Leading change:
One institution’s
experience
Ryan Flannagan
Director
Student Affairs
Carleton University
Larry McCloskey
Director
Paul Menton Centre
Carleton University
John Meissner
Psychologist
Paul Menton Centre
Carleton University
Maureen Murdock
Director
Health and Counselling Services
Carleton University
Council of Ontario Universities/Colleges Ontario
Joint Conference
Leading Change: One Organization’s Experience
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Background
Ryan Flannagan, Director, Student Affairs, Carleton University
Carleton Pre-2008
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Overall approach to student mental health was ad hoc.
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No formal risk assessment training beyond key actors.
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Very limited policy direction re: MH, Students @ Risk.
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Compartmentalization was the norm.
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Broader MH knowledge within very limited.
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Framework Development
Changing Carleton’s processes and culture:
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Recognition that a systemic approach was needed.
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Identification of champion within Senior Management AND the community
bought in!
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Hired health executive to support process.
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Established a pan-university committee; regular meetings chaired by the
Associate Vice-President.
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Regular updates to the broader community (here’s what we’ve done thus far –
via email).
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Length of process: 15 months.
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Core Elements
The result of consultations was a 4 prong approach including the
following elements:
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An overall Student Mental Health Framework complemented by other key
policies;
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Communication strategy directed at various stakeholders;
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A comprehensive training program;
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A range of Outreach, Support and Upstream initiatives.
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Framework Objectives
The Student Mental Health Framework (FW) is the centrepiece of
Carleton’s strategy. Its Objectives include:
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Ensure consistent campus-wide approaches:

At-Risk Protocol; Code of Conduct; Alcohol strategy; Risk Management
process
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Provide guidance on responding to students at-risk;
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Facilitate appropriate referrals;
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Raise awareness about student mental health and train community members
to respond appropriately;
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Address emerging needs through quality assurance and improving processes.
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Communications
To ensure ongoing awareness and participation within the FW, the
following Communications outputs have been produced :
• Initially departmental presentations across campus – most faculty and all staff;
• Student Mental Health Framework Website;
• Carleton Complete – Regular bulletin distributed to all faculty, staff and
students corresponding to the academic calendar and highlighting support
services;
• Student Health 101 – monthly newsletter focusing on students’ health;
distributed to all students, advertises Carleton services.
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Training - Engagement of Staff
The FW envisioned a comprehensive and multi-year training
strategy:
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2010-11 – Level 1: The Mental Health FW, basic awareness and response to
students (4000 trained: Staff, Faculty, TA’s, student leaders)
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2011-12 – Level 1 con’t + Level 2: More advanced knowledge of mental
health and skill development to engage more complex students/situations
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2011 to 2013 - SafeTalk
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2012-13 – ASSIST
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Professional development training for staff working in Health & Counselling
Services e.g. DBT workshop for individuals with BPD
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Outreach, Support, Upstream
Programming
Carleton has initiated a range of programs to support students with MH
challenges but also to prevent issues from developing
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A university-led Orientation program;
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Student Alliance for Mental Health;
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6-week alcohol and drug program;
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eChug and eToke;
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Residence Life renewal;
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24 hour access urgent counselling (facilitated by staff);
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Various mentor programs: First Gen, I-Start (int. students), Orientation,
Bounce Back, Fit Action…
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From Intention To Action
From Intention To Action (FIT: Action)
Larry McCloskey, Director - Paul Menton Centre
and
Dr. John Meissner (C.Psych): FIT: A Project Leader
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FIT:Action – Background
Larry McCloskey
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FIT:Action based on (7 year) longitudinal research
(LOFT/Transitions) on students with disabilities.
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91 % of learning disabled who received academic support
graduate from post-secondary programs.
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Would students who do not meet their departmental GPAs
benefit from similar levels of self-knowledge and support?
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From Intention to Action (FIT:Action) program was developed
to answer this question.
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Specific Program – FIT:Action
Dr. John Meissner (C.Psych): FIT: A Project Leader
Larry McCloskey, Director: Paul Menton Centre
From Intention to Action (FIT: A) is a student support and retention
program developed for students who are not meeting program
requirements needed for graduation. FIT: Action provides a Blueprint
with follow through support:
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assessment, feedback, and collaborative goal setting;
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careful audit review and program planning;
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weekly meetings with coordinators to track work;
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counseling with a goal of developing a strong therapeutic alliance
and supportive relationship;
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learning strategies and, when needed, tutorial support;
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FIT: A is offered by staff counselors and Master’s level interns in a
graduate counseling program.
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FIT:Action Students’ Adjustment Problems
Developed two years ago, approximately 100 students have taken part in a
pilot study this year. A wide variety of situations interfere with academic
achievement and adjustment to university. These include:
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Significant life stress (e.g., death
in family or breakup with partner;
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Students who have taken the
wrong program to please family;
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High levels of anxiety that interfere
with studies leaving students
overwhelmed and lost;
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Good basic academic skills but
nonexistent study skills;
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chronic health issues (e.g. chronic
pain) where not help was not
sought;
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Pre-existing (and unreported or
acknowledged) LD or ADHD;
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Party Lifestyle (drugs, alcohol).
•
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Deficits in basic academic skill
development (reading, math,
written or expressive language);
Major Psychological issues (e.g.
depression, panic disorders);
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FIT:Action
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FIT: Action students may be referred to Health and Counseling Services
for support or the Paul Menton Centre if they require further assessment
to receive support for disabilities.
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Students in the early pre-pilot program were able to maintain “good
standing” status with majority returning to FIT:Action program the
following year. This year our FIT:A group of 100 has only 1 student who
is receiving a suspension. All of the non-graduating students have
indicated that they want to continue in the program this summer and fall.
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All students had an exit interview and provided anonymous feedback as
well as completed questionnaires to provide pre-post comparisons.
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FIT:Action
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Students felt successful and attributed their successes to 1) concrete
help received from coordinators, 2) having a “go-to” person when overchallenged and 3) having a new awareness of their strengths and
weaknesses.
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Significant improvements have been seen on test-retest measures of
students’ metacognitive skills that result in improved time management,
decreased anxiety, improved study skills, motivation, concentration,
self-testing. developing study aids, test strategies, and bridging new
information with existing knowledge.
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FIT:Action Program Elements
Essential Components of the FIT: Action Program
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An essential commitment from students to attend weekly meetings.
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Assessment at intake – individual feedback from a registered psychologist is
key to informing intervention and helping students understand their learning
profile, match coordinators with students, and established initial learning
goals.
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Review of students’ academic transcripts (Audit) in light of departmental
program requirements and students accepting direction are key. Students
must be willing to make changes to improve their academic situation.
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The continuity of the Coordinator-Student relationship facilitates an alliance
with a commitment to student support, engagement and psychological wellbeing.
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FIT:Action Program Elements continued…
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Ongoing Research is conducted to identify changes in FIT:Action
students’ grades, study skills, and their experience with this program
through structured exit interviews. They are being matched with a
cohort of students with similar grades, same gender, and in the same
general university program for comparative purposes.
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We anticipate a high degree of success and a significant impact on
Carleton’s retention rates.
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Continued research will be undertaken with the Registrar’s Office to
identify vulnerable student groups and to elicit faculty involvement and
referrals of students identified as being at “risk”.
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New FIT: A Program Developments
Up to this point the FIT: Action Program has only been available to
students on Academic Warning.
• This summer we are opening the program to students who
identify as being “Stressed and Distressed”.
• We hope that this intervention will provide a level of support to
vulnerable students at an important time in their lives to prevent
problems from becoming crises.
• FIT: Action will be expanded to 3 offices (from 1) to provide
integrated services across the Paul Menton Centre, the Student
Academic Success Centre, and Career Services in conjunction
with Health and Counseling Services and the Office of Student
Affairs.
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Student Mental Health Framework Outcomes and Next Steps
Outcomes thus far:
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Yr-by-Yr increase in NSSE results for a supportive campus environment
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Anecdotal: reduced stress among faulty and staff & increased
comfort/confidence in assisting students – less crisis!
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More than 4,000 faculty, staff and TAs trained – Lv 1
Next Steps:
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Participation in National Mental Health Student Survey
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Alcohol Strategy
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Evaluate FW in 2014
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Identify resources to make efforts sustainable
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Resources
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Student Mental Health Framework:
carleton.ca/studentsupport/student-mental-healthframework/
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Communications Initiatives: carleton.ca/students
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Student Rights and Responsibilities Policy:
carleton.ca/secretariat/policies/student-rights-andresponsibilities-policy/
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Student-At-Risk Protocol:
carleton.ca/secretariat/policies/student-rights-andresponsibilities-policy/appendix-c-student-at-risk-protocol
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FIT:Action http://www1.carleton.ca/fita/about-fita/
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Questions?
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Leading change:
One institution’s
experience