomic status & social capital = Financial stress

The absence of unconditional care

Emphasis on fulfillment - normalization vs. perfection

ISSUES FACED BY FOSTER YOUTH IN COLLEGE

Poor mental health education and stigma

Unhealthy relationships that can be triggering

Poor or unstable sense of self and/or life meaning

Poor or unstable sense of belonging/community

Taking a caregiver role

Challenges navigating family relationships

Feeling “survivor’s guilt”

Difficulties with holidays

SUPPORTING FOSTER YOUTH

• Peer/alumni presentations and peer mentoring

• Host program meetings or workshops

• Practicing wellness

• Relationship building activities

• Educating about mental health issues

• Encourage community involvement

• Encourage empowerment opportunities (i.e. CYC, advocacy, creative expression, etc.)

• Train staff/mentors regarding mental health

SUPPORTING FOSTER YOUTH

• Always being patient and understanding when working with former foster youth!

• Model healthy relationships, health and wellness

• Understand who the supportive people are in their lives and who are the non-supportive people

• Be mindful of cultural influences and pressures

• Be mindful of “survivor's guilt”

SUPPORTING FOSTER YOUTH

• Support youth with navigating family relationships

• Focus on prevention and education before a crisis

• Assertive/direct support in crisis, not tough love

• Encourage and support self care

• Linkages for post graduation

• Alumni groups/support

ABOUT THE CALIFORNIA COMMUNITY COLLEGES STUDENT MENTAL HEALTH

PROGRAM

The California Community Colleges Student Mental Health Program is funded by the voter-approved Mental Health Services Act (Prop. 63).  It is one of several Prevention and Early Intervention Initiatives implemented by the California Mental Health Services Authority (CalMHSA), an organization of California counties working to improve mental health outcomes for individuals, families and communities.  For more information, visit www.calmhsa.org. | www.cccstudentmentalhealth.org

BACKGROUND

Developed in response from request by ILP providers at community colleges

Created by a team of mental health professionals

Youth participated in focus groups and informed the curriculum

Designed for use by a range of providers (colleges, county mental health, etc.)

Need back end supports available

“HEALTHY TRANSITIONS”… AN OVERVIEW

• Aims to support successful transitions in youth exiting foster care

• Addresses all aspects of health and wellness

• Offers training and peer support

• Wellness as a key set of life skills

• Not treatment but can identify needs and refer

• Youth-driven, interactive format

• 12-hour Basic Curriculum

• 9-hour supplemental Curriculum

• Peer-to-Peer Support Group Manual

• Student Resource Guide

• Coordinator Toolkit

• External Resources

• Basic and Supplemental curricula can be mixed and matched!

Basic

Supplement

PeerResourc

e

Toolkit

All materials can be found, free of charge at: http://www.foundationccc.org/WhatWeDo/HealthyTransitions/tabid/944/Default.aspx

COMPONENTS OF CURRICULUM

BBasicCurriculum

SupplementalCurriculum

Peer-to-PeerSupport Group

(Sessions 1-8, 90 min each)

• Mainly instructor driven

• Broad introduction & survey of topics

• Less intimate/personal > personal sharing > 5 steps to wellness

(Sessions 9-14, 90 min each)

• More student driven, focused on individual and collective empowerment.

• Greater depth more advanced

• Still eases into intimacy but becomes personal more quickly

(Custom length/frequency, typically 1-hr sessions for 8-10 weeks)

• Entirely customized and as youth driven as possible

• Unlimited ability to address in-depth topics, as student interest and time allow

• Process to develop personal connections and sharing, highly customized, but personal sharing likely from the start

S

P

STANDARD CURRICULUM STRUCTURE

“The Tree that is Me”

• Uses a tree as metaphor for each individual’s personal health and growth

• Creative tool to track support system, strengths and accomplishments,

coping strategies and contributions they can make to the world

• Students encouraged to continue filling in their tree throughout the course

• Several activities relate directly back to this centralizing theme

CENTRALIZING FRAMEWORKS

• Icebreakers and interactive exercises

• Activities involving art and creativity in self-exploration

• Physical activities for fun and fitness

• yoga, meditation, and other relaxation/stress management tools

• “Standard exercises”

• Instructions for creating your own “jigsaw puzzle” activities

• Self-assessment tools and games• Role-playing and scenario-based

activities• “Jeopardy”-style games• Take it Home activities

Trainer guide Includes tips and strategies for:• Creating a Safe Space • Facilitating Creative Activities • Encouraging Peer-to-peer Support and a Student-

Driven Course

STANDARD CURRICULUM: TYPES OF ACTIVITIES

BASIC

SESSIONS 1 & 2: Daily Wellness

SESSIONS 3 & 4: Taking Care and Keeping Your Balance

SESSIONS 5 & 6: Healthy Mind, Healthy Heart

SESSIONS 7 & 8: Putting it all Together - Empowering Ourselves and Each Other

SUPPLEMENTAL

Sessions 9 & 10: Daily Wellness and Self-Care

Sessions 11 & 12: Stress and Trauma, Coping and Recovery

Sessions 13 & 14: Empowering Ourselves and the Foster Care Community

THE CURRICULUM

Builds on Basic & Supplemental Curriculum

Youth Work with Peers in Safe & Intimate Setting

Students Share Their Hopes and Fears

Support Each Other/Empowerment

Build Permanent Connections

Fun Learning Environment

BENEFITS OF A PEER-TO-PEER GROUP

I. Selecting a Peer-to-Peer ModelII. Tips for Running Peer-to-Peer GroupsIII. IcebreakersIV. ExercisesV. Standard ExercisesVI. Group Projects

Categories of Peer Groups

SHARING CURRICULUM

PEER-TO-PEER MANUAL

• Manual includes sample exercises, ice-breakers and

group projects

• A Standard Exercise can be used more than once

and it can be a thread that weaves your group

process together

• Good News/Bad News

• Jigsaw Puzzle

• One Big Thing

• Head, Heart and Feet

EXERCISES

Part I: Additional Curricula and Classroom MaterialsA: Comprehensive Curricula on health related topicsB: Other Health and Mental Health-Related Resources and MaterialsC: Self-advocacy materials

Part II: Working Effectively with Youth Facing Mental Health Challenges

A: Best Practices Resources and linksB: Dealing with Difficult Issues with Youth: Effective communication and

InterventionC: Respecting Culture: Foster Care YouthD. Trauma and RecoveryE. Grief and Loss

Part III: Tips for Operating as Part of a Quality Continuum of CareA: Cal-MHSAB: Building a Quality Referral Network and making excellent referralsC: Going further: developing and sustaining high-function service

partnerships

Part IV: Additional ResourcesA: CA dept of education- Foster Youth resource listingsB: Selected listings from Kidsdata.org

COORDINATOR TOOLKIT

Download the curricula:http://www.foundationccc.org/WhatWeDo/HealthyTransitions/tabid/944/Default.aspx

Listen to a webinar:http://cccstudentmentalhealth.org/webinars/webinar_descriptions.php

For more information:Colleen AmmermanFoundation for Community Collegescammerman@foundationccc.org

RESOURCES AND ASSISTANCE

HEALTHY TRANSITIONS IN PRACTICE

Jennifer Ajinga

CURRICULUM IMPLEMENTATION

Year one: retreat

Year two: 6-week workshop series

Utilized trainers

Began with basic curriculum

Repeating curriculum and expanding

Plans for second retreat this month

EXPERIENCE WITH CURRICULUM

Flexibility works well with foster youth

Variety of modalities helps youth to get comfortable with each other

Focus is on strategies for wellness – not serious mental illness

“Tree That is Me” resonates regardless of educational ability, disability, etc.

Adaptable in real time

Usable by wide variety of providers

Challenge with serving minors in group homes

QUESTIONS & ANSWERS

Slides and recording available on www.cacollegepathways.org