Advising with Mental Health In Mind

Several weeks ago, I attended a training on "Prevention and Response" with regard to student behavior.  While the training was informative and provided the necessary protocol for handling students who could pose a threat to safety on campus, I left feeling as if there could have been more information on addressing self-reported or suspected mental health issues in students.  Only days later, I came across an article in The Mentor  titled “The Prevalence of Mental Health Issues Among College Students: How Do Advisors Equip Themselves?” in which Lori Corley asserts that advisors have a responsibility in assisting students in accessing mental health treatment and shared some simple tips for doing so.  The training and then subsequently the article could not have intersected at a better time for me as I was grappling with trying to strike a balance in reporting the behavior and also helping the student access services.

According to Lori Corley, “75 percent of lifetime cases of diagnosable mental disorders begin by the age of 24”. 

This data should inform advising by taking into consideration the many responsibilities students are managing and how they are being impacted as a large number of our students are at risk based on age alone.

“Oftentimes varying degrees of stress and anxiety can trigger new mental health concerns or further exasperate existing ones,” states Corley. 

For many of our students, they are facing tremendous pressure and may be juggling more than traditional college students as they oftentimes work, have family responsibilities, or perhaps are the first in their family to attend college and are navigating a system that can seem daunting.    

Taking a moment to inquire about how things are going before moving forward with degreeworks can be an ideal time for advisors to gain insight into the student’s life.  In the event that a student discloses he or she is has mental health concerns during a conversation, advisors need to be prepared to make appropriate referrals, provide accurate and up to date resources, and be equipped to be a positive support for the student.

“Advisors may observe behaviors that could indicate underlying mental health issues or students may self-report their own concerns about their behavior.  In the latter case, it is important to listen to the students’ self-disclosure about concerns they have with their academics or other aspects of their life.  Asking open-ended questions about students’ overall satisfaction may encourage them to disclose feelings they are having or discuss issues they are facing.  And, of course, advisors need to be prepared to deal with behaviors and/or statements that indicate students may be planning to harm themselves” suggests Corley. 

“Academic Advisors should not feel it is their responsibility to counsel students with mental health issues or to recommend treatment.  Instead, advisors can observe students’ behavior and listen to self-disclosures, lend an ear, and refer students to the appropriate services available on campus,” stresses Corley.  

Encouraging a student to seek help and providing them with the assurance that they are not alone does not mean taking on the role of a mental health professional.  Rather, it is a necessary component of advising as we are able to have a significant effect on their future which is just as important as campus safety.