THE EMOTIONAL HEALTH OF COLLEGE STUDENTS:
CHALLENGES AND SUPPORTS
DANA LASEK, PH.D. HSPP & DAVID R. PARKER, PH.D.
CRG (317.575.9111)
WWW.CHILDRENSRESOURCEGROUP.COM
DECEMBER 7, 2016
PRESENTERS
DR. DANA LASEK
• PH.D. IN PSYCHOLOGY,
MASTER’S IN COUNSELING
• OVER 16 YEARS OF
CLINICAL EXPERIENCE
WORKING WITH
ADOLESCENTS AND ADULTS
DEALING WITH DEPRESSION, ANXIETY, ADHD,
AND RELATIONSHIP ISSUES.
• PRESENTATIONS AND WEBINARS IN THE AREAS
OF EMOTIONAL DYSREGULATION, ANXIETY IN
CHILDREN AND ADOLESCENTS, WEIGHT
MANAGEMENT, UNDERSTANDING THE DSM-5
DR. DAVID PARKER
• MASTERS’S IN COUNSELING,
PH.D. IN SPECIAL ED
• COORDINATED LD/ADHD
SERVICES AT UNC-CH,
UCONN, WASH U
• EDITOR OF JOURNAL OF
POSTSECONDARY EDUCATION AND
DISABILITY (2009-2014)
• RESEARCHER AND AUTHOR
• PROVIDES STRATEGY INSTRUCTION, ADD/LIFE
COACHING, AND COLLEGE SEARCH SERVICES
AT CRG
• FREQUENT SPEAKER AT STATE, NATIONAL,
INTERNATIONAL CONFERENCES
POLL QUESTION
• IS YOUR PRIMARY ROLE IN PARTICIPATING TODAY A
(CHOOSE ONE):
• PARENT
• HIGH SCHOOL STAFF MEMBER
• COLLEGE SERVICE PROVIDER
• MENTAL/BEHAVIORAL HEALTH PROVIDER
• STUDENT
• OTHER
TODAY’S AGENDA
• TRENDS IN THE EMOTIONAL HEALTH NEEDS OF U.S. COLLEGE STUDENTS
• REASONS FOR THESE TRENDS
• RESILIENCE AND GRIT: A FRAMEWORK FOR UNDERSTANDING EMOTIONAL
WELL-BEING
• HOW WE CAN SUPPORT STUDENTS’ EMOTIONAL WELL-BEING
• FOR MORE INFORMATION
• Q&A
THE MILLENNIAL GENERATION IS REMARKABLE…
This generation of
millennials has:
* higher GPA’s
* more AP credits
* more service learning
hours
* more advanced
technology skills
and has applied to and
been accepted into more
colleges than any prior
generation.
…BUT THEY ARE PAYING A PRICE FOR THEIR IMPRESSIVE ACCOMPLISHMENTS
• COLLEGE COUNSELING CENTERS ARE REPORTING
• RISE IN STUDENTS SEEKING SERVICES
• INCREASE IN RATES OF DEPRESSION AND SUBSTANCE ABUSE
• RISE IN NUMBER OF MENTAL HEALTH DIAGNOSES
• CHANGES IN SEVERITY OF PRESENTING ISSUES
- HTTP://FILES.CMCGLOBAL.COM/MONOGRAPH_2012_AUCCCD_PUBLIC.PDF
RISE IN STUDENTS SEEKING COUNSELING SERVICES
• 2003 STUDY (TRACKING STUDENT DATA FROM 1988 TO
2001) SHOWED A RISE IN STUDENTS SEEKING HELP FOR
MENTAL HEALTH ISSUES:
• STUDENTS SEEN FOR DEPRESSION DOUBLED DURING THAT TIME
• STUDENTS SEEN FOR SUICIDAL THOUGHTS TRIPLED
• STUDENTS SEEN FOR SEXUAL ASSAULT QUADRUPLED
• ALSO INCREASE IN STUDENTS SEEN FOR ANXIETY AND STRESS
- HTTP://WWW.APA.ORG/PUBS/JOURNALS/RELEASES/PRO-34166.PDF
DEPRESSION AMONG COLLEGE STUDENTS
2001 STUDY OF 3,680 FRESHMAN AT 50 FOUR-YEAR
INSTITUTIONS• RATES OF DEPRESSION AMONG FRESHMAN NEARLY DOUBLED FROM 8.2% TO 16.3%
• UNTREATED DEPRESSION OFTEN LED TO SCHOOL FAILURE, SOCIAL ISOLATION, SUBSTANCE
ABUSE, PROMISCUITY
- HTTP://WWW.CHRONICLE.COM/ARTICLE/FRESHMEN-PAY-MENTALLY-AND/30120
2010 STUDY FINDS 1 IN 4 OR 5 COLLEGE STUDENTS
VISITING A UNIVERSITY HEALTH CENTER REPORT FEELING
DEPRESSED• DEMONSTRATES NEED FOR DEPRESSION SCREENING
- HTTP://ONLINELIBRARY.WILEY.COM/DOI/10.1111/J.1939-0025.2010.01077.X/ABSTRACT
SUBSTANCE ABUSE AMONG COLLEGE STUDENTS
“UNDERAGE DRINKING AND EXCESSIVE DRINKING HAVE NEGATIVE
EFFECTS ON EVERYTHING WE’RE TRYING TO DO AT A UNIVERSITY”
- DR. JUDITH RAMALEY (FORMER PRESIDENT, UNIVERSITY OF
VERMONT)
• 1400 COLLEGE STUDENTS DIE EACH YEAR FROM ALCOHOL-RELATED INJURIES
• STUDENTS WHO ABUSED ALCOHOL MORE LIKELY TO COMMIT ASSAULT, SEXUAL ASSAULT
AND VANDALISM
• 20% OF FULL-TIME COLLEGE STUDENTS USE ILLICIT DRUGS
• SERIOUS MENTAL ILLNESS HIGHLY CORRELATES WITH SUBSTANCE DEPENDENCE/ABUSE
- HTTP://PUBS.NIAAA.NIH.GOV/PUBLICATIONS/ARH284/249-
251.HTM
SEVERITY OF MENTAL ILLNESS
11 YEAR STUDY SHOWS DRAMATIC INCREASE IN COLLEGE
STUDENTS’ MENTAL HEALTH PROBLEMS
• STUDY DEMONSTRATED THAT THE NEEDS OF COLLEGE STUDENTS SEEKING
ASSISTANCE HAD CHANGED
• 1998: 93% OF STUDENTS SEEKING MENTAL HEALTH ASSISTANCE HAD
ONE DIAGNOSIS
• 2009: 96% AT LEAST ONE DIAGNOSIS
• MODERATE TO SEVERE DEPRESSION UP FROM 34% TO 41%
• STUDENTS SEEKING ASSISTANCE REQUIRED MORE RESOURCES DUE IN PART
TO PRE-EXISTING MENTAL HEALTH ISSUES
• RISE IN STUDENTS ON MEDICATION: 11% TO 24%
- GUTHMAN, IOCIN, & KONSTAS (2010)
MENTAL HEALTH ISSUES CONTINUE GROWING• LARGE NUMBERS OF EMOTIONALLY OVERWHELMED UNDERGRADUATES
• 30% REPORTED FEELING “SO DEPRESSED THAT IT WAS DIFFICULT TO FUNCTION”
• 50% FELT “OVERWHELMING ANXIETY” IN THE PAST 12 MONTHS
- HTTP://WWW.ACHA-NCHA.ORG/DOCS/ACHA-NCHA-II_REFERENCEGROUP_EXECUTIVESUMMARY_SPRING2011.PDF
• 25% OF COLLEGE STUDENTS REPORTED DIAGNOSIS/TREATMENT OF MENTAL HEALTH CONDITION WITHIN PAST YEAR
• 11% TREATED FOR ANXIETY
• 10% TREATED FOR DEPRESSION
• 80% FELT OVERWHELMED BY ALL THEY HAD TO DO
• 45% FELT AT TIMES THAT THINGS WERE HOPELESS
- HTTP://WWW.ACHA-NCHA.ORG/DOCS/ACHA-NCHA-II_UNDERGRAD_REFERENCEGROUP_EXECUTIVESUMMARY_SPRING2012.PDF
• WHAT PRICE ACADEMICS?
• 87% OF 1,502 FIRST-YEAR U.S. COLLEGE STUDENTS REPORTED MUCH GREATER EMPHASIS ON ACADEMIC PREPARATION THAN
EMOTIONAL READINESS
• 60% WISHED THEY HAD RECEIVED MORE HELP PREPARING EMOTIONALLY FOR COLLEGE
• 50% FELT STRESSED MOST OR ALL OF THE TIME DURING YEAR 1
• 36% REPORTED THEY WERE NOT IN CONTROL OF MANAGING DAY-TO-DAY STRESS-
- HTTP://SETTOGO.ORG/WP-CONTENT/THEMES/XCEL/IMAGES/FIRST-YEAR%20COLLEGE%20EXPERIENCE%20-
%20DATA%20REPORT%20FOR%20MEDIA%20RELEASE%20-%20FINAL.PDF?PDF=FULL-REPORT
GROWING NUMBERS OF STUDENTS WITH PSYCHIATRIC DISORDERS SEEK DS HELP
• STUDENTS WITH PSYCHIATRIC DISABILITIES CONSTITUTE 24% OF THE APPROXIMATELY 11% OF
UNDERGRADUATES WHO REPORT A DISABILITY
• INCLUDES STUDENTS WITH PTSD, DEPRESSION, SCHIZOPHRENIA, BIPOLAR DISORDER,
OBSESSIVE-COMPULSIVE DISORDER, PANIC DISORDER, AND PERSONALITY DISORDER
• 86% OF STUDENTS WITH PSYCHIATRIC DISABILITIES WITHDRAW PRIOR TO DEGREE
COMPLETION, AS OPPOSED TO 47% OF STUDENTS WITH OTHER TYPES OF DISABILITIES AND
36% OF STUDENTS WITHOUT DISABILITIES
- KUPERMAN & SCHULTZ (2015)
• INCREASE IN STUDENTS WITH DEPRESSION/ANXIETY AND RELATED PSYCHIATRIC DISORDERS
• RISE IN STUDENTS ON THE AUTISM SPECTRUM
- HTTP://WWW.BU.EDU/TODAY/2016/MENTAL-HEALTH-COLLEGE-
STUDENTS/201
REASONS FOR THESE TRENDS
• STUDENTS ARE COMING TO COLLEGE WITH MORE
MENTAL HEALTH DIAGNOSES
• EARLIER DIAGNOSES AND TREATMENT MORE PREVALENT
• LESS OF A STIGMA TO SEEK HELP
• ADMINISTRATORS AND FACULTY MORE LIKELY TO REFER
• COLUMBINE, VIRGINIA TECH = FIRST ALERT TEAMS
• IN ADDITION, A CULTURAL “PERFECT STORM” HAS
UNFOLDED IN SOCIETY…
A PERFECT STORM
• ECONOMIC REALITIES IN POST-RECESSION AMERICA
• “DO OVERS” IN K-12 SETTINGS
“THE ‘MAKE-UP’ WORK EXPECTATION IS DAMAGING. STUDENTS ARE TAUGHT, ARTIFICIALLY, THAT TIME CAN BE UNDONE
BY NOT BEING ALLOWED TO EXPERIENCE THE NATURAL CONSEQUENCES OF THEIR ACTIONS. THEY LEARN THE FALSE
LESSON THAT LIFE PROVIDES THEM WITH PERPETUAL DO-OVERS. THE ADMINISTRATION IS JUST INTERESTED IN DOING
WHATEVER IT TAKES TO GET THE STUDENTS THROUGH AND ACHIEVE THE TARGETS THEY ARE ACCOUNTABLE FOR.”
- HTTPS://WWW.PSYCHOLOGYTODAY.COM/BLOG/FREEDOM-LEARN/201511/CAUSES-STUDENTS-EMOTIONAL-
FRAGILITY-FIVE-PERSPECTIVES
• PARENTS OF THE “BUBBLE-WRAP” GENERATION
“WHAT I SAW WAS MANY COLLEGE STUDENTS WHO DIDN’T SEEM TO HAVE EVER EXPERIENCED MUCH FAILURE, ACTUAL
FAILURE. MY SENSE IS THAT, WITH THE BEST OF INTENTIONS, PARENTS WHO ARE UBERINVOLVED ARE UNDERCUTTING
THEIR KIDS’ CHANCES OF DEVELOPING SELF EFFICACY.”
- HTTP://CHRONICLE.COM/ARTICLE/TODAYS-FAIL-SAFE-STUDENTS/231019
A PERFECT STORM
HOW THE FACEBOOK GENERATION ROLLS
“IT IS HARD TO DEVELOP AN AUTHENTIC SENSE OF SELF WHEN THERE IS CONSTANT PRESSURE TO ADOPT A
SOCIALLY FACILE, HIGHLY COMPETITIVE, PERFORMANCE-ORIENTED, UNBLEMISHED ‘SELF’ THAT IS PROMOTED
BY OMNIPRESENT ADULTS. THIS MAY ENCOURAGE SOME CHILDREN TO PERFORM AT HIGH LEVELS, BUT,
MORE IMPORTANT, IT ALSO ENCOURAGES DEPENDENCY, DEPRESSION, AND A TRUNCATED SENSE OF SELF IN
MOST CHILDREN. “
- LEVINE (2006, P. 95)
• COLLEGE RECRUITMENT RUN AMOK?
“COLLEGE IS A SINGULAR OPPORTUNITY TO RUMMAGE THROUGH AND LUXURIATE IN IDEAS, TO GIVE YOUR
BRAIN A VIGOROUS WORKOUT AND YOUR SOUL A THOROUGH INVESTIGATION, TO REALIZE HOW VERY
LARGE THE WORLD IS AND TO CONTEMPLATE YOUR DESIRED PLACE IN IT. AND THAT’S BEING LOST IN THE
ADMISSIONS MANIA, WHICH SENDS THE MESSAGE THAT COLLEGE IS A SANCTUM TO BE BREACHED – A
BORDER TO BE CROSSED – RATHER THAN A LAND TO BE INHABITED AND TILLED FOR ALL IT’S WORTH.”
- BRUNI (2015, P. 10)
A FRAMEWORK FOR HELPING
Featuring chapters about:
- Self-Determination (theory and practice)
- Appreciative Advising
- Universal Design for Instruction
- Academic Coaching
- Contemplative Practices
- Involving Families
- Resilience and Grit
- Additional Resources
Available on Amazon and at
https://www.ahead.org/publications#books
UNDERSTANDING RESILIENCE
• RESILIENCE IS THE ABILITY TO MAINTAIN POSITIVE ADJUSTMENT
UNDER CHALLENGING LIFE CONDITIONS. IT IS THE ABILITY TO
“BOUNCE BACK.”
- MASTEN (1994)
• FACTORS THAT CONTRIBUTE TO RESILIENCE:
• CREATING MEANINGFUL RELATIONSHIPS WITH OTHERS
• THE ABILITY TO SEEK ASSISTANCE AND UTILIZE RESOURCES
• AWARENESS OF ONE’S STRENGTHS AND ASSETS
• BELIEF IN SELF; A SENSE OF PERSONAL AGENCY
• THE ABILITY TO PROBLEM SOLVE
• THE ABILITY TO MAKE REALISTIC PLANS/CARRY THEM OUT
- HTTP://WWW.APA.ORG/HELPCENTER/ROAD-RESILIENCE.ASPX
UNDERSTANDING GRIT
• GRIT IS A COMBINATION OF “PERSEVERANCE AND
PASSION FOR LONG-TERM GOALS”
- DUCKWORTH, PETERSON, MATTHEWS & KELLY (2007)
• GRITTY INDIVIDUALS MAINTAIN “EFFORT AND INTEREST
OVER YEARS DESPITE FAILURE, ADVERSITY, AND PLATEAUS IN
PROGRESS”
- DUCKWORTH ET AL. (2007, P.
1088)
• GRIT IS ASSOCIATED WITH COURAGE,
CONSCIENTIOUSNESS, ENDURANCE, RESILIENCE, AND
STRIVING FOR EXCELLENCE
- PERLIS (2013)
BENEFITS OF RESILIENCE AND GRIT
• YOUTH WITH HIGH LEVELS OF RESILIENCE SHOW POSITIVE OUTCOMES IN ACADEMIC
ACHIEVEMENT, PROSOCIAL BEHAVIOR, MENTAL HEALTH, AND PEER ACCEPTANCE.
- MASTEN (2001)
• GRITTY INDIVIDUALS ARE ABLE TO CONTINUE WORKING TOWARD THEIR GOALS WHEN THINGS
GET HARD, BORING, OR DISAPPOINTING.
- DUCKWORTH ET AL. (2007)
• GRITTY INDIVIDUALS ARE MORE LIKELY TO GO FURTHER IN THEIR EDUCATION AND LESS LIKELY TO
MAKE CAREER CHANGES.
- DUCKWORTH & QUINN (2009)
• GRITTY STUDENTS AT AN ELITE UNIVERSITY REPORTED HIGHER GPA’S THAN THEIR CLASSMATES WITH
LESS GRIT.
- DUCKWORTH ET AL. (2007)
FOSTERING RESILIENCE AND GRIT
• RECOGNIZE THE HUGE CULTURAL LEAP INCOMING STUDENTS TAKE AS THEY ENTER COLLEGE
• HELP STUDENTS FORM SUPPORTIVE RELATIONSHIPS
• NORMALIZE FAILURE AS GROWTH OPPORTUNITIES
• FOSTER A SENSE OF COMMUNITY
• GIVE LEARNERS MEANINGFUL CHOICES
• TEACH STUDENTS HOW TO REPLACE NEGATIVE SELF-TALK WITH POSITIVE PROBLEM SOLVING
• PUBLICIZE MODELS OF RESILIENCE AND GRIT
• PROVIDE DIRECT INSTRUCTION IN PERSISTENCE AND THE BENEFITS OF EMOTIONAL FORTITUDE
• HELP PARENTS DEVELOPING COACHING SKILLS
• INFUSE GROWTH MINDSET INTO CHALLENGING EXPERIENCES
- DUCKWORTH & QUINN (2009); FIELD & PARKER (2016); SILVA & WHITE (2013)
WHAT COLLEGES ARE DOING
• HARVARD’S “THE SUCCESS-FAILURE PROJECT”
HTTP://RESILIENCECONSORTIUM.BSC.HARVARD.EDU
• EVERGREEN STATE COLLEGE’S BOUNCING BACK: WRITING
PERSONAL RESILIENCE
HTTP://EVERGREEN.EDU/CATALOG/2014-
15/PROGRAMS/BOUNCINGBACKWRITINGPERSONALRESILIENCE-
11734
• STANFORD’S RESILIENCE PROJECT
HTTPS://UNDERGRAD.STANFORD.EDU/RESILIENCE
• GREEN MOUNTAIN COLLEGE’S “THIS SEMESTER I WILL…”
COMMUNITY INTERACTION BOARD
- GREEN MOUNTAIN COLLEGE
FOSTERING EMOTIONAL HEALTH
• HOW WE CAN HELP TRANSITIONING STUDENTS
• PAY ATTENTION TO SIGNS OF DISTRESS
• SIGNIFICANT CHANGES IN PATTERS OF EATING OR SLEEPING
• SIGNIFICANT CHANGE IN ACADEMIC PERFORMANCE
• ISOLATING FROM FRIENDS AND FAMILY
• SIGNIFICANT CHANGES IN MOOD
• SADNESS, TEARFULNESS
• INCREASED USE OF ALCOHOL OR SUBSTANCES
• TALK OPENLY ABOUT EMOTIONAL HEALTH ISSUES/CONCERNS
• DON’T LET STIGMA STOP YOU FROM GETTING HELP
• REMEMBER THAT THERAPEUTIC SESSIONS ARE CONFIDENTIAL
HELPING ENTERING FRESHMEN
• WITH EXISTING DIAGNOSES• REGISTER WITH DISABILITY SERVICES
• MEET WITH COUNSELING/HEALTH SERVICES STAFF ON CAMPUS
• OR USE PROVIDERS IN THE COMMUNITY
• IDENTIFY CONTACT PERSON YOU CAN TALK TO IF WARNING SIGNS OF
EMOTIONAL STRESS UNFOLD
• HAVE MEDICATIONS/REFILLS READILY AVAILABLE
• WITHOUT A DIAGNOSIS• TALK WITH YOUR SON/DAUGHTER ABOUT EMOTIONAL HEALTH
• PAY ATTENTION TO EARLY WARNING SIGNS AND SYMPTOMS
• MAINTAIN REGULAR COMMUNICATION
• UNDERSTAND HOW/WHERE TO GET HELP
FOR MORE INFORMATION
• DUCKWORTH, A.L., PETERSON, C., MATTHEWS., M.D., & KELLY, D.R. (2007). GRIT: PERSEVERANCE AND PASSION FOR
LONG-TERM GOALS. JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 92(6), 1087.
• DUCKWORTH, A.L., & QUINN, P.D. (2009). DEVELOPMENT AND VALIDATION OF THE SHORT GRIT SCALE (GRIT-S).
JOURNAL OF PERSONALITY ASSESSMENT, 92(2), 166-174.
• GUTHMAN, J.C., IOCIN, L., & KONSTAS, D.D. (2010). INCREASE IN SEVERITY OF MENTAL ILLNESS AMONG CLINICAL
COLLEGE STUDENTS: A 12 YEAR COMPARISON. PAPER SESSION, AMERICAN PSYCHOLOGICAL ASSOCIATION
ANNUAL CONVENTION. SAN DIEGO, CA.
• KUPERMAN, S.I., & SCHULTZ, J.C. (2015). SUPPORTING STUDENTS WITH PSYCHIATRIC DISABILITIES IN POSTSECONDARY
EDUCATION: IMPORTANT KNOWLEDGE, SKILLS, AND ATTITUDES. JOURNAL OF POSTSECONDARY EDUCATION AND
DISABILITY, 28(1), 25-40.
• LEVINE, M. (2006). THE PRICE OF PRIVILEGE. NEW YORK: HARPER COLLINS.
• MASTEN, A.S. (1994). RESILIENCE IN INDIVIDUAL DEVELOPMENT: SUCCESSFUL ADAPTATION DESPITE RISK AND
ADVERSITY. IN M.C. WANG & E.W. GORDON (EDS.). EDUCATIONAL RESILIENCE IN INNER-CITY AMERICA:
CHALLENGES AND PROSPECTS (PP. 3-25). HILLSDALE, NJ; EARLBAUM.
• SILVA, E., & WHITE, T. (2013). PATHWAYS TO IMPROVEMENT: USING PSYCHOLOGICAL STRATEGIES TO HELP COLLEGE
STUDENTS MASTER DEVELOPMENTAL MATH. STANFORD, CA: CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF
TEACHING.
Q&A
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