College students seek therapy in record numbers
Friday, February 23, 2007
By CHRISTINE FREY
P-I REPORTER
The number of UW students seeking new medical evaluations for mental
health problems such as depression and anxiety has nearly tripled in the
past five years.
At SPU, one-fifth of its undergraduate student body has sought therapy,
many of the students reporting that they were suffering from stress.
Universities around the country -- including the University of
Washington, Seattle Pacific University and Seattle University -- are
reporting increases in campus mental illness, at times creating a
backlog of cases and weeks-long waits to see a therapist.
No one is certain what's behind the phenomenon. Experts suggest that
students today face greater pressures, taking on college loan debt to
pay for rising tuition. Therapy is more socially acceptable, prompting
more students to seek help. And students who once might not have
attended college because of a mental illness are being diagnosed
earlier, making it possible for them to go on to higher education.
"The generation that's in college right now grew up with Prozac
advertised on television," said Alison Malmon, 25, executive director
and founder of Active Minds on Campus, a grass-roots organization
working to reduce the stigma of mental illness.
Some counseling centers are struggling to meet the demand.
The UW -- with a Seattle campus of more than 39,000 -- has fewer staff
at its clinic and counseling center than national standards recommend,
directors said. At one point, the UW Mental Health Clinic had a backlog
of more than 100 cases. That means students sometimes can't see a
therapist for days or have to go off campus and pay for services. The UW
Mental Health Clinic is covered under the UW student insurance; some
visits to its Counseling Center are free.
Local universities are trying to make it easier for students to get
help. They have increased the number of free counseling visits available
to students and cleared counselors' schedules for same-day appointments.
Access to such services on campus -- close by where students spend most
of their time -- can make a difference.
Matthew, a 22-year-old SPU junior, entered counseling three months ago
to deal with depression and self-esteem issues, which almost kept him
from returning to school. He also met with a doctor at the campus health
clinic who prescribed an antidepressant.
The student had trouble dealing with teasing when he was younger.
Talking about his past has helped him learn how to let go of such
criticism.
"I've been able to process a lot of things, kind of come to a better
understanding of who I am personally and not who I am in the eyes of
other people," he said.
One out of every four students served by counseling centers is on
psychiatric medication, according to a national survey of counseling
center directors. That's up from fewer than one in 10 in 1994.
Some directors are also reporting that not only are they seeing more
students, but the students they see also have more severe psychological
problems.
The college years can be a developmentally difficult period. It's a time
when youths are forming their identities and moving from childhood to
adulthood. Mental illnesses often develop in people during their late
teens and early 20s.
Some students arrive on campus with unresolved childhood issues or
traumas. Others struggle with living away from home for the first time.
They may face problems at the university -- challenging classes or the
breakup of a romantic relationship -- or may be upset by world events.
About 20 percent of the 3,000 undergraduates at Seattle Pacific
University sought therapy from its counseling center last year, said
Steven Maybell, director of the Student Counseling Center. Other
universities around the country serve about 9 percent of their student
bodies on average.
The Queen Anne campus also has seen an increase in the number of
students attempting suicide, though none were successful, Maybell said.
Liz, a 20-year-old SPU sophomore, started counseling last fall. Her
father committed suicide, and her grandmother died soon thereafter. She
met with a counselor weekly to talk about her father's death and her
daily life. He helped deal with her loss, such as creating a network of
friends to rely on.
"It's stressful enough going to school, and then having a traumatic
event happen. It almost makes it impossible to get through," she said.
It's "a great resource to have as a student."
She now meets the counselor monthly, to discuss relationships and the
pressures of attending school and working two jobs.
"Meeting with (the therapist) has made it so I can have an outlet," she
said. "Sometimes it's better to get his perspective since he can see
things from an outside kind of view."
Resources scarce
Colleges are trying to deal with the growing number of mental health
cases.
But directors say they don't have enough resources to deal with the
increasing population and need more money to hire additional staff and
more space for meeting rooms.
Two years ago, the UW mental health clinic began setting aside time for
same-day appointments. Students who needed to be seen could get a slot
by calling in the morning.
The clinic also doubled the number of visits covered by graduate
students' health insurance to 20 per academic year.
The UW Counseling Center -- which is separate from the Mental Health
Clinic -- eliminated the $15 intake fee and $30 fee for a student's
first visit. Now a student's first five visits to the center are free,
thanks to funding from a student fee. That's resulted in even more
students using the services, said director Kathryn Hamilton.
Seattle University has begun offering more group sessions, so one
therapist can see several students at once.
And Seattle Pacific University has nearly tripled the number of
master's-level interns working in its counseling center.
All colleges have counselors available in emergencies for students who
are suicidal or in a crisis. Some also offer support groups for students
with eating disorders and other problems. A few university departments
-- such as the UW School of Law -- have their own counselors.
The UW's Mental Health Clinic is developing an online survey that
students can take to determine if they might be depressed, anxious or
have an eating disorder. The Web site, which is scheduled to launch next
month, would enable students to make therapy appointments online, which
might encourage more to seek help.
"We have to take an active role," said Anil Coumar, director of the UW
Mental Health Clinic.
A UW sophomore is also working to establish a chapter of a national
mental health organization on campus.
Psychology student Amy Moretti, 19, wants to start a student club that
is affiliated with the National Alliance on Mental Illness, which
already has chapters at Central, Eastern and Western Washington
universities.
Moretti, who has a family member with mental illness, said she hopes to
educate her peers about mental health issues and how they can get help.
Many students experience stress and difficulties during college but
don't necessarily talk about it.
"It's a big school," she said. "If you don't find a little community of
support, it can be lonely. People can easily fall into a depressed state
and feel like there's nobody around who's going through the same thing."
HELP ON CAMPUS
The National Alliance on Mental Illness offers tips on selecting a
college campus that offers the mental health services you need.
* Look up the Web site for the campus mental health
clinic. Find out if the clinic charges fees and how many psychologists
are on staff.
* Locate hospitals and private practices near campus where
you can receive longer-term care.
* Ask the college if it offers special services, such as
test rescheduling, for people with mental disabilities.
* Research the school's confidentially policies.
For more information, visit nami.org <http://nami.org/ <https://webmail.jscc.edu/exchweb/bin/redir.asp?URL=http://nami.org/> > .
________________________________
P-I reporter Christine Frey can be reached at 206-448-8176 or
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(c) 1998-2007 Seattle Post-Intelligencer
Fred Deaton, LPC-MHSP
Coordinator of Disabled Student Services
...."Much I have learned from my teachers, more from my colleagues,
but most from my students".
..........Talmud
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Thanks,
KD
>>> "Patricia R Eney" <[log in to unmask]> 2/22/2007 1:11 PM >>>
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Thank you to all of you who emailed me about moderatingfor NADE =20
2007. Some of you needed my email address, which is below. I have also
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will be assigning the rest of the sessions this weekend if I have =20
enough response, so please send me your completed Moderator Form soon.
See you all soon!
Patti
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Patricia R. Eney
Learning Assistance Lecturer
University of Wisconsin-Parkside
900 Wood Road
Kenosha, WI 53141-2000
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Call for Proposals
Wayne State University's Academic Success Center is proud to offer the third
annual Tutoring and Supplemental Instruction Institute: Creating Learning
Environments, on Monday, April 23, 2007. With support from the Comerica
Charitable Foundation, this one-day conference is open to all tutoring
professionals, student tutors, supplemental instruction leaders, faculty,
and staff from local higher education institutions. This institute provides
an opportunity to meet, share ideas, and learn new skills/techniques for
working with students.
Through small breakout sessions and roundtable discussions, participants
will have the opportunity to connect, collaborate, and learn new skills and
techniques applicable to tutoring, supplemental instruction, and the
management of these programs.
We encourage all professionals involved in any aspect of tutoring,
supplemental instruction, education, teaching, and other programs rooted in
learning enhancement to prepare a conference proposal for this institute.
The deadline for submissions is March 16, 2007. Proposals can be submitted
online, at the following link:
http://success.wayne.edu/TutoringSIInstitute.php.
Your conference proposal should fall into one of the following categories:
1. An hour-long presentation or panel discussion where experts will
share information and answer questions
2. An hour-long workshop with hands-on activities and discussion
3. An hour-long roundtable where every participant will bring ideas to
the table
4. A poster session where a presenter will display information on a
poster and be available during a set time to answer questions
We are seeking session proposals focused on any of the following topics:
* Best Practices in Tutoring and Supplemental Instruction
* Theory and Practical Applications in Tutoring and Supplemental
Instruction
* Self-Motivation Techniques
* Developing and Encouraging Learning Communities
* Building the Bridge Between Teaching and Independence
* Learning-centered Teaching
* Making the Connection: Tutoring and Supplemental Instruction
* Effective Teaching Strategies
* Learning Enrichment
Deadline for proposal submissions: Friday, March 16, 2007
Submit proposals to: http://success.wayne.edu/TutoringSIInstitute.php
Presenters notified by: March 30, 2007
Contact: Chardin Claybourne-Bey, Committee Co-Chair, [log in to unmask], (313)
577-3246
Conference location: Wayne State University, Detroit, MI (McGregor Memorial
Conference Center)
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Chapman University
Center for Academic Success
The Chapman University Center for Academic Success is looking for a
Tutor Administrator. The successful candidate will manage all aspects
of the tutoring program. Coordinate resources for the program and define
qualifications of peer tutors and tutor coordinator. Recruit, hire,
train and supervise more than ninety peer tutors. Set objectives and
develop policies and procedures for the program. Communicate with
department chairs and faculty regarding to the policies of the program,
candidates and materials. Create and implement training workshops in
accordance with the goals, policies and procedures of the program.
Develop and update tutor-training materials. Assess the needs of
students who are on academic probation or provisional acceptance. Design
with student a plan for academic success and conduct bi-weekly meetings
to follow up on their progress. Record the academic progress and
achievements of students in the program.
A Master's degree in a related field or equivalent combination of
education and experience is required. Experience is needed in providing
learning resources and working knowledge of diverse learning strategies
and skills, including but not limited to, time management, study
reading, note taking, memory devices and test taking strategies.
Knowledge of higher education issues relating to academic under
preparation, retention programs and academically venerable student
populations.
About Chapman University
Chapman University is the largest independent university in Orange
County and is comprised of eight schools and colleges: the George L.
Argyros School of Business and Economics, the School of Communication
Arts, the School of Education, the Dodge College of Film and Media Arts,
the School of Law, the School of Music, the Wilkinson College of Letters
and Sciences, and the University College. Nationally, Chapman is
recognized for its selectivity and value among the top comprehensive
universities in the Western U.S. Chapman is ranked in the top-tier of
western region masters universities in U.S. News & World Report:
America's Best Colleges.
Interested persons should file an application on the Chapman University
Web Site, http://web.chapman.edu/HR/jobListing/
<http://web.chapman.edu/HR/jobListing/details.aspx?job=999-PS> .
Please submit 2 copies of resume and/or application with Job No. and two
copies of salary history. APPLICANTS MUST SUBMIT SALARY HISTORY IN
ORDER TO BE CONSIDERED FOR THE POSITION.
For additional information please visit our website at www.chapman.edu
<http://www.chapman.edu/> .
We are an Equal Opportunity Employer, committed to providing career
opportunities to all people, without regard to race, color, religion,
sex, age, national origin, sexual orientation, disability, or veteran
status
Lynn Mayer, EdD
Director - Center for Academic Success
Chapman University
Orange, CA 92866
Phone #: 714-997-6857
FAX #: 714-744-7699
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What if the question is not why am I so infrequently the person I really
want to be, by why do I so infrequently want to be the person I really
am? (Oriah Mountain Dreamer)
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