- Email: [email protected]
29.4 STIGMA OF MENTAL ILLNESS ON COLLEGE CAMPUSES: TEACHING IMPLICATIONS FOR CHILD AND ADOLESCENT PSYCHIATRY TRAINEES
CLINICAL PERSPECTIVES 29.2 – 29.4
29.2 NOVEL APPROACHES IN CREATING MENTAL HEALTH SERVICES: A COLLABORATIVE VENTURE BETWEEN AN ACADEMIC MEDICAL CENTER AND A HISTORICALLY BLACK COLLEGE CAMPUS: TRAINING AND TREATMENT OPPORTUNITIES IN PROGRAM DEVELOPMENT, EPIDEMIOLOGY, AND CULTURAL COMPETENCE Preston Wiles, MD, Psychiatry, UT Southwestern Medical Center, 4612 Edmondson Ave., Dallas, TX 75209-6010; Jessica R. Moore, MD Objectives: In this session, participants will learn about the following: 1) a campus-wide consultation and student body-screening model to assess mental health service needs; 2) contributors to mental health attitudes and/ or help-seeking behaviors in historically black college and university (HBCU) campus; 3) CAP training model for an immersive experience assessing campus cultural factors in mental health treatment; and 4) a model for academic medical center and local college collaboration to optimize population health in traditionally underserved communities. Methods: The presenters will review the unique history and student population of Paul Quinn College, the genesis of the collaboration project, and the acute mental health needs of students from highly diverse geographic areas with at risk backgrounds, including adverse childhood experiences, high levels of exposure to trauma and violence, and socioeconomic adversity. They will outline development of alliances with college leadership, demonstrate process of student engagement, and summarize collaborative establishment of a mental health clinic between a university psychiatry department, a regional mental health community resource, and HBCU involving psychiatry residents. Results: Participants will identify the following: 1) complex educational, social, and life experiences of black students transitioning to college, often the first time away from home, who are mostly first-generation students; 2) the impact of culture on individual and shared experiences of new college learners in an unfamiliar environment; 3) evidence-based tools for establishing screening and treatment services; and 4) value of residency training involvement in creating novel programs. Conclusions: Stigma is a barrier to mental health access for black students. Students from diverse backgrounds may need higher levels of campus mental health services. Students at risk may be vulnerable to previous maladaptive coping strategies, substance use, and social isolation. Early identification, offering culturally competent treatment and involving psychiatry trainees in treatment and student engagement, can positively impact campus culture, improve student academic success, and enhance psychiatry residency training experience.
COLST ETHN REST http://dx.doi.org/10.1016/j.jaac.2016.07.612
29.3 INTERNATIONAL STUDENTS ON COLLEGE CAMPUS: IMPLICATIONS FOR TRAINING OF CHILD AND ADOLESCENT PSYCHIATRY WORKFORCE Catherine Fuchs, MD, Vanderbilt University Medical Ctr., 2015 Terrace Place, Nashville, TN 37203 Objectives: In this session, participants will learn about the following: 1) factors contributing to successful college adaptation of international students; 2) unique mental health problems faced by international students; and 3) the importance of considering the impact of individual perspective affecting work with international students when training with CAP workforce. Methods: The presenters will discuss salient aspects of population migration and social events affecting student experience in college as well as a video clip of an individual international student from the 1950s demonstrating longitudinal issues for international students, with discussion of universal factors and current cultural factors affecting international student mental health. The
J OURNAL OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
presenters also will review literature demonstrating the impact of ethnocentric world view on effective clinical care; discuss cultural competence training, incorporating both universal and current social/cultural factors with an impact on effective mental healthcare; and emphasize the knowledge, skills, and attitudes for cultural awareness challenging ethnocentric clinical care. Results: Participants will be able to do the following: 1) identify the complexity of social and emotional adaptation experienced by international students; 2) recognize the potential for bias based on ethnocentric assumptions; 3) learn evidence-based assessment and treatment relevant to international students; and 4) identify implications for training of CAP workforce. Conclusions: International students experience both universal stresses and stresses that are unique to current social factors. Stress can negatively affect international student adaptation to college. Mental health providers must consider both life experiences of international students and risk of practitioner bias in interpretation of behavior. CAP residents with the knowledge, skills, and attitudes for reflective clinical practice can create a supportive climate on campus for international students, with provision of culturally competent care, thereby facilitating engagement in college, effective prevention strategies, and access to informed mental healthcare contributing to successful international student college experiences.
COLST ETHN REST http://dx.doi.org/10.1016/j.jaac.2016.07.613
29.4 STIGMA OF MENTAL ILLNESS ON COLLEGE CAMPUSES: TEACHING IMPLICATIONS FOR CHILD AND ADOLESCENT PSYCHIATRY TRAINEES Vivien Chan, MD, Student Affairs, University of California Irvine, 501 Student Health, University of California, Irvine, Irvine, CA 92697-5200 Objectives: In this session, participants will learn that 1) mental illness in college students contributes to isolation and perceived uniqueness; 2) stigma creates barriers that interfere with efforts to fit in socially (e.g., poor sleep, poor hygiene, alcohol use); 3) CAPs must recognize barriers to effectively lead campus infrastructures designed for prevention and treatment during this time of risk of new and ongoing illness; and 4) CAP training should include recognition of clinician assumptions about the subculture of students with mental illness. Methods: By use of lecture format, visual aids, and clinical examples, we will illustrate the stigma of mental illness on campus; present one campus’s efforts to address general campus climate/attitude toward mental health and/or serious mental illness; describe efforts toward staff and faculty stigma reduction; use examples from supervising psychiatry trainees treating college students in a public university to demonstrate strategies for exploration of individual bias affecting treatment delivery; review general strategies to educate trainees about campus culture on exploring patient identities beyond a list of symptoms; and present deidentified case vignettes describing students’ and staffs’ struggles with mental illness complicated by campus infrastructure. Attendees will be shown examples from halfofus.com as a tool to reduce stigma. Results: Participants will be able to do the following: 1) recognize the unique challenges that students with mental illness face in college; 2) understand infrastructural (social and cultural) barriers preventing effective engagement in mental health prevention and treatment in college; 3) identify clinician bias as a factor complicating care of transitional aged youth with mental illness; and 4) recognize educational strategies to facilitate training CAPs in cultural awareness and individual bias. Conclusions: Mental illness, often hidden, in transitional age youth creates challenges for a subset of college students. Behavioral manifestations (e.g., isolation, inappropriate social skills) are often misinterpreted by others, contributing to a cycle of destabilization. Clinicians must understand the challenges facing students with mental illness and should recognize their own cultural assumptions and bias as potential barriers to care.
COLST CON REST http://dx.doi.org/10.1016/j.jaac.2016.07.614
www.jaacap.org
S45
29.2 NOVEL APPROACHES IN CREATING MENTAL HEALTH SERVICES: A COLLABORATIVE VENTURE BETWEEN AN ACADEMIC MEDICAL CENTER AND A HISTORICALLY BLACK COLLEGE CAMPUS: TRAINING AND TREATMENT OPPORTUNITIES IN PROGRAM DEVELOPMENT, EPIDEMIOLOGY, AND CULTURAL COMPETENCE Preston Wiles, MD, Psychiatry, UT Southwestern Medical Center, 4612 Edmondson Ave., Dallas, TX 75209-6010; Jessica R. Moore, MD Objectives: In this session, participants will learn about the following: 1) a campus-wide consultation and student body-screening model to assess mental health service needs; 2) contributors to mental health attitudes and/ or help-seeking behaviors in historically black college and university (HBCU) campus; 3) CAP training model for an immersive experience assessing campus cultural factors in mental health treatment; and 4) a model for academic medical center and local college collaboration to optimize population health in traditionally underserved communities. Methods: The presenters will review the unique history and student population of Paul Quinn College, the genesis of the collaboration project, and the acute mental health needs of students from highly diverse geographic areas with at risk backgrounds, including adverse childhood experiences, high levels of exposure to trauma and violence, and socioeconomic adversity. They will outline development of alliances with college leadership, demonstrate process of student engagement, and summarize collaborative establishment of a mental health clinic between a university psychiatry department, a regional mental health community resource, and HBCU involving psychiatry residents. Results: Participants will identify the following: 1) complex educational, social, and life experiences of black students transitioning to college, often the first time away from home, who are mostly first-generation students; 2) the impact of culture on individual and shared experiences of new college learners in an unfamiliar environment; 3) evidence-based tools for establishing screening and treatment services; and 4) value of residency training involvement in creating novel programs. Conclusions: Stigma is a barrier to mental health access for black students. Students from diverse backgrounds may need higher levels of campus mental health services. Students at risk may be vulnerable to previous maladaptive coping strategies, substance use, and social isolation. Early identification, offering culturally competent treatment and involving psychiatry trainees in treatment and student engagement, can positively impact campus culture, improve student academic success, and enhance psychiatry residency training experience.
COLST ETHN REST http://dx.doi.org/10.1016/j.jaac.2016.07.612
29.3 INTERNATIONAL STUDENTS ON COLLEGE CAMPUS: IMPLICATIONS FOR TRAINING OF CHILD AND ADOLESCENT PSYCHIATRY WORKFORCE Catherine Fuchs, MD, Vanderbilt University Medical Ctr., 2015 Terrace Place, Nashville, TN 37203 Objectives: In this session, participants will learn about the following: 1) factors contributing to successful college adaptation of international students; 2) unique mental health problems faced by international students; and 3) the importance of considering the impact of individual perspective affecting work with international students when training with CAP workforce. Methods: The presenters will discuss salient aspects of population migration and social events affecting student experience in college as well as a video clip of an individual international student from the 1950s demonstrating longitudinal issues for international students, with discussion of universal factors and current cultural factors affecting international student mental health. The
J OURNAL OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
presenters also will review literature demonstrating the impact of ethnocentric world view on effective clinical care; discuss cultural competence training, incorporating both universal and current social/cultural factors with an impact on effective mental healthcare; and emphasize the knowledge, skills, and attitudes for cultural awareness challenging ethnocentric clinical care. Results: Participants will be able to do the following: 1) identify the complexity of social and emotional adaptation experienced by international students; 2) recognize the potential for bias based on ethnocentric assumptions; 3) learn evidence-based assessment and treatment relevant to international students; and 4) identify implications for training of CAP workforce. Conclusions: International students experience both universal stresses and stresses that are unique to current social factors. Stress can negatively affect international student adaptation to college. Mental health providers must consider both life experiences of international students and risk of practitioner bias in interpretation of behavior. CAP residents with the knowledge, skills, and attitudes for reflective clinical practice can create a supportive climate on campus for international students, with provision of culturally competent care, thereby facilitating engagement in college, effective prevention strategies, and access to informed mental healthcare contributing to successful international student college experiences.
COLST ETHN REST http://dx.doi.org/10.1016/j.jaac.2016.07.613
29.4 STIGMA OF MENTAL ILLNESS ON COLLEGE CAMPUSES: TEACHING IMPLICATIONS FOR CHILD AND ADOLESCENT PSYCHIATRY TRAINEES Vivien Chan, MD, Student Affairs, University of California Irvine, 501 Student Health, University of California, Irvine, Irvine, CA 92697-5200 Objectives: In this session, participants will learn that 1) mental illness in college students contributes to isolation and perceived uniqueness; 2) stigma creates barriers that interfere with efforts to fit in socially (e.g., poor sleep, poor hygiene, alcohol use); 3) CAPs must recognize barriers to effectively lead campus infrastructures designed for prevention and treatment during this time of risk of new and ongoing illness; and 4) CAP training should include recognition of clinician assumptions about the subculture of students with mental illness. Methods: By use of lecture format, visual aids, and clinical examples, we will illustrate the stigma of mental illness on campus; present one campus’s efforts to address general campus climate/attitude toward mental health and/or serious mental illness; describe efforts toward staff and faculty stigma reduction; use examples from supervising psychiatry trainees treating college students in a public university to demonstrate strategies for exploration of individual bias affecting treatment delivery; review general strategies to educate trainees about campus culture on exploring patient identities beyond a list of symptoms; and present deidentified case vignettes describing students’ and staffs’ struggles with mental illness complicated by campus infrastructure. Attendees will be shown examples from halfofus.com as a tool to reduce stigma. Results: Participants will be able to do the following: 1) recognize the unique challenges that students with mental illness face in college; 2) understand infrastructural (social and cultural) barriers preventing effective engagement in mental health prevention and treatment in college; 3) identify clinician bias as a factor complicating care of transitional aged youth with mental illness; and 4) recognize educational strategies to facilitate training CAPs in cultural awareness and individual bias. Conclusions: Mental illness, often hidden, in transitional age youth creates challenges for a subset of college students. Behavioral manifestations (e.g., isolation, inappropriate social skills) are often misinterpreted by others, contributing to a cycle of destabilization. Clinicians must understand the challenges facing students with mental illness and should recognize their own cultural assumptions and bias as potential barriers to care.
COLST CON REST http://dx.doi.org/10.1016/j.jaac.2016.07.614
www.jaacap.org
S45