A Primer for Working in Campus Mental Health: A System of Care

Chan, Vivien; Rasminsky, Sonya; Viesselman, John O.

doi:10.1007/s40596-015-0318-9

Cited by 9 publications

(3 citation statements)

References 4 publications

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“…Understanding the nuances of the intersection of health and educational privacy laws becomes vital when a safety risk exists and the student refuses consent to disclose treatment details. In such situations, the provider becomes the center of the attempt to balance the dedication to personal freedom-especially valued on college campuses-with the need to provide safety and security (4,21). College health practitioners also must be aware of additional challenges regarding consent for treatment, as well as health and education privacy laws, when students are under age 18.…”

Section: Initial Evaluation and Interview Techniquesmentioning

confidence: 99%

“…Historically, psychiatrists have had ancillary roles in college mental health systems (11), but this is changing (1)(2)(3)(4)(5)(6)12). Even though the number of students with mental illness has increased and the American Psychiatric Association (12) has set a goal to "ensure that psychiatrists have authority commensurate with their responsibility, including significant participation in assessment and treatment planning for students served in college and university mental health settings," there is limited literature that encapsulates best practices for the psychiatric treatment of students on college campuses.…”

mentioning

confidence: 99%

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Treat and Teach Our Students Well: College Mental Health and Collaborative Campus Communities

Downs¹,

Alderman²,

Schneiber³

et al. 2016

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This article presents a selective review of best practices for the psychiatric care of college student populations. It describes psychiatric advances in evidence-based practice for college students and offers a brief compendium for college health practitioners. College mental health services are delivered in a specialized milieu, designed to address many of the unique needs of college students and to support their successful scholastic advancement and graduation. Practical steps for implementing these best practices within the college community setting are identified, with a focus on the initial student evaluation, risk assessment, treatment planning and goal setting, and steps to optimize academic functioning during psychopharmacologic and nonpharmacologic treatment. At the center of these practices is the use of a collaborative team and psychoeducation that engages students to actively learn about their mental health. By applying common sense and evidence-based practices within interdisciplinary and student-centered services, college communities can effectively meet the mental health needs of their students and empower them to reach their educational goals.

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Section: Initial Evaluation and Interview Techniquesmentioning

confidence: 99%

mentioning

confidence: 99%

Treat and Teach Our Students Well: College Mental Health and Collaborative Campus Communities

Downs¹,

Alderman²,

Schneiber³

et al. 2016

View full text Add to dashboard Cite

show abstract

“…The primer by Chan et al [25] provides a detailed map outlining eight key landmarks in the college mental health terrain. Using the fundamental principles of community-focused systemsbased care, the authors describe overlapping areas in which the college mental health clinician guides the patient through a network of services.…”

Section: Fundamentals For Training and Educationmentioning

confidence: 99%