1. A HYBRID APPROACH: TEAM-BASED LEARNING
AND TRADITIONAL LEARNING TO MENTAL
ILLNESSES AT A HBCU
® Roosevelt Faulkner, EdD., LCP, BCPC, NCC
University Counseling Center, Tennessee State University
TCA, November 19, 2012

2. AGENDA
 Introduction
 Definitions of Mental Illness
 Earlier Beliefs about Mental Illnesses
 Mental Health Statistics

3. AGENDA (CONT.)
 Vignettes
 Common Pitfalls and Obstacles
 References

4. INTRODUCTION
 Provides individuals with conceptual and procedural
knowledge .
 Members of the team gain knowledge and skills
necessary in assessing and evaluating students.
 Provides for accountability, feedback and team
learning.
( Michealsen, 1994 )

5. DEFINITIONS OF MENTAL ILLNESS
 Any of various conditions characterized by
impairment of an individual „s normal cognitive,
emotional, or behavioral functioning (American
Heritage Dictionary,4th edition, 2003).
 Any disorders in which a person‟s thoughts,
emotions, or behavior are abnormal as to cause
suffering to him/herself or others (Collins Essential
English Dictionary, 2nd edition,2006).

6. DEFINITIONS OF MENTAL ILLNESS (CONT.)
 Any psychiatric disorders or diseases, that are
characterized by impairment of thought, mood, or
behavior (American Heritage Science
Dictionary, 2005).
 Any disease of the mind, where the psychological
state of someone who has emotional or behavioral
problems that serious enough to require psychiatric
intervention ( Thesaurus, 2003).

7. EARLIER BELIEFS ABOUT MENTAL ILLNESS
 Plato believed that when the irrational soul becomes
disturbed, it falls out of the rational soul „s control,
resulting into madness as either being melancholia,
mania, or dementia.
 Socrates believed that mental illnesses was the results
of demons.

8. EARLIER BELIEFS ABOUT MENTAL ILLNESS
(CONT.)
 Aristotle believed that mental illness has an organic
etiologies and that no affliction was entirely
psychological.
 Hippocrates believed that mental illness was a
diseased that results from an imbalance of humors
(yellow bile, black bile, phlegm and blood).

9. MENTAL HEALTH STATISTICS
 One in three students report having experienced
prolonged periods of depression.
 One in four students report having suicidal thoughts
or feeling.
 One in seven students report engaging in
abnormally reckless behavior.
American College Health Association, 2006

10. MENTAL HEALTH STATISTICS (CONT.)
 In 1994, nine percent of college students were seen
at the counseling center and were taken psychiatric
medications (Gallagher, 1994).
 In 2006, a little over twenty-three percent of college
students were seen at the counseling center and
were taken psychiatric medications
(Gallagher,2006).
 In 2009, twenty-five percent of college students
were seen at the counseling center and were taken
psychiatric medications (Gallagher, 2010).

11. MENTAL HEALTH STATISTICS (CONT.)
 One in seven students report difficult functioning at
school due to mental illness.
 Suicide is the second leading cause of death
among college students (Jed Foundation, 2007).
 Four out of ten college students reported having felt
so depressed that it was difficult to function during
the prior 12 months (American College Health
Association, 2005).

12. VIGNETTE 1
 An RA reports to the campus police that she has
noticed a female resident is always in her room,
with the lights off, the room is completely shabby
with things all over the floor. The 18 year old
resident in the room tells the RA that she feels
depressed, worthless, and hopeless, unable to get
any sleep and has recurrent thoughts of death.

13. MOOD DISORDERS (MAJOR DEPRESSION AND
BIPOLAR)
 Difficulty thinking or making decision
 Loss of interest or pleasure.
 Changes in appetite or weight.
 Feeling of worthlessness or guilt.
Diagnostic and Statistical Manual of Mental
Disorders, (DSM-IV-TR ) 4th edition, 2000

14. MOOD DISORDERS (MAJOR DEPRESSION AND
BIPOLAR) CONT.
 Recurrent thoughts of death or suicidal
ideation.
 Insomnia.
 Psychomotor changes.
 Irritability.
Diagnostic and Statistical Manual of Mental
Disorders, (DSM-IV-TR ) 4th edition, 2000

15. YOUR APPROACH TO A STUDENT WITH A
MOOD DISORDER
 Approach the student calmly.
 Observe the verbal and non-verbal response.
 Encourage the student to talk.
 Listen to their thoughts and feelings.
 Offer support
 Identify options for assistance, such as the
University Counseling Center.

16. VIGNETTE 2
 The campus police is summoned to the resident
housing by an agitated young woman named
Tiffany. When the campus police enter resident
housing, you see a 21 year old man, lying
unconscious on the floor . The 21 year old tells the
campus police that someone or something was
after him. The 21 year old male began yelling about
the devil is talking to him.

17. SCHIZOPHRENIA
 Distortions in thought content.
 Delusions (persecutory, referential, somatic, religious, or
grandiose).
 Hallucinations (auditory, visual, olfactory, gustatory,
tactile).
 Grossly disorganized behavior.
DSM-IV-TR, 2000

18. SCHIZOPHRENIA (CONT.)
 Disorganized thinking.
 Catatonic motor behavior.
 Avolition (inability to initiate and persist in goal
directed activity).
 Alogia ( brief, laconic, empty replies).
DSM-IV-TR, 2000

19. YOUR APPROACH TO A STUDENT WITH
SCHIZOPHRENIA
 Remain calm and firm when talking with the
student.
 Asked the student if he/she is on medications.
 Don‟t be confrontational.
 Avoid getting into arguments with the student.
 Contact the mobile crisis unit.

20. VIGNETTE 3
 A 17 year old male student, that live in Watson Hall.
On weekends he often goes to parties with his
girlfriend. Drugs are often available at the parties
but he and his girlfriend rarely use them. However,
at a recent party one of his friends offered him
some marijuana to smoke. His girlfriend, who rarely
used drugs, was reluctant to participate but finally
agreed to join him. The couple lay on a bed while
her boyfriend rolled a joint. The girlfriend became
withdrawn, anxious, and frightened. The girlfriend
had difficult in standing up and was feeling more
anxious. She complains to boyfriend that her mouth
was dry and that she was starving.

21. SUBSTANCE-RELATED DISORDERS
 A need to increase the amounts of substance to
achieve intoxication or desired effect.
 An increase in appetite, dry mouth and tachycardia.
 Multiple legal problems.
 Recurrent social and interpersonal problems.
DSM-IV-TR,4th edition, 2000

22. SUBSTANCE-RELATED DISORDERS
(CONT.)
 Repeated absences, or poor work performance
related to substance.
 Arguments with friends, spouse, professors about
consequences of intoxication.
 Intoxication.
 Impaired judgment.
DSM-IV-TR,4th edition, 2000

23. YOUR APPROACH TO A STUDENT WITH
SUBSTANCE RELATED DISORDER
 Get the student to recognize that he/she has a
substance related disorders.
 Assist the student in getting treatments for the
substance related disorders.
 Let the student know the pros / cons of substance
related disorders.

24. VIGNETTE 4
 Mark is a 19 year old AA male, very intelligent and
is in his junior year of college. Mark grew up in a
tumultuous home with an alcoholic father, who
could not keep a job. Mark was mildly depressed
during most of his high school years. He found that
playing cards and gambling would helped relieve
his feelings of depression. In college he continued
to gamble, spending much of his time playing pool
and poker with a small group of students. Mark
would skipped most of his classes during the year.
He passed his courses by borrowing notes from
classmates and memorizing materials a few days
before the final.

25. IMPULSE-CONTROL DISORDERS
 Irritability or rage.
 Racing thoughts.
 Increased energy.
 Intense impulses.
 Recurrent failure to resist impulses to steal item
(Kleptomania).
DSM-IV-TR,4th edition, 2000

26. IMPULSE-CONTROL DISORDERS (CONT.)
 Multiple episodes of deliberate and purposeful fire
setting (Pyromania).
 Persistent and recurrent maladaptive gambling
behavior (Pathological gambling).
 Recurrent pulling out of one‟s own hair
(Trichotillomania) that results in noticeable hair loss.

27. YOUR APPROACH TO A STUDENT WITH
IMPULSE CONTROL DISORDERS
 Remain calm.
 Indicate to the student in a direct and non-punitive
manner what you have observed has your
concern.
 Be forthright and compassionate with the student.
 Don‟t get into a battle or conflict with the student.

28. VIGNETTE 5
 A 20 year old female and her girlfriend were
walking through campus one night when a man
jumped out of the bushes, pointed a gun at them,
and ordered them to give him their money. The
friend protested and the gunman knocked her to the
ground, grabbed both women‟s purses and ran off.
The friend was shaken but unhurt. The two women
immediately went to the campus police office to
report the robbery. The friend find it difficult to
described what had happen. She feels numb and
dazed. The entire event seemed unreal and she
had difficulty remembering what the gunman looked
like.

29. ANXIETY DISORDERS
 Periods of intense fear or discomfort in the absence
of danger.
 Palpitations, sweating, trembling.
 Shortness of breath.
 Feeling of choking, chest pain.
DSM-IV-TR,4th edition, 2000

30. ANXIETY DISORDERS (CONT.)
 Fear of losing control.
 Living in a restricted lifestyle.
 Anxious anticipation.
 Hypersensitivity to criticism.
 Exposure to an extreme traumatic stressors.

31. YOUR APPROACH TO A STUDENT WITH
ANXIETY DISORDERS
 Remain calm.
 Provide reassurance.
 Be clear and directive.
 Let the student discuss their feelings and thoughts.
 Offer assistance to the student in referring him/her
for counseling.

32. VIGNETTE 6
 Michelle is a 18 year old female who has been
arrested for stealing and selling stolen property to
other students on campus. Michelle has a long
history of rebellious behavior. As a child, Michelle
would lie to her parents, stole money from her
mother, and engaged in repeated shoplifting.
Michelle was difficult to control as an adolescent
and often stay out late at night despite her parents
attempts to set a curfew.

33. PERSONALITY DISORDERS
 Enduring patterns of inner experience and behavior
that deviates from the expectation of the individual‟s
culture.
 Patterns of being inflexible.
 Impairment in social, occupational and other areas
of functioning.
 Stable and long duration.
DSM-IV-TR,4th edition, 2000

34. PERSONALITY DISORDERS (CONT.)
 Excessive suspiciousness.
 Hypervigilant.
 Act in a guarded, secretive or devious manner.
 Detachment from social relationship.
 Restricted range of expression of emotions.
DSM-IV-TR,4th edition, 2000

35. YOUR APPROACH TO A STUDENT WITH
PERSONALITY DISORDERS
 Remain calm.
 Set firm and clear limits.
 Don‟t get trapped into giving advice.
 Acknowledge their anger and frustration.
 Rephrase what the student is saying and identify
their emotions.

36. COMMON PITFALLS AND OBSTACLES
 Failure to select, prepare and orient team
members.
 Failure to create a clear pathway for reporting
information.
 Misconceptions about mental illness on your
campus.
 Focusing on a single intervention or approach.
(HEMHA, 2012)

38. REFERENCES
 Blanco, C, MD, “Mental Health of College Students
and Their Non-College- Attending Peers”, Archives
of General Psychiatry, vol. 65,No. 12, December,
2008.
 “ Students with Symptoms of Mental Illness Often
don‟t Seek Help”, Science Daily, June, 2007.
 Mental Health Issues and College Students: What
Advisors Can Do, National Academic Advising
Association Clearinghouse, 2009 .

39. REFERENCES
 “Campus Mental Health: What College and
University Administrators Need to Know”, White
Paper, 2007.
 Student Mental Health and the Law, The JED
Foundation, 2008.
 Diagnostic and Statistical Manual of Mental
Disorders, (DSM-IV-TR, 4th edition ),2000
 “Balancing Safety and Support on Campus : A
Guide For Campus Teams”, (HEMHA, 2012)