pop theory presentation

Mental health framework for honors students

THeory PResentation

Taylor Ball-Watson

“Our students regularly articulate fears and anxieties and doubts about their abilities… and tell us barriers that impede this progress, but careful listening reveals concerns that range beyond individual performance anxieties.”

Maureen Kelleher, 2017

INDEX

07. Theoritical Framework

04. Rationale for study

01. Background

05. Tentative Research Question

02. Context

08. Potential Impact

06. Supporting Theorists and Concepts

03. Problem Statement

09. References

01. Background

NAtional COllegiate HOnors Council

Campus honors programs and colleges are bound by a definition and a framework within the national organization NCHC whose mission is “to support and enhance the community of educational institutions, professionals, and students who participate in collegiate honors education

Current Framework includes:

• interdisciplinary learning,
• service learning and leadership,
• experiential learning, and
• learning communities

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BAckGround Cont.

This council was established in 1966 and currently has nearly 900 member institutions that serve over 330,000 honors students. There are two documents that help define the role of NCHC programs and the framework they should follow to ensure that all students in honors programs receive educational opportunities that are “measurably broader, deeper, and more complex learning-centered and learner-directed”

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BAckGround Cont.

The national definition breaks down five components that should be included in the campus plan:

• research and creative scholarship,
• breadth and enduring questions,
• service learning and leadership,
• experiential learning, and
• learning communities

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02. Context

Letters from MAureen

In 2017, Maureen Kelleher wrote a letter to honors practitioners in the Journal of the National Collegiate Honors Counsil calling for a change in mental health education and intervention in honors programs.

“Our students regularly articulate fears and anxieties and doubts about their abilities… and tell us barriers that impede this progress, but careful listening reveals concerns that range beyond individual performance anxieties” and that there is a “widespread presence of intrapersonal difficulties, social isolation, and stress”

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03. Problem Statement

Honors educators use multiple resources during any given day and have thus become adept at seeing how our programs fit into both our campus communities and the larger national discourse of honors education (Kelleher, 2017). Many honors staff and faculty are responding to students’ mental health issues while not receiving formal training in mental health services.

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04. Rationale for the Study

• The age-of-onset (AOO) of mental disorders in late childhood or adolescence which affects many college students (Kessler et al., 2007).
• Interventions occurring early, during early college years, might help reduce the severity and persistence of these disorders (Kessler et al., 2007).

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Rationale cont.

• Explanations for the increase of the rise in students coping with mental health issues could include the rising number of students choosing to attend college and that many of those students are not being adequately prepared for the academic rigor and the adjustment required to be successful in college (Cook, 2007).
• Data shows steep increases in the complexity of issues brought to counseling centers by students, the number of students being hospitalized for mental health reasons, the number of students arriving on campus with diagnosed and medically treated mental health issues, and in the number of immediate crisis interventions (Gallagher, 2012).

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05. Tentative Research Question

Would creating a national framework within the National Collegiate Honors Council for “best practices for mental health” help these programs respond with informed strategies, not just good intentions?

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06.Supporting Theorists and Concepts

Schools as Culture Theory:

• Students learn from their culture, mentors and their influences, and then adapt it to their current situations

School Culture Basic Theory of Change

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Supporting Theorists and Concepts Cont.

Social Ecological Framework

This approach asserts that health and safety related behaviors are shaped by multiple levels of influence: interpersonal, intrapersonal, institutional, community and public policy To provide a safety net for students, efforts aimed at expanding the number of mental health services on campus must be supported by programs and policies that change the campus' culture and environment

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Supporting Theorists and Concepts Cont.

A comprehensive mental health promotion and suicide prevention program addresses multiple levels of influence:

• intrapersonal (individual);
• interpersonal (group, peer, family);
• institutional;
• community; and
• public policy

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Supporting Theorists and Concepts Cont.

Conflict Theory

This theory posits that society is in a state of perpetual conflict because of competition for limited resources. Assumptions of conflict theory include competition and structural inequality. Some examples of conflict theory include pay inequalities between groups and inequalities in the justice and educational systems of governments. Focus on inequalities in mental health resources and the division between students who view themselves as having "optimal mental health" and "poor mental health."

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Supporting Theorists and Concepts Cont.

Two Continua Model of Mental Illness and HEalth

Social well-being of a functioning member of society consists of five dimensions:

• social coherence or making meaning of what is occurring in society,
• social acceptance which is a positive attitude towards others who have differences,
• social actualization in that one holds the belief that the community can evolve positively and has potential,
• social contribution or the feeling that one’s actions add value to society, and social integration within a community.

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Supporting Theorists and Concepts Cont.

Two Continua Model of Mental Illness and HEalth

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Supporting Theorists and Concepts Cont.

Two Continua Model of Mental Illness and HEalth

Programs and colleges need to be able to meet the needs of students falling in any location on the continua but, in order to provide a safety net for students, efforts aimed at expanding the number of mental health services in honors programming must be supported by programs and policies that change the program or college’s culture and environment

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Mixed Methods Model

Quantitative data on students mental health and their perceptions of campus mental health needs

Qualitative data on faculty and staff perceptions of mental health training and accesability needs

08.POtential Impact of study

Creation of a Mental Health Framework

Research points to the need to create a guide that would tie into the current framework. Using social ecological framework, this approach asserts that health and safety related behaviors are shaped by multiple levels of influence.

Levels of Influence:

• interpersonal,
• intrapersonal,
• institutional,
• community and
• public policy

POtential Impact of study Cont.

Educate Students on Resources

Train Staff on Mental Health Interventions

Facilitate Early Interventions with Data Driven Stratigies

10. References

About NCHC - national collegiate honors council. (2022). National Collegiate HonorsCouncil.https://www.nchchonors.org/about-nchc Badenhausen, R. (2019). Shunning complaint: A call for solutions from the honors community.Journalof the National Collegiate Honors Council, 20(1), 3–7.Badenhausen, R., Buss, J., & Pritchett, C. (2022). NCHC shared principles and practices ofhonorseducation. In National Collegiate Honors Council. nchchonors.org/directors-faculty/definition-of-honors-educationCampus MHAP: A guide to campus mental health action planning | Suicide PreventionResourceCenter. (2011). JED Foundation. jedfoundation.org/wpcontent/uploads/2016/07/campus-mental-health-action-planning-jedguide.pdfCook, L. J. (2007). Striving to Help College Students with Mental Health Issues. JournalofPsychosocial Nursing and Mental Health Services, 45(4), 40–44. https://doi.org/10.3928/02793695-20070401-09

Cont.

Gallagher, R. P. (2012). Thirty Years of the National Survey of Counseling Center Directors: APersonal Account. Journal of College Student Psychotherapy, 26(3), 172–184. https://doi.org/10.1080/87568225.2012.685852 Kelleher, M. (2017). Mental health needs in the honors community: Beyond good intentions. Journalof the National Collegiate Honors Council, 18(2), 29–37. https://digitalcommons.unl.edu/nchcjournal/608 Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J., Lee, S., & Bedirhan Ustun, T. (2007). Ageof onset of mental disorders: a review of recent literature. Current Opinion in Psychiatry, 20(4), 359–364. https://doi.org/10.1097/yco.0b013e32816ebc8c Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2018). Increased rates of mental health service utilizationby U.S. college students: 10-Year Population-Level trends (2007–2017). Psychiatric Services, 70(1), 60–63. https://doi.org/10.1176/appi.ps.201800332 Liu, C. H., Stevens, C., Wong, S. H., Yasui, M., & Chen, J. A. (2018). The prevalence and predictors ofmental health diagnoses and suicide among U.S. college students: Implications for addressing disparities in service use. Depression and Anxiety, 36(1), 8–17. https://doi.org/10.1002/da.22830

Cont.

Mortier, P., Auerbach, R. P., Alonso, J., Bantjes, J., Benjet, C., Cuijpers, P., Ebert, D. D., Green, J. G.,Hasking, P., Nock, M. K., O’Neill, S., Pinder-Amaker, S., Sampson, N. A., Vilagut, G., Zaslavsky, A. M., Bruffaerts, R., Kessler, R. C., Boyes, M., Kiekens, G., . . . Vives, M. (2018). Suicidal Thoughts and Behaviors Among First-Year College Students: Results From the WMH-ICS Project. Journal of the American Academy of Child &Amp; Adolescent Psychiatry, 57(4), 263-273.e1. https://doi.org/10.1016/j.jaac.2018.01.018 National Collegiate Honors Council. (2013). Definition of honors education.https://www.nchchonors.org/uploaded/NCHC_FILES/PDFs/Definition-of-Honors-Education.pdf Rinn, A. N., Soles, K. L., Ferguson, S., & Smith, K. N. (2019). Psychological profiles among high abilityundergraduate students. High Ability Studies, 31(2), 157–179. https://doi.org/10.1080/13598139.2019.1607721 Rosenthal, B., & Wilson, W. C. (2008). Mental Health Services: Use and Disparity Among DiverseCollege Students. Journal of American College Health, 57(1), 61–68. https://doi.org/10.3200/jach.57.1.61-68