Transcript The GateKeepers

Faculty Training
Identifying and Referring
Students in Psychological Distress
University Center for the Advancement of Teaching
Counseling and Consultation Service
The Ohio State University
Student Mental Health
If you are a faculty or adjunct, it’s nearly certain that you teach
students who are at-risk for psychological distress.
• 1,350 suicides per year, 2nd leading cause of death for college students
• Almost 10% seriously considered suicide in the past 12 months
• 1.4% say they actually attempted suicide
• Almost 80% of today’s students that commit suicide aren’t seen by a counselor
• Psychological distress can also compromise students’ academic achievements affecting
their ability to stay in school.
This means that approximately 5,600 students on the Columbus campus have
seriously considered suicide in the past year
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What is Gatekeeper Training?
Research-based approach for reducing youth suicide
 Teaches techniques for identifying and approaching distressed students in order to
take appropriate action, such as making a referral to the school counselor
 A “gatekeeper” is someone who has significant contact with students and, therefore,
is ideally situated to notice warning signs of psychological distress
 Potential Gatekeepers: Faculty, Adjuncts, TAs, Staff, Campus Safety
Benefits:
 Reduce youth suicide by promoting early intervention
 Reduce stigma associated with emotional distress
 Increase academic performance and student retention
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At-Risk Gatekeeper Training
Features:
• Online, 24/7 accessibility
• Materials for on-campus promotion
• Available to all faculty and staff
• Utilized by 75+ institutions, listed in SPRC
• Includes simulated conversations with atrisk student avatars
Best Practices Registry, and evaluated in a
national study.
• Built-in program assessment and tracking
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Learning Objectives
Learning objectives derived from best practices allowing faculty and
staff to:
1. Learn to recognize the common signs of psychological distress
2. Approach students with greater skill and confidence
3. Effectively refer students to the campus counseling center
4. Learn about own college specific counseling center and referral
process
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Learning Experience
1. Assume the role of a faculty member who is concerned about five of his
students, three of whom are at-risk and need to be referred.
2. Analyze profiles of the five virtual students.
3. Engage in simulated conversations with the ones you suspect are at-risk
and, if necessary, refer them to the campus counseling center.
4. Learn about our school’s counseling center
Course is completed once user speaks with the 3 at-risk students
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Step 1: The Classroom
Users assume the role of a faculty member named Professor Hampton, who
is concerned about five of his students, three of which are at-risk for
mental distress and need to be referred
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Step 1: The Classroom
Symptoms exhibited by student avatars correlate to the most
common and severe psychological illnesses among young adults:
1.
2.
3.
4.
5.
Alcohol/Substance Abuse
Bipolar Disorder
Borderline Personality Disorder
Depression
Eating Disorders
6.
7.
8.
9.
Panic Disorder
Post Traumatic Stress Disorder
Schizophrenia
Social Phobia
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Step 2: Examine Student Profiles
Users can click on any student for more information, such as changes in
their academics, behavior, and appearance
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Step 3: Talk to Students
Users engage in conversations with
the student avatars.
Practice and learn to use openended questions, reflective
listening and other motivational
interviewing techniques to
effectively:
1. Broach the topic of
psychological distress
2. Motivate the student to seek
help
3. Avoid common pitfalls such as
attempting to diagnose the
problem or giving unwarranted
advice
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Step 3: Talk to Students
The learner controls the conversation by choosing what topic to brings up and what
specific things to say. Learners receive instant feedback through the student’s verbal
responses and body language …
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Step 3: Talk to Students
… as well as encouragement and constructive criticism on their decisions from a virtual
coach. Critical errors lead to immediate corrective feedback as well as the opportunity
to undo and correct their decision
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Step 4: Summary Feedback
Upon concluding each conversation, users receive narrated and animated feedback, which
includes an analysis of the student and a review of their symptoms in class and in
conversation.
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National Study
Study at 72 universities between May – December 2009:
91% said they had at least one student in their class who concerned them
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Efficacy Results (1)
Changes in Perception and Motivation
83% reported an increased awareness that identifying and
referring students is part of their role
86% reported increase in the likelihood that they will
approach and refer students
93% were easily convinced to take the training
© 2010 Kognito Interactive. All Rights Reserved.
Efficacy Results (2)
Changes in Knowledge and Skill
89% reported they are better
prepared to identify, approach
and refer students in mental
distress
83% reported they are more
confident in their ability to help a
suicidal student.
© 2010 Kognito Interactive. All Rights Reserved.
Efficacy Results (3)
Effectiveness of Instructional Approach
97% reported the simulated conversations
were realistic representations of
conversations they had with at-risk students.
96% would recommend At-Risk to their
colleagues
Download Complete Report at:
www.kognito.com/atrisk/research.html
© 2010 Kognito Interactive. All Rights Reserved.
Accessing the Course: Steps 1-2
Step 1: go to http://aruf.kognito.com
Required if
user doesn’t
enter their
school email
Technical
support to all
users by Kognito
Step 2: Once user clicks on “Create My
Account” they receive an email to
confirm account. They must click on
the confirmation link within that email
to access the course.
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Accessing the Course: Step 3
Step 3: Click on “Launch Course”
Take survey after
course completion
View information about
our counseling center
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Print certificate of
completion
Accessing the Course: Step 4
View Course
45-minute, saves user’s progress, follow-up survey
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Any Questions?
Contact Info
University Center for the Advancement of Teaching
[email protected]
614-292-3644