The College Years: UMass Medical School How Students with Lived - - PowerPoint PPT Presentation
Laura Golden Amanda Costa Maryann Davis Transitions to Adulthood Center for Research The College Years: UMass Medical School How Students with Lived Experience Navigate Academics & Mental Health Management The Transitions to Adulthood
The Transitions to Adulthood Center for Research
How Students with Lived Experience Navigate Academics & Mental Health Management Laura Golden Amanda Costa Maryann Davis Transitions to Adulthood Center for Research UMass Medical School
The Learning & Working Center at Transitions RTC is a national effort that aims to improve the supports for youth and young adults, ages 14-30, with serious mental health conditions to successfully complete their schooling and training and move into rewarding work lives. We are located at the University of Massachusetts Medical School, Worcester, MA, Department of Psychiatry, Systems & Psychosocial Advances Research Center. Visit us at:
http://w //www.umassmed ed.ed edu/T /TransitionsRTC
The contents of this presentation were developed under a grant with funding from the National Institute on Disability, Independent Living, and Rehabilitation Research, and from the Center for Mental Health Services of the Substance Abuse and Mental Health Services Administration, United States Department of Health and Human Services (ACL GRANT # 90RT5031, The Learning and Working Transitions RRTC). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). Additional funding provided by UMass Medical School’s Commonwealth Medicine division. The contents of this presentation do not necessarily represent the policy of NIDILRR, ACL, HHS, SAMHSA, and you should not assume endorsement by the Federal Government.
The Transitions to Adulthood Center for Research
significant symptoms of mental health problems such as depression and anxiety1
college experience high dropout rates - one of the highest of any disability group.2
academic success, retention, and ultimately vocational success, adult resiliency & Return on Investment.3
The Transitions to Adulthood Center for Research
An Overview
The Transitions to Adulthood Center for Research
Peer eer Ac Academic S Sup upports f for Suc uccess ss (PAS ASS):
An empirically supported peer coach intervention to help students with MHC succeed academically
PHAS HASE 1 1 PHAS HASE 2 2 PHAS HASE 3 3 PHAS HASE 4 4
The Transitions to Adulthood Center for Research
ODS/Counseling Staff and students
Two pre-existing college coaching models:
Autism Spectrum Excelling (RASE) program for students on the Autism Spectrum
for students with mental health conditions
The Transitions to Adulthood Center for Research
The Transitions to Adulthood Center for Research
Mental H Healt lth
Academi mic
The Transitions to Adulthood Center for Research
Boston University
successful and thriving on-campus
Coaches (n=10)
Boston University
conditions
Students (n=14)
coaching session
coaching/week
Coaching Structure
The Transitions to Adulthood Center for Research
Modifications to the PASS Intervention
The Transitions to Adulthood Center for Research
Peer C Coach S Supervision N Notes Monthly p peer c coach ch s self-asses essmen ent Student a assessments o
coach ches Student f focus group Peer c coach f focus g groups
The Transitions to Adulthood Center for Research
The Transitions to Adulthood Center for Research
The Transitions to Adulthood Center for Research
both students and peer coaches Student-Peer Coach Agreement!
Pe Peer-Coach ach S Studen ent Agreem eement
and signed by both student and peer coach at their first coaching session
expectations and commitment to the peer coaching relationship
Clarity on roles: student and peer coach Communication expectations Attendance commitment
The Transitions to Adulthood Center for Research
“How to encourage students to guide the meetings more than having me set the agenda.” “I most worry about the student not feeling as though my time with her is effective…”
The Transitions to Adulthood Center for Research
2. Logistics/ House- keeping 1. Rapport Building 3. Discussion
4. Action Activity 5. Review of Student & Coach Tasks for Next Week 6. Final Thoughts
Concerns
Meeting 1 – Completing Student-Peer Coach Agreement Meeting 2 – Identifying student’s short and long term goals Meeting 3 – Strategizing about how to handle triggers/stressful situations Meeting 4 – Social Outing Meeting 5 – Mid-term preparation
“…how little she spoke. I anticipated the student being immediately excited to discuss what she needed” “I need to encourage my shy student to be more active in determining what they want from our meetings and from the program
Empower
Empower: Agenda prep
Inform
Inform: Mapping health to academic timelines
Prepare
Prepare: Peer coaching session activities
Support
Support: Framing relationship and expectations
Role clarity difficult to achieve – role definitions need lots of attention
Students need support in taking ownership over sessions with peer coach
Materials that involve a lot
informational in nature are not utilized, need more interactive materials
The Transitions to Adulthood Center for Research
College Students with Mental Health Challenges
Support for Real Students
Email us at:
Or visit us at:
The Transitions to Adulthood Center for Research
and universities: Variation across student subgroups and across campuses. Journal of Nervous and Mental Disease, 201(1), 60–67.
accommodations and supports among postsecondary students with mental