Challenging Situations:
Campus Collaboratives
To Support Student
Success
Deborah Tull, Ph.D., Los Angeles Harbor College
tulld@lahc.edu (310) 233-4621
Addressing College Student Mental
Health Concerns
Scope of Mental Health Challenge
General Population

Mild mental illness conditions are common.
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1/5 of Americans experience some diagnosable
mental disorder during any given year.
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Anxiety disorders are most common.
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Depression affects 1 in 10 adults.
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3% experience severe and persistent mental illness.
(1) American Psychiatric Association, 2005
(1)
Scope of Mental Health Challenge
College Population: General
College student mental health issues are more
severe than in past years.
Research cites increases in the following for college
students:
 Anxiety, Fear, Worry and Feeling Overwhelmed
 Alcohol and Substance Abuse
 Family Dysfunction
 Impact of Violence
 Depression and Bipolar Disorder
(2)
(3)
(2) Gallagher, 2001; Benton, et al, 2003; Benton, et al, 2004
(3) Report to the Subcommittee Hearing for the Campus Care and Counseling Act, April 28, 2005 by Researcher, Louise Douce, Ph.D.,
Higher Education Research Institute, 2002
Scope of Mental Health Challenge
College Population: Depression

Midwest University Study: The number of students
with depression doubled.
ACHA Study: The rate of students diagnosed with
depression has increased 56% in the last 6 years.
ACHA Study: Nearly 50% of surveyed students
reported feeling so depressed at times that they had
trouble functioning.
CDC Study: 28.3% of the students reported
experiencing depression which interfered with daily
activities for 2 weeks or longer.
(4)
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(5)
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(6)
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(7)
(4) Kansas State University Study (1989-2001) of 13,257 students, cited in: Benton, Robertson, Tseng, Newton, & Benton, 2003, p.69
(5) American College Health Association, National College Health Assessment, 2006
(6) American College Health Association, National College Health Assessment, 2006
(7) Centers for Disease Control Study, 2002
Scope of Mental Health Challenge
College Population: Anxiety

ACHA Study: 12.4% of surveyed students reported
having an anxiety disorder.
(8)

Midwest University Study: Proportion of students seen
for anxiety disorders doubled.
(9)
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National Institute of Mental Health Study: Anxiety
disorders affect 9.1 percent of college students.
(10)
(8) American College Health Association, National College Health Assessment, 2006
(9) Kansas State University Study (1989-2001) of 13,257 students, cited in: Benton, Robertson, Tseng, Newton, & Benton, 2003, p.69
(10) National Institute of Mental Health, Anxiety Disorder Research, 2000
Scope of Mental Health Challenge
College Population: Suicide

The 2nd leading cause of death for college students is
suicide.
Every year, as many as 1100 college students die by
suicide, most of these students were not in treatment
at the time of their death.
Midwest University Study: The number of suicidal
students tripled.
One out of every 12 college students has made a
suicide plan.
(11)
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(12)
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(13)
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(14)
(11, 12) Jed Foundation, 2005
(13) Kansas State University Study (1989-2001) of 13,257 students, cited in: Benton, Robertson, Tseng, Newton, & Benton, 2003, p. 69
(14) Mental Health America (Formerly known as National Mental Health Association), 2007
Scope of Mental Health Challenge
Relationship Violence

Violence against women on college campuses is
widespread.
(15)

The highest rates of relationship violence are among
women 16-24 years of age.
(16)

13% of surveyed students reported experiencing an
emotionally abusive relationship the last school year.

Over half of all stalking victims are 18-29 years.

Midwest University Study: The number of students
seen in response to sexual assault quadrupled.
(18)
(19)
(15)
(16)
(17)
(18)
(19)
B. Fisher, F. Cullen, M. Turner, 2000
U.S. Department of Justice, Office of Justice Programs, 2001
American College Health Association, National College Health Assessment, 2006
U.S. Department of Justice, Office of Justice Programs, 1998
Kansas State University Study (1989-2001) of 13,257 students, cited in: Benton, Robertson, Tseng, Newton, & Benton, 2003, p. 69
(17)
Scope of Mental Health Challenge
College Population: Substance Abuse

Several national surveys report that 4 in 5 college
students drink and about half engage in heavy
episodic drinking.
(20)

49% (3.8 million) of full time college students binge
drink and/or abuse prescription and illegal drugs.
(21)

An estimated 300,000 of today’s college students will
eventually die of alcohol related causes such as
accidents, cirrhosis of the liver and other diseases.
(22)
(20) American Psychiatric Association, 2006
(21) National Center on Addiction and Substance Abuse at Columbia University, 2007
(22) Core Institute, 2006
Special Populations With Unique
Mental Health Challenges
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DSPS Students
EOPS Students
Cal Works Students
Financial Aid Students
International Program Students
Gay/Lesbian/Bisexual/Transgender Students
Veterans
Intimate Partner Violence Survivors
Student Athletes
Impact of College Mental Health
Problems/Issues
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Campus Safety
Behavioral Issues/Code of Conduct
Student Performance
Parenting
Workforce Development
Impact:
Campus Safety

All colleges must guarantee learning environments
that are safe and secure.

Student mental health emergencies may bring unrest
and harm to the student in distress, other students and
faculty/staff/administration.

Examples include: Suicide attempts, incidents of
stalking, sexual assault, domestic violence and
substance abuse.
Impact:
Behavioral Issues & Student Conduct

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All students must abide by the student code of
conduct.
Perform behavioral assessment to determine if a
student is in emotional crisis, is responding to a reallife crisis situation or is being disruptive.
Identify and refer those in emotional distress to a
mental health professional.
Identify and refer those who are just “acting out” to
campus disciplinarian.
Involve police when safety is threatened.
Impact:
Behavioral Issues & Student Conduct
Debunk the Myths:
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People who have mental illness are not typically
violent or dangerous.
National Institute of Mental Health research indicates
that only 1% are potentially dangerous.
In rare instances when violence occurs, it is when the
person is very seriously mentally ill and/or not under
treatment. Refer these people for help.
Impact:
Student Performance
Mental health problems interfere with student success
and are directly linked to retention and academic
performance.
(23)
Problems affecting academic performance:

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Stress (32%)
Sleep difficulties (23.9%)
Concern for friend or family (18%)
Depression/anxiety (15.7%)
Relationship difficulty (15.6%)
Death of friend/family (8.5%)
(23) Backels & Wheeler, 2001; Haines, Norris, & Kashy, 1996;
Spence, Duric, & Roeder, 1996
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Alcohol use (7.3%)
Drug use (2.3%)
Eating disorder/problem (1.3%)
Physical assault (0.6%)
Sexual assault (0.8%) (24)
(24) American College Health Association, National College Health
Assessment, 2006
Impact:
Parenting
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College educators are mandated reporters for child
abuse.
Mental health issues can interfere with appropriate
parenting.
Mental health services can foster appropriate
parenting and nurture healthy families.
Impact:
Workforce Development
A primary mission of the community colleges is to
successfully contribute to workforce development.
This mission can only be attained by graduating and
transferring students who meet the competency
standards and possess mental and physical health.
Educators as Change-Agents:
Need to Participate

Many students experience their first psychological
problems between the ages of 20 and 35. Educators
can be a student’s first link to help through referral to
mental health service sites.
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Most students will only undergo a single episode of
mental illness in their entire lives and the vast majority
(80%) can be treated successfully.

Educators must be aware that colleges will continue to
see an increase in the enrollment of students needing
mental health assistance.
Educators as Change-Agents:
Need for Training
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Sensitivity and awareness training is imperative for
administrators, faculty, staff and student workers.
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College professionals can be effective change-agents
in the recovery, healing and educational goal
attainment for this group of students.
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Addressing the mental health challenges of college
students is a global issue for all sectors of the college:
Counseling Departments, DSPS, EOPS, Financial Aid,
Assessment Centers, Cal Works Programs, Campus
Police and Health Centers.
Educators as Change-Agents:
Need for Training
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It is critical to develop a campus-wide cultural climate
that de-stigmatizes mental illness, removes barriers
and encourages help-seeking behavior.
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Educators should be trained to: (1) identify the signs of
individuals in distress and (2) take the appropriate
steps to get help.
Identifying Students in Need:
Warning Signs
Be aware of students who:
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Appear sad, hopeless, fearful
Make direct reference to suicide
Appear to be “under the influence”
Are often absent from class
Seem unable to accept praise or feel success
Appear withdrawn, isolated or moody
Have difficulty focusing
Appear to have difficulty eating and sleeping
Change-Agent Training Resources
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www.lahc.edu/MentalHealth
www.campusblues.com
www.touchingminds.org
www.HealthyMinds.org
www.jedfoundation.org
www.activemindsoncampus.org
www.nmha.org
www.mentalhealth.com
www.stopstigma.samhsa.gov
Need for College Program
Development
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Every college campus should have a mental health
service site with professional staffing to meet the
demands of its student population.
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Cost-effective programs can be designed through the
use of psychology interns under the supervision of a
licensed professional.
Need for College Program
Development
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Possible Mental Health Service Site funding avenues
include federal grants from the Department of Health
and Human Services, Substance Abuse and Mental
Health Services Administration.
Need for College Policy Development
Formulate campus policies for:
Identification of high-risk and potentially high-risk
students
 Crisis management
 Promotion of mental health awareness, well-being
and suicide prevention
 Campus police support
 Community outreach
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Community Collaborations:
Student Success Agencies
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California State Department of Rehabilitation
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Department of Mental Health
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Veterans Administration
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Domestic Violence/Sexual Assault Agencies
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Self-Help Groups
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Local Law Enforcement Agencies
Los Angeles Harbor College and
County Mental Health Collaboration
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Close collaboration between the Los Angeles
Community College District (LACCD) and the Los
Angeles County Department of Mental Health
(LACDMH) provided a “think-tank” response to
college mental health challenges.
A Chancellor’s Office Fund for Instructional
Improvement (1998-99) Grant provided the resources
to develop a collaborative program, The Mental
Health Education Consortium Project.
Los Angeles Harbor College and
County Mental Health Collaboration
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The Mental Health Education Consortium Project laid
the foundation for the LACCD and the LACDMH to
develop a partnership which supported the
educational efforts of students with mental illness
within the District and streamlined service delivery to
help students with unmet mental health needs who
qualified for L. A. County mental health services.
Los Angeles Harbor College and
County Mental Health Collaboration:
Outcomes
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Launching of Supported Education Program (S.E.P.).
An S.E.P. “improves access to college and increases
the retention of people who have a history of mental
illness…The college or university is not a treatment
setting, nor is the supported education program a
treatment program. Treatment is the role of the mental
health system; education is the role of the
postsecondary education site.”
(25)
(25) Unger, 1998, p. 19
Los Angeles Harbor College and
County Mental Health Collaboration:
Outcomes
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Development and implementation of mental health
sensitivity and awareness training for LACCD Student
Service professionals and LACDMH supervisors at
District clinics
Global training opened direct communication between
LACCD Student Services and LA County mental
health workers in their respective areas.
Los Angeles Harbor College and
County Mental Health Collaboration:
Outcomes
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Open communication led to a streamlined referral
system that benefited students in need of mental
health services.
Open communication supported the creation of userfriendly web-based mental health training materials for
the LACCD and other colleges in the California
Community College System.
Los Angeles Harbor College and
County Mental Health Collaboration:
Outcomes
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Free training resources can be found at:
www.lahc.edu/MentalHealth
Two booklets are available: Mental Illness: It Shouldn’t
Drive You Crazy and The Calm Psychological
Response (C.P.R.) Manual, a primer on crisis
intervention for college professionals.
Also available are many tips on conducting mental
health training.
Los Angeles Harbor College and CA
State Department of Rehabilitation
Collaboration
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Arrangements have been made with the local
Department of Rehabilitation Office to have a
rehabilitation counselor stationed at LAHC to optimize
service delivery.
The rehabilitation counselor rotates between the
DSPS, EOPS, and Cal-Works Office in response to
service requests.
Los Angeles Harbor College and
Domestic Violence/Sexual Assault
Agency Collaborations
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Domestic violence/sexual assault agencies come
on-campus to provide workshops for students.
Los Angeles Harbor College mental health
professionals routinely visit local shelters and
agencies to encourage abuse survivors to attend
college.
Los Angeles Harbor College and
Federal Collaboration
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A USC/Los Angeles Community College consortium
participates in a Department of Justice (DOJ) Grant
Project designed to reduce the incidence of student
relationship violence.
The Consortium has developed and implemented
training on relationship violence prevention and
established college violence reduction policies.
Los Angeles Harbor College
Research
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An estimated 40% - 60% of women on welfare are
victims of domestic violence and, as students, these
women have multiple challenges.
Tull Qualitative Dissertation - Domestic Violence
Survivors on Welfare: Learning Experiences at a
Community College (2004)
The dissertation focuses on college abuse survivor
challenges and the effects that poverty and violence
have on academic success and eventual selfsufficiency.
Los Angeles Harbor College
Research
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Research findings signal the importance of the
following: (a) social support, (b) college services,
(c) empowerment, (d) parenting workshops,
(e) college liaison activities with DPSS and (f) viable
academic programs linking these students to selfsufficiency and life success.
The study offers suggestions for program
development at colleges and DPSS agencies.
The dissertation is available at: www.il.proquest.com
Los Angeles Harbor College Mental
Health Site Program Development
The LAHC Life Skills Center:
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A cost-effective, humanistic, mental health site
Developed because demand for mental health
services at LAHC far exceeded the support supplied
by existing Student Services staff & public agencies
A non-stigmatizing name was chosen.
The Life Skills Center now meets the college mental
health needs.
Los Angeles Harbor College Mental
Health Site Program Development
The Life Skills Center was created to contribute to the
mission of the college by offering:
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Brief, short-term crisis intervention and referrals.
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Workshops and psycho-educational groups designed
to develop the knowledge, skills and attitudes
necessary for students to be effective as people,
family members, workers and citizens.
Our goal is to enhance the quality of life for the
individual, the campus and for society as a whole.
Los Angeles Harbor College Mental
Health Site Program Development
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The Center teaches life skills which improve student
management of college demands and equips students
to more readily handle stressors.
Life skills as a set of competencies enable students to
form constructive, life-enhancing connections through
a compassionate understanding of themselves and
others.
The staff is now working with academic departments
to integrate life skill principles and student success
groups (student success circles) into the curriculum.
Addressing College Student Mental
Health Concerns
“Today we are at crossroads. We are faced with the
opportunity to bring mental health into the
mainstream of our concerns and we cannot
afford to fail.”
Rosalyn Carter (1998)