# data[].attributes.headline
National Association of Academic Advisors (NACADA)

# data[].attributes.subject
National Association of Academic Advisors (NACADA)

# data[].attributes.attachment_link.title
ADHD from the inside | Toby Shaw | TEDxYouth@ISPrague

# data[].attributes.headline
Article on the Referral Process for Academic Advisors

# data[].attributes.subject
Article on the Referral Process for Academic Advisors

# data[].attributes.attachment_link.title
College Students and Eating Disorders - Child Mind Institute

# data[].attributes.attachment_link.description
Be aware of eating disorders in college students. Child Mind Institute shares why anorexia and bulimia most often start in the college years.

# data[].attributes.attachment_link.readable_text
Michael Ormsby, University of South Carolina

Editor's note: This is the sixth in a series of articles written by graduate students enrolled in Jennifer Bloom's student affairs administration course at the University of South Carolina for the fall 2009 semester. As part of her course syllabus, Dr. Bloom required each student in her class to submit an article to The Mentor or other publication for consideration.

Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 and 8 percent of school-aged children. Categorized as a neurobehavioral disorder, it is often diagnosed early in childhood when teachers and parents are instrumental in the student's success. "Teachers and parents can work together to solve problems and plan ways to support a child's learning at home as well as at school" (American Academy of Child and Adolescent Psychiatry [AACAP] and American Psychiatric Association [APA], 2009, p. 13). But what happens when these children get older and enroll in college? Current estimates indicate that around 2 to 4 percent of college students exhibit signs of ADHD, although much more research is needed in this area ("Pharmacological Study," 2009). One recent study reported "approximately 25 percent of college students that receive Disability Support Services (DSS) receive accommodations for ADHD" (Vance & Weyandt, 2008, ¶1).

In addition to the typical challenges most first-year college students face, students with ADHD face additional hurdles. For example, they must decide whether to seek accommodations for their learning disability, to what extent they self-identify as ADHD, and how they will handle their ADHD medication. Advisers seeking to assist students with ADHD are looking for the best way to work with these students. Appreciative Advising is a powerful advising framework that has positively impacted retention and student satisfaction rates (Bloom, Hutson, & He, 2008). The purpose of this paper is to define ADHD, delineate the challenges that college students with ADHD face, and share how academic advisers can use the Appreciative Advising framework to empower ADHD students.

Defining ADHD

In order to work effectively with ADHD students, it is important to be familiar with the terminology and background of the disorder. Attention Deficit Hyperactivity Disorder is "a neurobehavioral condition characterized by excessive restlessness, inattention, distraction, and impulsivity" (AACAP & APA, 2009, p. 1). Hyperactivity-impulsivity and inattention are the two main symptoms that combine to create ADHD. Another facet to ADHD is that these symptoms are "more frequent and severe than is typical for individuals at comparable levels of development" (Bramer, 1996, p. 6). There are three ADHD subtypes: predominantly hyperactive-impulsive, predominantly inattentive, and combined. Bramer noted that "the diagnosis is not given unless some of the symptoms have been present before age seven ... [and] in at least two settings—home, school, work" (p. 6). Although the disorder has had many names over its years of existence and is sometimes still referred to as ADD (Attention Deficit Disorder), ADHD has now been the proper term designated for the disorder by the American Psychiatric Association.

Challenges Facing College Students with ADHD

Common characteristics associated with ADHD can become even more pronounced for college students. The most frequent problems that ADHD students face in the classroom include their lack of organization and time management skills, tendency to procrastinate, and difficulty with note-taking and studying (Attention Deficit Disorder Resources, 2009). As is the case with most students, personal issues can also influence their performance in the classroom. Personal roadblocks related to ADHD include difficulty sleeping, low self-esteem, and depression. ADHD students may also experience a multitude of relationship issues as the disorder can cause them to act inappropriately in social situations (Attention Deficit Disorder Resources).

The issue of students taking medication to treat ADHD also becomes more complex in the college environment. Just as students need to make major changes in their daily schedules when they come to college, students with ADHD may also need to alter their medication once they arrive on campus. "Doctors prescribing drugs to control ADHD in college students need to make sure the drugs control students' ADHD throughout the day. The drugs need to cover students' active lifestyles" (Medical News Today, 2009, ¶ 3). In addition, if students do not take their medications as prescribed, the side effects may become more severe and the chances of addiction and/or abuse of their medication increase.

Students with ADHD are often hesitant to share their diagnosis with their college instructors. It can be awkward for college students to make professors aware of their condition. Vance and Weyandt (2008) found that high numbers of college faculty are not aware that students with ADHD are afforded the legal right to reasonable accommodations under the Americans with Disabilities Act. Some students decide to pretend that they no longer have ADHD when they go to college. "A common pitfall for students with ADHD is the feeling that they are instantly cured upon graduating high school" (Attention Deficit Disorder Resources, 2009, ¶ 14). Although it is understandable that students with ADHD might want to disregard their ADHD, it may not be the best choice for them academically or personally. Academic advisers who meet with students individually are poised to help students with ADHD consider their options as well as the resources that are available to them.

Appreciative Advising Overview and Application to Students with ADHD

Appreciative Advising is "the intentional collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials" (Appreciative Advising, 2009). The six phases are: Disarm, Discover, Dream, Design, Deliver, and Don't Settle (Bloom, Hutson, & He, 2008). The Disarm phase involves creating an environment in which students feel comfortable and welcome. In the Discover phase, advisers search for strengths and passions by using open-ended questions and active listening techniques. Advisers encourage students in the Dream phase to explore their potentials and help them create life and occupational goals. The Design phase allows students to set goals for achieving those dreams with the help of the adviser. The Deliver phase is when the student works toward achieving his or her goals while the adviser periodically checks in for progress updates and provides support after mistakes are made. Finally, Don't Settle challenges students to build on their successes.

Disarm

ADHD students may appear to be very nervous and fidgety when meeting with academic advisers and other institutional representatives. Therefore, the goal of the Disarm phase—putting students at ease—is especially important with ADHD students. One thing academic advisers can do to help alleviate ADHD students' impulsive tendencies is to have something available for them to hold in their hands, such as a stress ball or a Rubik's Cube. This can help alleviate students' anxiety and allow them to better focus on the discussion with the adviser. Advisers can also ease students' anxiety by warmly greeting them, smiling, and engaging in limited small talk (Bloom, Hutson, & He, 2008). These steps can help to engage students from the start.

Discover

A common characteristic among ADHD students is low self-esteem. They may tend to focus on their past academic struggles and be very critical of themselves. Therefore, the Discover phase, which focuses on advisers asking positive, open-ended questions, can help ADHD students reflect on their academic and personal accomplishments. Sample Discover questions include:

Could you tell me about a time in school when you felt really good about something you accomplished?

Is there a particular subject you really enjoyed in high school? Why did you enjoy it?

Are there any activities that make you feel calm and relaxed?

What activities most interest you?

After discovering students' interests, it may be helpful to briefly describe classes and/or majors that are congruent with those interests. This can help to give students a new, positive view of academics. In addition, advisers can also suggest extracurricular opportunities that match these interests, which can help them become engaged on campus.

Dream

Encouraging ADHD students to dream big may take some additional effort. Advisers may want to remind students of famous celebrities like Terry Bradshaw and Bill Cosby, who were diagnosed with ADHD. Historical figures like Albert Einstein, Thomas Edison, and Winston Churchill were all suspected of having the disorder as well. Sharing this information up front may result in students being more willing to share their hopes and dreams for their future. Effective questions for ADHD students include:

Imagine for a moment you didn't have ADHD. What would you be?

What were your career and life goals before you were diagnosed with ADHD?

Have you ever thought about occupations in which your ADHD might actually be seen as a benefit?

Design

The Design phase involves coming up with a plan to accomplish the goals that students shared in the Dream phase (Bloom, Hutson, & He, 2008). Advisers working with ADHD students need to realize that ADHD students "do not appear to work well for long-term rewards. They appear to need brief, repeated payoffs instead of a single, delayed reward" (Goldstein, 1996, p. 41). Thus, helping ADHD students create small, concrete, and realistic goals is important. ADHD students should be encouraged to use a daily planner that allows them to track their daily, weekly, and monthly "to do" lists. This will help them meet their class requirements as well as any goals that the adviser and student have created during the advising session. Advisers should ensure that students are aware of and utilizing the services available to them through the disability services office. ADHD students may need to be convinced by advisers of the value of registering with the disability services office. Advisers can reassure students that by going through the registration process that the disability services office may be able to provide appropriate accommodations to students with ADHD, such as extended testing time and separate, quiet testing rooms.

Advisers can also refer ADHD students to other campus resources as appropriate. Once they have registered with the student disability services office, students may also need encouragement to speak to their instructors about their condition as well as the accommodations. Another resource available to ADHD students who may be struggling with depression is the counseling center. If students are displaying erratic behavior, the adviser may want to thoughtfully refer students to the physician who prescribed any medication to see if an adjustment may be in order.

Deliver

In the Deliver phase, students are charged with following through on the plans made during the Design phase (Bloom, Hutson, & He, 2008). The Deliver phase may be the most frustrating of all phases for ADHD students and their advisers, yet it also may be the most important phase. Students with ADHD symptoms may find it difficult to carry out their plans. Thus, it is imperative for advisers to express their confidence in ADHD students' abilities to carry out the plan and follow up with them to check their progress and evaluate the effectiveness of their plans. With advisers' assistance, students may need to make alterations and perhaps divide goals into more manageable chunks. However, it also important for advisers to discourage students from solely blaming any lack of progress on their ADHD condition. It may be helpful in the Deliver phase to ask the following questions during roadblocks with ADHD students:

What resources have you accessed so far?

What positive things have you learned so far from pursuing your goal?

What steps have you taken toward accomplishing the goal we discussed the last time we met?

Can you think of any other options you might have to accomplish this goal?

If students stumble in this phase, it can be particularly challenging for advisers to focus on the positive. Advisers can accomplish this by focusing on even the smallest of efforts that students engage in toward completing their goals, especially early in the process. In addition, advisers can remind students about their answers to Discover questions that highlighted past successes and the skills they have already acquired. Rather than reviewing what the student has done wrong, reviewing what they did right in the past will encourage them to use those positive assets and build on them to accomplish their goals.

Don't Settle Phase

This final phase of Appreciative Advising may be a step ADHD students have rarely experienced. Due to previous academic struggles, they may not have been challenged to push themselves beyond their initial goals. Provided they reach their intended goals, advisers should encourage students to not settle and to devise and achieve additional goals. For example, if they reach their goals of completing 80 percent of their homework on time, students should be encouraged to complete 90 percent of their homework in the upcoming week.

Conclusion

Attention Deficit Hyperactivity Disorder (ADHD) is becoming increasingly prevalent on college campuses. In addition to the typical growing pains that come with adjusting to college, ADHD students face issues of identity, medication, and seeking accommodations during their college careers. Advisers who are familiar with ADHD and understand the symptoms and challenges that ADHD students face have a major advantage in working effectively with this student population. By combining Appreciative Advising and a basic understanding of ADHD, it is possible for advisers to aid ADHD students in making their college journey a success. This article highlighted how the six phases of Appreciative Advising can be adapted to empower ADHD students to fulfill their potentials.

References
American Academy of Child and Adolescent Psychiatry and American Psychiatric Association. (2009, August 25). ADHD parents medication guide: Attention-deficit/hyperactivity disorder. Retrieved from http://www.psych.org/Share/Parents-Med-Guide/Medication-Guides/ParentsMedGuide-ADHD-English.aspx

Appreciative Advising. (2009). What is appreciative advising? Retrieved from http://www.appreciativeadvising.net

Attention Deficit Disorder Resources. (2009, August 8). College issues for students with ADHD. Retrieved from http://www.addresources.org/article_adhd_college_chadd.php

Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes.

Bramer, J. S. (1996). Succeeding in college with attention deficit disorders: Issues and strategies for students, counselors and educators. Plantation, FL: Specialty Press.

Goldstein, S. (1996). Managing attention and learning disorders in late adolescence and adulthood: A guide for practitioners. New York, NY: John Wiley and Sons.

Medical News Today. (2009, January 25). Treating college students with ADHD poses challenges, UA researcher says. Retrieved from http://www.medicalnewstoday.com/articles/136453.php

Pharmacological study for ADHD treatment amongst college students. (2009, September 24). The Medical News. Retrieved from http://www.news-medical.net/news/20090924/Pharmacological-study-for-ADHD-treatment-amongst-college-students.aspx

Vance, T. A., & Weyandt, L. (2008). Professor perceptions of college students with attention deficit hyperactivity disorder. Journal of American College Health, 57(3), 303–308. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed
About the Author

Michael Ormsby is a graduate student in the University of South Carolina's Higher Education and Student Affairs program. He is also a graduate assistant in the university's Office of Sexual Health and Violence. He can be reached at ormsby@mailbox.sc.edu.

Published in The Mentor on March 17, 2010, by Penn State's Division of Undergraduate Studies
Available online at dus.psu.edu/mentor
Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved

# data[].attributes.attachment_link.title
The Mentor: An Academic Advising Journal

# data[].attributes.attachment_link.description
Michael Ormsby, University of South Carolina Editor's note: This is the sixth in a series of articles written by graduate students enrolled in Jennifer Bloom's student affairs administration course at the University of South Carolina for the fall 2009 semester.

# data[].attributes.headline
Signs of Eating Disorders in College Students

# data[].attributes.subject
Signs of Eating Disorders in College Students

# data[].attributes.attachment_link.readable_text
Starting Your Semester

Leaving home and going off to college is an exciting time, but the freedom of college life also ushers in a new batch of stressors for students with ADHD.

At first, it might feel nice to not have mom and dad around, but after first semester grades post, you might feel differently.

It's time to take responsibility for your self-and having an ADHD coach can make the difference regarding your academic success.

We can help. We believe that your ADHD traits include many strengths-that you may not be effectively utilizing! What we can help you do with our coaching for college students:

Find an ADHD-friendly College

Transition to College (college apps, life skills, etc.)

Identify Your ADHD Strengths!

Manage Workload

Advocate for learning disability assistance and accommodation

Develop advanced study skills (study smart)

Time Management Skills

Scheduling & Appointment Systems

Money Management and Creating a Budget

# data[].attributes.attachment_link.description
Starting Your Semester Leaving home and going off to college is an exciting time, but the freedom of college life also ushers in a new batch of stressors for students with ADHD. At first, it might feel nice to not have mom and dad around, but after first semester grades post, you might feel differently.

# data[].attributes.headline
New York State Office of Mental Health Website

# data[].attributes.subject
New York State Office of Mental Health Website

# data[].attributes.attachment_link.description
New York presents six awards to honorees across the state

# data[].attributes.attachment_link.readable_text
Mental Health, the Classroom & the Importance of Getting Help Early

Depression and anxiety have become increasingly prevalent in today's college students, with many stating these mental health issues are their biggest barriers to doing well in school. In fact, 16 percent of college students reported that depression had a negative impact on their academic performance in 2017, with anxiety impacting over 24 percent of students. With depression affecting more and more young adults, it's important for schools to provide adequate resources for their students and for students to take advantage of the support available to them.

In this guide, students can learn about common factors of depression in college and where to get help. Plus colleges and universities can find tips for supporting the mental health of their students.

Depression in College Students - What the Numbers Show

Depression is the most common health problem for college students.

Over 39% of college students "felt so depressed that it was difficult to function" at least once during the 2016-2017 academic school year.

Over 60% of college students have felt overwhelmed by anxiety at least once in the last 12 months.

Around 31% of college students have seriously considered suicide.

Because 75 percent of the lifetime cases of mental health issues begin before the age of 24 - and because college is a particularly stress-inducing time in a person's life - the need for comprehensive, accessible mental health services on college campuses is greater than ever.

According to the National Network of Depression Centers (NNDC), depression is the leading cause of disability in Americans aged 15 to 44, with the disorder affecting nearly seven percent of the country's population as a whole. Aside from the effects of depression on the individual, mental health issues result in a $210.5-billion-dollar loss to the economy each year.

Signs of Depression in College

Stress and anxiety are very common during the college years, so how can students know when what they're experiencing is a sign of something more? Here are a few signs that you may be experiencing symptoms of depression:

DepressionToolkit.org from the University of Michigan Depression Center also provides a depression health questionnaire to help students determine if they're experiencing symptoms of depression. If students are experiencing these symptoms, they should discuss them with their healthcare provider or other mental health professional. Experiencing any of these symptoms should not be taken as a diagnosis of depression. A healthcare provider can help students determine if they are experiencing any mental health issues and the best course of treatment.

If you or someone you know is experiencing suicidal thoughts, don't hesitate to get help. Call 911, go to the nearest hospital or call the suicide hotline at 1-800-273-TALK (8255).

You can find out more about suicide prevention and resources in our guide to Suicide Prevention in College.

Causes of Depression in College

Because so many life changes take place in college's relatively short time-frame, it's no surprise that many students are especially vulnerable to depression during this chapter of their life. There are many reasons a student may feel depressed, though there isn't always an obvious cause. It can be helpful for students to determine if any outside factors may be contributing to feelings of depression when seeking treatment.

Here are some common causes that can sometimes contribute to symptoms of depression:

Getting Help for Depression in College

According to the National Alliance on Mental Health (NAMI), almost 73 percent of students with a mental health condition experienced a health crisis on campus, but over 34 percent reported their college didn't know about it. Many college students may not know where to get help when they're experiencing symptoms of depression or what they can do to manage their symptoms. Fortunately, there are many resources on and off campus that can help.

Where to Get Help

Treatment for Depression

Numerous avenues exist for treating depression, all of which should be discussed with a medical professional before taking any action. Some of the most common include:

PsychotherapyOften speaking to a trained professional about symptoms and feelings can help students better manage any mental health issues they're experiencing. Common types of psychotherapy include interpersonal therapy and cognitive behavioral therapy.

MedicationA number of different types of antidepressants are now on the market to treat a spectrum of issues related to depression and/or anxiety.

NeuromodulationThis form of therapy uses electrical or magnetic currents to stimulate and alter brain activity and has been used effectively to treat certain cases of depression.

Tips for Managing Depression & Improving Mental Health

The idea of adding a self-care routine to your already jam-packed schedule may seem impossible, but it's important to consider all the immediate and lasting benefits of taking time out of your day to ensure you're treating yourself well.

In addition to working with a mental health professional on managing your symptoms, many of these simple tips can help students improve their overall frame of mind and quality of life.

Get enough sleepCollege students are notorious for pulling all-nighters, but doing this regularly takes a toll on your brain health and can ultimately exacerbate the symptoms of depression. According to the University of Michigan Depression Center, 60 to 80 percent of patients with depression experience some kind of sleep disturbance. Sleep requirements are different for each person, but students should ideally aim for between seven and nine hours of rest per night.

Move your bodyExercise can help reduce symptoms of depression by releasing endorphins (the feel-good chemicals in your brain) and providing a mental distraction that can help break the negative thought cycles that can feed into depression. If hitting the gym isn't appealing, try adding in a daily walk with your roommate or a round of basketball at the campus rec center. Any form of regular movement can give you a boost.

Eat a healthy dietQuick convenience foods can be tempting, but processed food high in sugar won't provide your brain and body with the energy it needs to succeed in school. Not only will improving your diet improve your overall wellbeing, it's also been shown to improve symptoms of depression, according to a recent study.

Avoid drugs and alcoholSubstances often intensify the symptoms of depression, especially when abused. And, as outlined above, they can lead to risky behaviors that can impact a student's mental health.

Practice mindfulnessA 2015 study by Oxford University found that mindfulness-based cognitive therapy in the treatment of ongoing depression can be just as effective as antidepressant drugs in helping prevent a relapse into the worst symptoms. If you haven't practiced mindfulness before or don't know how to begin, check out our guide to meditation and mindfulness on campus.

Build a support systemDevelop a group of two or more people you can regularly check in with about how things are really going for you. They can be a roommate, classmate, professor or anyone you feel comfortable confiding in. This can help you manage stressful feelings or situations before they become anxiety- or depression-provoking.

How to Talk About Depression

Although many college students may feel ashamed or embarrassed about their struggles with depression, it's important for anyone struggling with their mental health to realize that there's nothing wrong or shameful about asking for help.

The following section looks at some of the most common questions college students have when deciding to talk about their depression. Answers are provided by Dr. Michael Alcee, a clinical psychologist with a decade of experience in college counseling, and Susan Lichtfuss, a licensed child and family therapist and certified suicide prevention trainer.

Should I tell my friends and peers about my depression?
Dr. Alcee
There are many ways to talk about depression with family and friends, but one that I find most important is for people to know that it's nothing to be scared of. Just as people often have a very difficult time when talking about death, many also find depression a challenging topic to approach.

It's crucial for students to let family, friends and teachers know that depression results from a number of different factors and they just need to be understanding and present.

There is a wonderful scene in the movie "Little Miss Sunshine" when the main character, Dwayne, finds out that he is color blind and can't fulfill his dream of being an air force pilot. What helps Dwayne the most is when his little sister sits right beside him and puts her head on his shoulder. She is just present. It is important for family, friends and teachers to know that this presence and compassion is the most important piece.

It is okay to tell friends about depression if that helps a student feel understood and supported, and it is also fine if a student would like to have space to be able to work these issues out in their own way.
Susan Lichtfuss:
If you're not comfortable talking with your friends about your feelings of depression, it's important to find someone you are comfortable with to confide in, such as a trusted adult. Don't keep your feelings of depression to yourself.

My depression frequently makes it hard for me to be social on campus. How can I explain to friends and peers why I often skip going out?
Dr. Alcee
It is important to translate to friends that depression can sometimes make it hard to be social because of the way in which it zaps energy and interest. It is helpful to let friends know that this isn't personal - it is part of an internal process. Depression often functions by pushing somebody to retreat and retract so that they can figure out what is going on with all of the feelings that they haven't been able to attend to.
Susan Lichtfuss:
Sometimes people isolate themselves because they are in too much pain internally to be able to pretend to be okay. They may not be able to figure things out. This can be a warning sign of suicidality. If you feel overwhelmed by your feelings of depression, you shouldn't keep them to yourself. Find a trusted adult to confide in, seek help at your campus mental health center or call the suicide hotline (1-800-273-8255) if you need to talk with someone immediately.

Should I tell my professors about my depression?
Dr. Alcee
It can be helpful to talk to professors if you feel comfortable and safe with them, and if you think it might help explain some of your challenges in class, or if you'd like to have somebody else on your support team to help you through. Somebody like a teacher who understands and is in your corner can make a very big difference!

Can I ask for accommodations at my school for my depression? How do I request them?
Dr. Alcee
Depression can be severely debilitating and can greatly interfere with academic functioning. It is totally understandable and reasonable to seek out accommodations when you are really struggling. The best way is to go to the office of disability services and/or the counseling center to coordinate a plan that is tailored for your emotional and academic goals.

How can I talk to my parents about my depression?
Dr. Alcee
Just as the above, it is important to let parents know that depression has got you feeling "not like yourself," unmotivated and hopeless, and maybe even let them know that it feels like you are completely drained and you don't know why. It is important to let them know that there are a lot of reasons for it, and not to be worried, but you'd like to find out more about what you can do about it and how they can be of support.

How can I tell my healthcare provider that I think I'm depressed?
Dr. Alcee
Your doctor is the most important person to be honest with, whether you're dealing with your physical or mental health. Healthcare providers are naturally caring individuals who are there to help you, so why not take advantage of them? There's no reason to self-diagnose when you have healthcare to help.
Susan Lichtfuss:
Many healthcare providers have some training in mental health. If you want to just say, "I haven't been feeling myself lately," or "I have been feeling depressed," that's enough. The important thing is saying it.

What Colleges Can Do to Address Depression on Campus

The vast majority of today's colleges and universities recognize that depression among students is a very serious issue. And many are taking concrete steps to ensure that robust programs and plans are in place to help students tackle mental health problems.

Here are some of the ways colleges are helping combat student depression:

Grief Support GroupsAfter discovering that a high number of students had experienced loss or tragedy at a young age and still faced depression over those events, Furman University put together a six-week coffee talk titled "Life After Loss" where students can come together to share stories, find common ground and develop healthy ways of coping.

Nutrition and Wellness Centers Studies have shown that diets high in refined sugar can contribute to depression, as can a sedentary lifestyle. Some colleges have taken this research and put it to good use by creating nutrition and wellness centers to help students take control of their nutrition, support good brain health and ensure they're regularly releasing endorphins. St. Olaf College provides a great example of such a program.

Online Therapy Davidson University recently introduced a pilot program in partnership with Therapy Assistance Online to help students with less severe depression receive support. After meeting with an on-campus counselor for an initial consultation, students use an interactive online therapy program for follow-up support.

Pet TherapyInteracting with animals can improve students' wellbeing and even reduce feelings of homesickness. With that in mind, a number of colleges have introduced pet therapy programs - including Kent State University. Some schools bring them in for midterms and finals, while others have year-round programs available.

Recovery HousesSubstance abuse greatly impacts the likelihood of students experiencing depression and, in some cases, dropping out of school. Recognizing this growing problem, Rutgers University developed the first substance abuse recovery house where students experiencing these issues can live on campus and receive treatment without leaving college.

School Spotlight

The schools highlighted below have all received The Jed Foundation's JedCampus seal of distinction for providing outstanding mental health services to college students throughout the nation.

Alfred UniversityThis New York-based school offers a comprehensive roster of mental health services designed to fit the needs of students with minor to major depression-related issues. The university provides group counseling for students to discuss shared experiences, one-to-one counseling, alcohol and drug education, educational programs and workshops on mental health for residence halls and student organizations, and a variety of wellness center programs.

California Polytechnic State UniversityCal Poly maintains an array of counseling services to help students experiencing mental health issues. In addition to having several on-staff licensed counselors available, the school also maintains a community referral list if a student needs specialized treatment. A crisis service is available to students who need immediate help and the school also provides a series of three-week emotional wellbeing workshops that help students develop coping tools. A range of parent resources are also available.

Harvard UniversityHarvard University takes a holistic view of mental health and provides services that meet the day-to-day needs of students experiencing mental health problems. Aside from providing a staff of competent and caring psychologists/psychoanalysts, the school maintains a 24/7 urgent care program. Peer support groups include student mental health liaisons, drug and alcohol advisors, and health advisors and liaisons. Workshops and group counseling are available for a variety of different topics and are facilitated by licensed therapists. The school also has two full-time certified therapy dogs.

New York UniversityNYU recognizes that, in addition to all the usual stresses of college and adulthood, students also contend with the anxiety and stress of living in New York City. Because of that, the university provides what's known as the "relaxation oasis," a tool that helps students learn mindfulness and meditation as they go about their days. Other services include individual and group counseling, access to psychiatric medication (provided they have an NYU-sponsored health insurance plan), two-part workshops that teach students how to enhance their emotional and mental well-being and consultation about mental health services available during study abroad trips.

Depression Resources for Schools

Depression in Graduate School

A 2013 study by The Chronicle of Higher Education found that approximately half of all doctoral students never gain their degrees, and much of the research suggests that factors like stress, anxiety, depression and other causes of mental distress are the culprit. In a 2012 survey of graduate students at UC Berkeley, 45 percent of students reported having an emotional or stress-related problem in the past year. Depression in graduate school isn't something that's commonly talked about, but as more students leave school without finishing, it's important for colleges and universities to examine the problem.

Why is Depression Common Among Graduate Students?

Lack of support

In an article in The Atlantic, former professor and current career coach Dr. Karen Kelsky, Ph.D. explained that graduate programs are different from undergraduate degrees because they are founded on the notion of critiquing work and finding flaws in a student's arguments rather than building them up. "Ph.D. programs are extremely lonely and professors and peers constantly look for weaknesses," says Kelsky.

Lack of mentoring

Although students at the graduate level are meant to work more autonomously than undergraduates, they still need faculty and administrators to champion their goals and provide support. Because many faculty members are busy juggling institutional responsibilities, this often falls by the wayside. According to a survey of graduate students at the University of Washington, many students felt they didn't receive adequate or quality mentoring from faculty.

The perception that mental illness makes students weak

Colleges are working to combat this notion, but many students still feel that, at this level of education, they are expected to be tougher, stronger and more resilient.

Balancing many responsibilities

Take advantage of mental health resourcesMost mental health resources on college campuses are available to both undergraduate and graduate students. Take advantage of campus counselors, support groups and other resources on campus. Many graduate students may not realize these resources are also at their disposal.

Get support from peersMIT offers the REFS (Resources for Easing Friction and Stress) program, which trains students in conflict management. The program offers peer-to-peer support, counseling and mentoring. Look for similar or other peer support programs at your school.

Practice mindfulnessMany universities offer mindfulness or meditation workshops to help graduate and undergraduate students manage stress. If you're college or university doesn't offer a mindfulness class, there are many resources online that can walk you through mindfulness and meditation exercises.

Try career counselingBeing uncertain of your next steps can be incredibly stressful, especially for graduate students who have invested an extensive amount of time and money into their future. Utilizing career counseling at your school's career center can help you make concrete goals to reduce uncertainty and stress.

According to data from the National Postsecondary Student Aid Survey, the average graduate student is 33-years-old. Because of their stage in life, many students in master's and Ph.D. programs are juggling many responsibilities outside academia they didn't have as undergraduates, including existing careers, a partner, children and other family responsibilities that all need their time and attention.

How Can Graduate Students Combat Depression?

UC Berkeley has taken a strong stance in support of graduate student mental health following their 2012 survey. Here are some of the ways the university suggests graduate students improve their mental health:

Depression Resources

American Psychiatric Association's Help with DepressionThe APA has a number of different blogs, events and resources to help students find competent mental health practitioners and learn more about depression.

Anxiety and Depression Association of AmericaThe ADAA connects students with a range of service providers and resources when seeking help to treat anxiety, depression, obsessive-compulsive disorder and post-traumatic stress disorder.

Depression and Bipolar Support AllianceDBSA offers a range of programs and services, including wellness tools, peer support groups and events.

Panic Relief App - iTunes / Google Play This free app helps students deal with anxiety, panic and stress by providing quick meditations and treatments based off cognitive behavioral therapy.

FAQs for College Students Experiencing DepressionNAMI provides this comprehensive list of common questions and answers for students looking to learn more about symptoms of and treatments for depression.

ULifelineAn online resource for college mental health, this website provides a selection of blogs, news articles and research related to anxiety and depression in higher education.

The Jed FoundationStudents who know they're likely to deal with anxiety and/or depression in college can use the Jed Foundation's list of schools with outstanding mental health services to find an institution that is well-equipped to serve their needs.

# data[].attributes.attachment_link.title
Depression & College Students | Affordable Colleges Online

# data[].attributes.attachment_link.description
Depression and anxiety have become increasingly prevalent in today's college students, with many stating these mental health issues are their biggest barriers to doing well in school. In fact, 16 percent of college students reported that depression had a negative impact on their academic performance in 2017, with anxiety impacting over 24 percent of students.

# data[].attributes.attachment_link.title
Psychosis - causes, symptoms, and treatment explained

# data[].attributes.attachment_link.description
College and university counseling centers examine how t to serve the growing number of students seeking their services.

# data[].attributes.attachment_link.readable_text
Mania: Mania and hypomania (a less severe form of mania) can include the following symptoms:

Irritability

Thoughts racings through your head

Feeling or being very chatty

Requiring less sleep

Unusually high sex drive

Feelings of extreme happiness, euphoria or jubilation

Excessive over-confidence

Feeling "wired"

Depression: The major depressive episode of bipolar disorder can consist of the following symptoms:

Trouble sleeping or sleeping too much

Feelings of sadness, melancholy, emptiness or hopelessness

Fatigue or tiredness despite getting enough rest

Trouble staying focused

Thoughts of suicide (doesn't have to necessarily include a suicide attempt)

Drastic change in appetite

Drastic change in weight (either significant weight gain or loss)

Keep in mind that it might take quite some time to get an accurate diagnosis. "In a majority of patients, the first episode is depressive, resulting in the incorrect diagnosis of unipolar depression (or Major Depressive Disorder) and ill-fated treatment with antidepressants," according to Dr. Jonathan Stevens, Chief of Child and Adolescent Psychiatry and Outpatient Services at The Menninger Clinic. "In studies, as many as 70 percent of individuals with Bipolar Disorder failed to receive a correct diagnosis in the one-year period following the initial episode, and in approximately 35 percent of them the correct diagnosis has been made only after 10 years had passed. Additionally, up to 70 percent of patients with broader bipolar spectrum symptoms go unrecognized and undiagnosed, and thus remain untreated or inappropriately treated."

# data[].attributes.attachment_link.title
Bipolar Disorder in College: Knowing the Signs and Finding Support

# data[].attributes.attachment_link.description
Mania: Mania and hypomania (a less severe form of mania) can include the following symptoms: Irritability Thoughts racings through your head Feeling or being very chatty Requiring less sleep Unusually high sex drive Feelings of extreme happiness, euphoria or jubilation Excessive over-confidence Feeling "wired" Depression: The major depressive episode of

# data[].attributes.attachment_link.description
Directed by Gren Wells. With Zoë Kravitz, Dev Patel, Robert Sheehan, Kyra Sedgwick. A young man with Tourette's Syndrome embarks on a road trip with his recently-deceased mother's ashes.

# data[].attributes.attachment_link.provider_name
Inside Higher Ed | Higher Education News, Events and Jobs

# data[].attributes.attachment_link.readable_text
More than half of the college students who visited their campus counseling centers during the 2015-16 academic year reported symptoms of anxiety, according to a survey by the Association for University and College Counseling Center Directors.

This marks the seventh year in a row that anxiety has been the top complaint among students seeking mental health services. This year, 51 percent of students who visited a counseling center reported having anxiety, followed by depression (41 percent), relationship concerns (34 percent) and suicidal ideation (20.5 percent). Many students reported experiencing multiple conditions at once.

Since 2009, when anxiety overtook depression as the No. 1 concern among college students, the number of students experiencing anxiety has steadily increased.

This survey was conducted between September 2015 and August 2016. In total, 529 counseling center directors representing that many institutions responded to the survey, with an even split between public and private institutions. The majority of respondents came from four-year colleges, but community colleges, professional schools and art schools were also included.

In an effort to reflect the makeup of their student bodies, counseling centers have diversified their clinical staff members. Of new hires, 62.2 percent are white, 15.3 percent black, 7.5 percent Latino and 10 percent Asian. This compares to current clinical staff, who are 70.9 percent white, 10.1 percent black, 7.3 percent Latino and 7.9 percent Asian.

"Student populations have become more diverse," said Micky Sharma, president of the AUCCCD and director of counseling and consultation services at Ohio State University. "Counseling services work to create a staff that represents their student bodies."

At Ohio State, for example, the counseling center now offers clinical services in nine different languages to meet the needs of their international students, who make up about 12 percent of the student body, Sharma said.

Regardless of race, ethnicity, gender or sexual orientation, "anyone could show up with anxiety or depression or a relationship issue," Sharma said. "A university counseling center is charged with providing help for everybody."

Another key finding in the survey is that 41.6 percent of counseling centers hired additional staff members in the last academic year, compared to about 26 percent in 2011 and 36 percent in 2016.

College counseling centers continue to grow to match the demands of their students, according to David Reetz, the lead researcher and coordinator for the 2016 survey and director of counseling and psychological services at the Rochester Institute of Technology.

"More students are seeking services because we continue to be more and more aware that a student's health and well-being have a lot to do with their success in their academic programs and the quality of their student life experience," Reetz said.

In fact, of the students surveyed, about 72 percent who used counseling services said it helped their academic performance in some way.

As more students continue to seek out mental health services and campus counseling centers try to keep up with new hires, the question of student wait times becomes key.

For the first time, this year's survey asked counseling center directors about average wait times for students based on the number of business days between when the appointment was scheduled and when it occurred.

The survey team found that, on average, students waited between six and eight business days for counseling services. However, as might be expected, institutions with a lower ratio of professional staff to students saw shorter wait times.

Reetz noted that the wait-time average is a "tricky number," given that some students opt to schedule their first appointment farther out to accommodate their own schedules.

"Students don't necessarily want to be seen right away," Reetz said, adding that, generally, "the more staff a center has, the shorter that wait time is between initial contact and first appointment."

# data[].attributes.attachment_link.title
Anxiety and depression are the primary concerns for students seeking counseling services

# data[].attributes.attachment_link.description
Survey of campus counseling centers finds increased demand for services, as well as additional positions and more diversity in hiring.

# data[].attributes.headline
National Institute of Mental Health (NIMH)

# data[].attributes.subject
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.description
The National Institute of Mental Health (NIMH) is the lead federal agency for research on mental disorders