Adventures in Mentoring: Peer

Leaders & Campus Mental Health

Phillip D. Rash, Ph.D.Ronald K. Chapman, Ph.D.

Rebecca Crawford, M.S.

Brigham Young University

Students under Pressure College and university counseling centers are

now examining how best to serve the growing number of students seeking their services

Monitor on Psychology September 2014

College Mental Health

Research over the past 5-10 years has confirmed that 1 in 4 college students has a diagnosable mental disorder

The National College Health Assessment suggested (2013) that during the last year: 1 in 3 college students experienced depression to the

degree that it impaired their academic functioning

50% of students experienced significant anxiety

1 in 3 students reported that stress had significantly impacted their academic performance

Psychiatric disorders are the largest group of students seeking disability accommodations in higher education

College Mental Health

Students with emotional difficulties have the largest higher education dropout rate of any disability category (Sutherland, 2001)

86% of students with psychiatric disorders withdraw from college before finishing their degree (Collins et. al. 2005)

The National Institute of Mental Health reports that 15% of the 18-30 age group have a mood disorder

College Mental Health

The Center for Collegiate Mental Health reported that in 2012-13 students being seen in college counseling centers related that: 48.7% had previously attended counseling

32.9% had previously taken medication for mental health concerns

30.3% had seriously considered suicide

23.2% had engaged in self injury

College Mental Health

Academic and school concerns85.2%

Anxiety/worry/nervousness 79.4%

Trouble with concentration 69.8%

Procrastination/motivation 69.6%

Depression 68.2%

Counseling Center Statistics

BYU’s Mentoring “Program”

Brief Overview of Peer Mentors on BYU Campus• Variety of paid positions – FYM, CASC, Academic Support

• FYM - self-select opportunity to university-wide initiative

• FYM - serves all first-year students (including transfers)

• Each mentor has 60-80 mentees fall and winter semesters

• Most assigned via courses (GE and gateway)

• Mentor-only as close to majors as we can get and keep balance

• Mentor work schedule is quite flexible

• Major expectation is academic connection to campus

• Extensive training that sets the tone on the “hows”

• Detail oriented application/interview system

Our Shared Values Mentoring is Learning

Reflection Kindles Growth

Relationships are Everything

Professionalism Strengthens Relationships

Success= Consistent Focused Effort

Mentoring is not responsive, it is proactive

Mentors become “friends with training”

The First-Year Mentoring Way

Case Studies

Fortuitous phone call- “I’m not doing very well”

Late night text message- “Phil I really need you to call me”

New Student Orientation – “No, he wants to go home right now”

Training & Supervision

Mental health content is embedded throughout our training process and not consolidated in one place and at one event. We find that there is a “rhythm” to a semester and common concerns tend to surface at predictable times.

Most of the skills we teach are used in all conversations and not exclusively with students struggling with mental health concerns.

Crisis and emergency response training is provided at the beginning of the academic year semester.

There is no such thing as completed training (for staff or for mentors.

Training & Supervision

Training is Comprehensive and On-Going Fall Training

Spring Training

Summer On-Line Modules

Certification

Weekly Staff Meeting

Practice, Practice, Practice Role plays

Goreact.com (video practice)

Training & Supervision

Supervision- (1 part training, 1 part support, 1 part accountability & follow-through) Weekly one-on-one supervision with staff and

peer supervisor

Weekly “Co-Mentoring” groups

Open door policy with staff

Vital Skills & Information Listening

Noticing (Observing)

Asking Questions

Reflection

Anatomy of a Conversation

Boundaries

Learning Skills

Self-Authorship

Counseling Center Common concerns &

how to recognize them

How to respond to a crisis

Accessing emergency contacts

Common concerns that might “present” as academic in the rhythm of the semester

Critical Relationships On-Campus Housing

Specific residence hall liaisons

FYM director is invited to Res. Life Executive Committee

Faculty First-Year Writing (small class sizes and

significant mentor involvement)

Academic Advisors

Counseling & Psychological Services