Larry Resendez, PsyD, Associate Dean – DSP&S/Student Health Center
Michael Moore, LMFT, Staff Therapist – Student Health Center
 “Please let me not get so busy that I miss seeing the pain of others.”
Empathy Video

 The Crisis Awareness and Response Team (CART) is available to assess situations involving students who are in distress or who may be causing distress; the Student
Health Center Provides mental health counseling for students and the Disabled
Students Programs & Services (DSP&S) assists students with disabilities.
 CAMPUS SECURITY is available to assist if a student (or anyone else on campus) is demonstrating conduct that is clearly and immediately reckless, disorderly, dangerous or threatening (including self-harm behavior) – To reach campus security while using a campus phone, dial extension 7843 or 911; dial 818.364.7843 or 911 from cell phones.
 When in doubt, confer with supervisor, department chair, CART, or Campus Security
 “See something; say something; do something” ( Green Folder project)
 Resources and Linkages (DMH, START, FBI, LASD, Homeland Security, Olive View MH
Urgent Care, Local Mental Health and other Social Services Community Providers)

In the Classroom and on Campus

 Privacy Laws and Confidentiality (FERPA)
 Mental health problems and other stressors in College
 Distress Indicators
 At-risk student populations
 Suicide Awareness/Prevention
 Assisting Students in Distress: Campus Support

 FERPA – The Family Educational Rights and Privacy Act
Although FERPA protects student privacy, it also permits communication about a student of concern under the following circumstances:
►LAMC may disclose personal identifiable information from an “educational record” to appropriate individuals in connection with a health and safety emergency. Information may be released to parents, police (Sheriff), or others, if knowledge of the information is necessary to protect the health and safety of the student or other individuals.
► Information can be shared with college personnel when there is a specific need to know and should be limited to the essentials of LAMC business.
► Observations of a student’s conduct or statements made by a student are not
“educational records” and are therefore not protected by FERPA. Such information should be shared with appropriate consideration for student privacy.

 Anxiety
 Depression
 Loss/Grief Issues
 Trauma exposure (including sexual abuse/assault, domestic violence, PTSD)
 Major Mental Illness: Psychosis, Bipolar Disorder
 Life Events (family issues, economic distress, school struggles, relationships)
 Physical Health Issues
 Learning Disabilities/Intellectual Disabilities
 Autism Spectrum Disorder
 Alcohol/Substance Abuse
 Adjustment to Reentry (Military Service, Older Students)
 Gender Identity Issues
 Any combination of the above

 Repeated absences from class
 Missed assignments, exams, or appointments
 Deterioration in quality or quantity of work
 Extreme disorganization or erratic performance
 Written or artistic expression of unusual violence, morbidity, social isolation, despair, or confusion; essays or papers that focus on suicide or death
 Continual seeking of special provisions (extensions on papers, make-up exams)
 Patterns of perfectionism: e.g., can’t accept themselves if they don’t get an A+
 Overblown or disproportionate response to grades or other evaluations

 Direct statements indicating distress, family problems, or loss
 Angry or hostile outbursts, yelling, or aggressive comments
 More withdrawn or more animated than usual
 Expressions of hopelessness or worthlessness; crying or tearfulness
 Expressions of severe anxiety or irritability
 Excessively demanding or dependent behavior
What People With Depression Want You To Know

 Deterioration in physical appearance or personal hygiene
 Excessive fatigue, exhaustion; falling asleep in class repeatedly
 Visible changes in weight; statements about change in appetite or sleep
 Noticeable cuts, bruises, or burns
 Frequent or chronic illness
 Disorganized speech, rapid or slurred speech, confusion
 Unusual inability to make eye contact
 Coming to class bleary-eyed or smelling of alcohol

 Implying, or making a direct threat to harm self or others
 Describing an organized plan to harm self or others
 Communicating threats via email, phone calls, texts, social media posts that allude to harming self or others
 Unprovoked anger or hostility
 Academic assignments dominated by themes of extreme hopelessness, worthlessness, isolation, rage, and violence

 Many student-athletes experience mental health problems such as depression and anxiety, but they are often reluctant to seek help for a variety of reasons.
Research Findings
 In a random sample of approximately 7,000 students at nine colleges and universities in 2014, use of mental health services was much lower among intercollegiate athletes as compared to students overall.
 Among students with significant depression or anxiety symptoms, only 10%
of athletes used mental health services, as compared to 30% of students overall. Source: 2014 Healthy Bodies Study

 American Troops have deployed almost 3.3 million troops to Iraq and
Afghanistan.
 Females make up 14-15% of the US active-duty. The percentage of women in the military has doubled in the last 30 years.
 30,000 men and women leave the military and return to California each year. That number is expected to increase dramatically as the wars in Iraq and Afghanistan wind down and as the military downsizes due to budget cuts.
 With an estimated 2.2 million veterans residing in California, the state’s veteran population leads the nation.

 More than 26,600 veterans utilized their educational benefits at a community college in 2009. In addition, there were an estimated 8,000 to 10,000 active duty military personnel enrolled in the education system during that same period.
 As these veterans transition back to civilian life, many will take advantage of their educational benefits and look to the community colleges as their best option.
 However, for the majority of veterans attending community colleges, this is their first real experience in higher education, and the transition from military to college can be quite challenging.

 Due to the length of absence from school, the majority of veterans test into remedial courses, making it difficult to reach their educational goals before their
GI Bill benefits terminate.
 Difficulty navigating through the bureaucracy of VA paperwork in order to receive their benefits. (i.e., GI Bill, disability claims, health benefits, medical care, etc.)
 Financial Aid stressors (FAFSA, unemployment forms, GI Bill payment, etc.)
 Concerns about career and educational goals can cause anxiety.
 Lack of awareness regarding VA benefits, financial aid, and other available resources.
 Trying to take on too much too soon. (Veterans often feel like they are behind in obtaining their degree when comparing themselves with younger college students.)

 Although not all veterans serve in combat, those that do, may experience additional challenges such as Post Traumatic Stress Disorder (PTSD), Traumatic
Brain Injury (TBI).

 “PTSD is the inability to flip the switch from combat soldier to every day citizen to stop reliving the war at so high a frequency that it interferes with the ability to function.” Betsy Streisand, U.S. News & World Report, Oct. 2006
 “At the early stages, it’s like a toothache, painful and troubling. Left
untreated, the infection festers and grows.” Ilona Meager, Moving a Nation to Care

 Insomnia
 Flashbacks
 Hyper vigilance
 Memory problems
 Poor concentration
 Depression
 Anxiety
 Irritability
 Emotional numbing
 Avoidance

 Crowded classes
 Timed tests
 Anniversary dates
 Television & Movies
 Driving
 Loud noises
 Smells

 Difficulty getting a full night’s sleep due to hyper vigilance or nightmares
 Side effects from prescribed or non-prescription medications
 Inability to find a seat in the back of the room near the exit can cause additional stress in classroom
 Veterans often end up self-medicating to deal with combat stress injuries

 Over 40% of those experiencing mental health problems associated with combat refuse treatment due to fear that treatment will:
•hurt their image
•ruin their military career and/or promotion
•cause negative perception from peers and leadership
 This stigma carries over into the college environment. Veterans are extremely reluctant to seek help from Disabled Student Services.

 “An analysis of official death certificates on file at the State Department of
Public Health reveals that more than 1,000 California veterans under 35 died between 2005 and 2008. That figure is three times higher than the number of California service members who were killed in the Iraq and
Afghanistan conflicts over the same period.” Source: (Aaron Glantz, The
Bay Citizen)
 A Recent news article reported nearly half of student veterans have contemplated suicide.
 Nearly half of student veterans show significant symptoms of post-traumatic stress disorder, a third suffer from severe anxiety, and a quarter experience severe depression, according to the study. (The Chronicle of Higher
Education, by Sara Lipka. August 4, 2011, )

 Please be sensitive to comments made about the war in Iraq/Afghanistan.
 Remember that even though the veteran is back home, they are likely to still have close contacts with buddies in combat.
 Avoid power struggles. Let the veteran know that you will address their concern, but would like to give him/her your full attention at a designated time after class.
 Give the veteran permission ahead of time to leave classroom if they encounter “triggers” during class
 If the veteran appears stressed or agitated, encourage him/her:
•To take a short break
•Use gym or physical fitness facility
•Contact a support person
•Utilize relaxation techniques: meditation, yoga, tai-chi, etc.

 You should avoid asking questions such as:
• How many people did you kill? What was it like?
• Do you think it was worth it?
• Political view of the war.
“I don’t like it when people ask me if I killed someone. I feel uncomfortable when the subject of war comes up in class.” —Sierra College Veteran, Iraq

 Consider the following:
•Achilles-Vietnam-Combat Trauma and Undoing of Character, by Jonathan Shay
•Black Knights, On the Bloody Road to Baghdad, by Oliver Poole
•Chasing Ghosts; Failures and Facades In Iraq: A Soldier’s Prospective, Paul Rieckhoff
•Courage After Fire, By Keith Armstrong
•Down Range to Iraq and Back, by Bridget C. Cantrell & Chuck Dean
•Exit Wounds, A Survival Guide to Pain Management For Returning Veterans and Their
Families, by Derek McGinnis, Iraq War Veteran
•I Can’t Get Over It, A Handbook for Trauma Survivors, by Aphrodite Matsakis, Ph.D.

 LGB youth are 4 times more likely, and questioning youth are 3 times more likely, to attempt suicide as their heterosexual peers.
 Attempted Suicide for Transgender Students is 50%
 LGB youth who come from highly rejecting families are 8.4 times as likely to have attempted suicide as LGB peers who reported no or low levels of family rejection.
 1 out of 6 LGBTQ students nationwide (grades 9-12) seriously considered suicide in the past year.
 Each episode of LGBT victimization, such as physical or verbal harassment or abuse, increases the likelihood of self-harming behavior by 2.5 times on average.

 When schools adopt SAFE Zones and non discrimination policies for LGBTQ the risk of suicide for LGBTQ students drops by 20%
 Interesting, too, that heterosexual male student suicide drops by 50%

 Recovery (People Often Recover from Mental Health Issues)
 Wellness Model (Hope, Empowerment, Personal Responsibility, Sense of Belonging)
 Stigma (A major barrier to students seeking timely care)
 Suicide Risk (Know the warning signs)
 “A LIFE” Suicide Prevention Action Plan
 Cultural and Socioeconomic Issues!
 Student Health Center, DSP&S and CART

 Last Year more than 1,100 College Students Completed Suicide in the U.S.
 1 out of every 4 college students suffers from some form of mental illness, including depression
 44 percent of American college students report having symptoms of depression
 75 percent of college students do not seek help for mental health problems
 Suicide is the second leading cause of death among college students
 Young people diagnosed with depression are five times more likely to attempt suicide than adults
 19 percent of young people in the United States either contemplate or attempt suicide every year
 4 out of every 5 college students who either contemplate or attempt suicide show clear warning signs

 Gender
 Age
 Chronic physical illness
 Mental illness (especially depression)
 Use of alcohol or other substances
 Limited social support
 Previous attempt
 Organized plan
 Family History of Attempts
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 Threatening to hurt or kill oneself
 Seeking access to means
 Talking or writing about death, dying, or suicide
 Feeling hopeless
 Feeling worthless or a lack of purpose
 Acting recklessly or engaging in risky activities
 Feeling trapped
 Increasing alcohol or drug use
 Withdrawing from family, friends, or society
 Demonstrating rage and anger or seeking revenge
 Appearing agitated
 Having a dramatic change in mood
 Giving away prized possessions
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•
• A
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F
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Awareness of Others Pain/Assess for Suicide Risk
Listen to Words/Body Language
Inquire to Gather Information
Foster Hope for Life
Encourage Help Seeking/Empower
13

 Individual Characteristics and Behaviors
 Psychological or emotional well-being, positive mood
 Positive beliefs about and hopes and plans for the future
 Desire to finish school
 Internal locus of control, i.e., feeling like one has an impact on one’s world and the world of others
 Problem-solving and coping skills, including conflict resolution
 Frustration tolerance and ability to regulate emotions
 Self-esteem
The Pursuit of Happyness-Dreams

 Spiritual beliefs or connection with faith-based organization
 Cultural and religious beliefs that affirm life and discourage suicide
 A sense of responsibility to family or friends, not wanting to hurt family or friends
 Physical activity, especially aerobic activity
 Social Support
 Family: Support from and connectedness to family, closeness to or strong relationship with parents, parental involvement
 Friends: Social involvement and support from friendships and romantic relationships
 Mentors: Connection to influential others
Shawshank Redemption-Hope

 “MANAGEMENT OF STRESS AND MENTAL HEALTH:
As a student, not only do you have the pressure of succeeding in school, you may also be contending with work, financial issues, relationships, managing time effectively, getting enough sleep, etc. The staff and faculty of Los Angeles Mission
College are here to provide support that will help you to be successful in your academic pursuits. You can learn more about the broad range of confidential student services offered on campus, including counseling and mental health services, by either visiting the Student Health Center (SHC), checking out the SHC webpage at: https://www.lamission.edu/healthcenter/ or calling: 818 362-6182.
We would also like to encourage you to enter the National Suicide Prevention
Lifeline number (1-800-273-8255) into your cell phone in case you or someone you know is in distress and needs someone to talk to.”

 Located in Bungalow east of CSB
 Margarita Torres, Student Health Center Director
 818.362.6182
 Mental Health Therapists:
Michael Moore, LMFT
Donna Gallegos, LMFT
Katie Zwolski, LCSW
 http://www.lamission.edu/healthcenter/

 Located in Instructional Administrative Building, Room 1018
 Larry Resendez, PsyD, Associate Dean, DSP&S/Student Health Center
 818.364.7733
 resendcl@lamission.edu
 http://www.lamission.edu/dsps/

Marian Murray, Special Services Assistant
818.364.7732
MurrayME@lamission.edu
Adrian Gonzalez, Instructional Assistant Assistive Technology
818.833.3313
GonzalA2@lamission.edu
Adam Serda, MS, DSP&S Counselor
818.364.7734
serdaa@lamission.edu
Robert Schwartz, LCSW, Disability Specialist
818.364.7620
SchwarRS@lamission.edu

Ludi Villegas-Vidal, Dean, Student Services, CART Leader
818.364.7643
villegL@lamission.edu
Larry Resendez, Associate Dean, DSP&S/Student Health Center
818.364.7733
resendcl@lamission.edu
Deputy Sukarno Brown, LA Sheriff’s Department Campus Security
818.364.7843
SLBrown@lasd.org
Danny Villanueva, Vice President, Administrative Services
818.364.7772
VillanDG@lamission.edu
Michael Allen, Vice President, Academic Affairs
818.364.7635
AllenMK@lamission.edu
Monte Perez, President (Acting Vice President of Student Services)
818.364.7795
PerezME@lamission.edu

 Applied Suicide Intervention Skills Training (ASIST): a two-day intensive training conducted by skilled facilitators from the Los Angeles County
Department of Mental Health. Only 30 participants are trained at a time with a minimum of 4 trainers. The training is free and LAMC is planning on hosting one in Spring 2016!
 SafeTALK: a half-day workshop that prepares participants to identify people with thoughts of suicide and connect them with life-saving first aid resources.
 Mental Health First Aid: an 8-hour course that teaches you how to help someone who is developing a mental health problem or experiencing a mental health crisis. The training helps you identify, understand, and respond to signs of mental illnesses and substance use disorders.
http://www.mentalhealthfirstaid.org/cs/about/

 IN THE EVENT OF A LIFE THREATENING EMERGENCY CALL CAMPUS SECURITY ASAP x7843 or 911 from campus telephones
911 from cell phones or when off-site