Main description:

Mental health concerns are the most serious and prevalent healthproblems among students in higher education. Increasingly effectivepsychopharmacological and psychotherapeutic treatments havefacilitated matriculation for students with histories of anxiety,mood, personality, eating and substance abuse disorders. Thisphenomenon has been accompanied by a striking increase in thenumber of previously undiagnosed students requesting treatment.College and university mental health programs struggle to care forlarger numbers of students, necessitating greater interdisciplinarycollaboration in treatment, research, outreach, and educationalservices. This book fills an important gap in the literature and providesa comprehensive resource for nearly every aspect of college mentalhealth. It includes a strong emphasis on the training and educationof graduate and professional students for future work in thisfield. Chapters are devoted to the significant ethical and legalissues related to treatment and associated administrative andpolicy challenges. Scholarly chapters on the promise of communitymental health and public health approaches are especiallyinnovative.
There is also a chapter on international issues incollege mental health which will be helpful to those studentsstudying abroad. Mental Health Care in the College Communityis written by acknowledged experts from mental health, college anduniversity administration, legal and educational disciplines, allwith extensive administrative and clinical experience in highereducation settings. This book is clearly written and wellillustrated with abundant tables, charts, and figures. This text will become essential reading for college mentalhealth clinicians, graduate students in the mental healthdisciplines (psychiatry, psychology, counselling, nursing, andsocial work), student affairs deans and their staff, and evenpresidents or provosts of universities and colleges.

Contents:

Preface. List of Contributors. 1 The Rising Prominence of College and University MentalHealth Issues (Jerald Kay). 1.1 Introduction. 1.2 How prevalent are emotional disturbances and mentaldisorders? 1.3 Study limitations. 1.4 A developmental approach to college mental health. 1.5 Ethical and legal issues. 1.6 Conclusion. 2 History of College Counseling and Mental Health Servicesand Role of the Community Mental Health Model (Paul Barreiraand Malorie Snider). 2.1 Introduction. 2.2 Early development of college and university counselingcenters and mental hygiene programs: pre-1945. 2.3 Professionalism and response to increase in studentenrolment. 2.4 Formalization of roles and attention to developmental issuesand prevention. 2.5 Community Mental Health Movement. 2.6 An example of the early application of community mentalhealth at colleges and universities: Dana Farnsworth. 2.7 Potential modern applications of the CHMmodel to educationalsettings. 2.8 Conclusion. References. 3 The Reporting Structure and Relationship of Mental HealthServices with Health Services (Gregory T. Eells and VictorSchwartz). 3.1 Introduction. 3.2 Review of literature. 3.3 Administrative integration issues. 3.4 Clinical issues. 3.5 Recommendations. 3.6 Conclusion. 4 Components of an Effective College Mental HealthService (Gregory T. Eells and Robert A. Rando). 4.1 Introduction. 4.2 Leadership philosophy and staff morale. 4.3 Administrative issues. 4.4 Clinical services. 4.5 Working with outside community mental health resources. 4.6 Conclusion. Appendix A: Triage form (Adapted from Cornell University). 5 Essential Services in College Counseling (Richard J.Eichler and Victor Schwartz). 5.1 Introduction. 5.2 Access to care. 5.3 Clinical consultation, treatment planning and referral. 5.4 Personal counseling and brief psychotherapy. 5.5 Medication services. 5.6 Referring students for consultation. 5.7 Group therapy in college mental health services. 5.7.1 Types of groups. 5.8 Psychological testing and assessment. 5.9 Community outreach. 5.10 Concluding remarks. Appendix A: The relationship between predictive validity andbase rate. 6 The Counseling Center Team (Paul Grayson). 6.1 Introduction. 6.2 The team. 6.3 Challenges to morale and teamwork. 6.4 The director s responses. 7 Legal and Ethical Issues in College Mental Health(Karen Bower and Victor Schwartz). 7.1 Introduction. 7.2 Conceptual framework. 7.3 Legal framework. 7.4 Application. 7.5 Conclusion. 8 Working with the Campus Community (Lorraine D.Siggins). 8.1 Introduction. 8.2 Some developmental considerations. 8.3 The evolution of the college mental health servicemission. 8.4 The college mental health service and the universitycommunity. 8.5 Outreach educational and consultative services tostudents. 8.6 Relationship of college mental health service to thefaculty, university administration and deans of student life. 8.7 Confidentiality. 8.8 Conclusion. 8.9 Appendix A: A model at risk/student supportprogram in a small residential campus. 9 Crisis and Crisis Intervention on College Campuses(Morton M. Silverman and Rachel Lipson Glick). 9.1 What is a crisis? 9.2 Crisis intervention. 9.3 Common crises and suggested responses. 9.4 When does a crisis become a psychiatric emergency? 9.5 Disasters and other crises that affect multiplestudents. 9.6 Working with campus leadership to prevent crisis and improvemental health. 9.7 Conclusion. 10 Working with Parents and Families of Young Adults(Kristine A. Girard). 10.1 Introduction. 10.2 Young adult development. 10.3 Generational effects. 10.4 The baby boomers. 10.5 Generation X. 10.6 The millennial generation. 10.7 Privacy standards in higher education. 10.8 Influence of case law on privacy. 10.9 Privacy meets generational attitudes. 10.10 Privacy in the transition from secondary schools to highereducation. 10.11 The risk management team. 10.12 Health insurance. 10.13 Family therapy in the university health service. 10.14 Required medical withdrawal. 10.15 Behavioral problems in the residential community. 10.16 Mental health prevention. 10.17 Crisis management. 10.18 Conclusion. 11 Psychiatry Residency Training in College Mental HealthServices (Jerald Kay and Victor Schwartz). 11.1 Introduction. 11.2 Benefits to services. 11.3 Benefits to trainees. 11.4 Benefits to training programs. 11.5 Characteristics of a rotation. 11.6 Centrality of supervision. 11.7 Didactic curriculum. 11.8 Developmental psychopathology. 11.9 Psychopharmacology. 11.10 The resident's clinical theoretical framework. 11.11 Increasing visibility of social media. 11.12 Fellowships in CMH. 11.13 Conclusion. Appendix A: Helpful hints for supervisors. Appendix B: PGY IV (Post Graduate Year Four) psychiatricresident rotation, student mental health rotations, Wright StateUniversity, University of Dayton. 12 Psychology and Social Work Training in University MentalHealth (David A. Davar). 12.1 Introduction. 12.2 Administrative matters. 12.3 Ethical and legal considerations. 12.4 Recruitment and selection of trainees. 12.5 Running a successful training program. 12.6 From theory to college counseling practice: CAPSorientation for new trainees. 12.7 From theory to college counseling practice. 12.8 Experiential learning: trainee epistemology. 12.9 Organization of training. 12.10 Teaching the intake interview in the college setting. 12.11 Nurturing competency, addressing deficiency. 12.12 Recognizing and addressing deficiencies. 12.13 Social work and psychology therapists-in-training. 12.14 Conclusion. Appendix A: Sample syllabus for counseling center trainees. 13 Special Populations (Beverly J. Fauman and Marta J.Hopkinson). 13.1 Introduction. 13.2 Athletes. 13.3 International students. 13.4 Returning students. 13.5 Students with chronic illnesses. 13.6 Graduate students. 13.7 Transfer students. 13.8 Lesbian, gay, bisexual, transgendered and questioningstudents. 13.9 Veterans. 13.10 Victims of sexual assault. 13.11 Conclusion. 14 Using A Public Health Approach to Address Student MentalHealth (Laurie Davidson and Joanna H. Locke). 14.1 Introduction. 14.2 A public health approach to campus mental health. 14.3 Building momentum and infrastructure. 14.4 Thinking and planning strategically. 14.5 Strategies for promoting mental health and preventingsuicide among college students. 14.6 Conclusion. 15 Magnitude and Prevention of College Alcohol and DrugMisuse: US College Students Aged 18-24 (Ralph W. Hingson andAaron M. White). 15.1 Introduction. 15.2 Methods: calculating changes in alcohol-relatedmortality. 15.3 Study results. 15.4 Discussion: estimates of the magnitude of college drinkingproblems. 15.5 Implications. 15.6 Interventions to reduce college drinking. 15.7 Conclusions. 16 Conducting Research in College and University CounselingCenters (Chris Brownson). 16.1 Introduction. 16.2 Types of research in university and college counselingcenters. 16.3 Practical aspects of conducting research in counselingcenters. 16.4 Future directions and conclusion. 17 International Perspectives: College Mental Health in theUnited Kingdom (Mark Phippen). 17.1 Introduction. 17.2 Setting the scene. 17.3 Support systems in UK universities - Student Services. 17.4 Student mental health - a growing issue. 17.5 The experience of international students in the UnitedKingdom. 17.6 Conclusion - where does this leave universitycounselling? References. Index.