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SWIC
Responding with Possibilities
Strengthening Student Engagement
Bob Bertolino, Ph.D.
Associate Professor, Maryville University-St. Louis
Sr. Clinical Advisor, Youth In Need, Inc.
Sr. Associate, International Center for Clinical Excellence
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The Well-Being of
College Students
Well-Being and College Campuses
• 75% of lifetime cases of mental health conditions begin by age 24.
• One in four young adults ages of 18 and 24 have a diagnosable mental illness.
• More than 25% of college students have been diagnosed or treated by a professional for
a mental health condition within the past year.
• More than 11% of college students have been diagnosed or treated for anxiety in the
past year and more than 10% reported being diagnosed or treated for depression.
• More than 40% of college students have felt more than an average amount of stress
within the past 12 months.
• More than 80% of college students felt overwhelmed by all they had to do in the past
year and 45 percent have felt things were hopeless.
• Almost 73% of students living with a mental health condition experienced a mental
health crisis on campus. Yet, 34% percent reported that their college did not know about
their crisis.
Sources: (2012) National Institute of Mental Health (nimh.org); National Alliance on Mental Illness (nami.org);
American College Counseling Association (collegecounseling.org)
Well-Being and Academic Success
• In an American College Health Association report released in 2011,
students cited depression and anxiety as among the top impediments to
academic performance.
• 64% of young adults who are no longer in college are not attending
college because of a mental health related reason. Depression, bipolar
disorder and posttraumatic stress disorder are the primary diagnoses of
these young adults.
• 31% of college students have felt so depressed in the past year that it
was difficult to function and more than 50% have felt overwhelming
anxiety, making it hard to succeed academically.
Source: (2012) American College Counseling Association (collegecounseling.org)
Depression
1. Depression is a common mental disorder. Globally, more
than 350 million people of all ages suffer from depression.
2. Depression is the leading cause of disability worldwide, and
is a major contributor to the global burden of disease.
3. More females are affected by depression than males.
4. At its worst, depression can lead to suicide.
5. There are effective treatments for depression.
Source: World Health Organization, October 2012
Anxiety
• General Anxiety Disorder (GAD)
Exaggerated worry about health, safety, money, and other aspects of daily life that lasts six
months or more. Often accompanied by muscle pain, fatigue, headaches, nausea,
breathlessness, and insomnia.
• Social Anxiety Disorder (Social Phobia)
Overwhelming self-consciousness in ordinary social encounters, heightened by a sense of
being watched and judged by others and a fear of embarrassment.
• Post-traumatic Stress Disorder (PTSD)
Reliving an intense physical or emotional threat or injury in vivid dreams, flashbacks, or
tormented memories. Other symptoms include difficulty sleeping or concentrating, angry
outbursts, and emotional withdrawal.
• Also: Obsessive Compulsive Disorder (OCD); Panic Disorder; Phobias
Indicators of Mental Health Issues
• Poor self-care.
• Poor academic performance or frequent absences.
• Changes in academic performance.
• Apathy, disinterest, disengagement.
• Bursts of unexplained irritability, shouting, or crying.
• Markedly increasing hostility or anger.
• Abuse of alcohol, drugs, or other dangerous substances.
• Social isolation or loss of interest in friends.
• Hypersensitivity to rejection or failure.
• Reckless behavior.
In the Classroom
• Persistent time management issues (e.g., late to class or with assignment
completion).
• Decline in performance from an established baseline.
• Seemingly disorganized (i.e., trouble with comprehension of assignments,
unprepared for class, etc.)
• Self-care (i.e., nonverbal behaviors that may indicate drug use, lack of sleep,
and so on).
• Lack of a vision of the future.
• Lack of acknowledgment for and/or dismissive of others’ views or perspectives.
• Disruptive or inappropriate behavior.
• Self-defeating statements and negative view of self.
• Social isolation and lack of social support.
• All or nothing, “end of the world” reactions grades or critiques of performance.
Severe Symptoms or
Behaviors (Very low
Well-Being)
Responding with
Possibilities
Increasing the Difference You
Already Make
High Well-Being & Growth
From Pathology to Strengths
“What we have learned over 50 years is that the disease model does not move us
closer to the prevention of these serious problems. Indeed the major strides in
prevention have largely come from a perspective focused on systematically building
competency, not correcting weakness. Prevention researchers have discovered that
there are human strengths that act as buffers against mental illness: courage, futuremindedness, optimism, interpersonal skill, faith, work ethic, hope, honesty,
perseverance, the capacity for flow and insight, to name several. Much of the task of
prevention in this new century will be to create a science of human strength whose
mission will be to understand and learn how to foster these virtues in young people.
Working exclusively on personal weakness and on the damaged brains, however, has
rendered science poorly equipped to do effective prevention. We need now to call for
massive research on human strength and virtue. We need to ask practitioners to
recognize that much of the best work they already do in the consulting room is to
amplify strengths rather than repair the weaknesses of their clients.” (p. 6-7)
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1),
5–14.
Toward Greater Well-Being
Problem-Focused Model
• Neurosis, anger, anxiety,
depression. psychosis
• Focus on weaknesses
• Overcoming deficiencies
• Avoiding pain
• Running from unhappiness
• Neutral state (0) as ceiling
• Tensionless as ideal
Well-Being Model
• Well-being, satisfaction, joy,
excitement, happiness
• Focus on strengths
• Building competencies
• Seeking pleasure
• Pursuing happiness
• No ceiling
• Creative tension as ideal
Instructor Position
• Questions
• What do you most want to communicate to your
students?
• What are your best hopes for students? How do you
communicate your best hopes to students?
• How do you maintain your best hopes when
challenges arise with students?
• How have you successfully mitigated past challenges
with students?
Instructor Position (cont.)
• Past behavior is a predictor of future behavior. It is not,
however, the only predictor. Be aware and proactive.
• “No one is pure evil. If you wait long enough they will show
you their good side. You can’t make them do it in a hurry, but
you can be patient.” – Dr. Randy Pausch
• Know what gets under your skin. Reflect on moments when
you have felt discouraged, uncomfortable, frustrated, etc.
Try to deepen your understanding of what contributed to
those feelings. Then strive to change your mindset.
• Consult with colleagues and peers. We all need good
support systems.
Syllabi
• Set expectations up front in terms of a safe, respectful environment.
• Discuss your/the department’s perspective:
• It is recognized that many of our students have families, work, and take classes.
While we understand that conflicting demands on your time will occur, our first
priority is to assure that you leave this program with the knowledge and skills
required of a rehabilitation counselor.
• Provide as many firm assignment dates as possible, to reduce student
anxiety.
• List contact information for campus supportive services.
• Be clear about attendance and participation as a part of learning.
• Reduce ambiguity around grading and grades through clear descriptions of
assignments and matrices, when possible.
• List regular office hours and encourage students to “check in.”
Attendance, Participation, and
Professional Development Policy
Undergraduate
As a matter of policy, there are only three absences (excused or unexcused) allowed per course.
Beyond the three absences, two missed classes will result in one full letter grade reduction. Four
missed classes will result in a failing grade for the course. In the same vein, students are expected to
be on time and should remain in class for the entire session. Time missed due to tardiness and
leaving early will be added up and factored into participation points. Additionally, missing the
equivalent of half a class will be considered one absence.
Graduate
Students with more than two absences cannot receive a grade higher than “B.” Students with more
than three absences will receive a failing grade for the course. In the same vein, students are
expected to be on time, participate in meaningful ways with the course material, and should remain in
class for the entire session. Part of the process of becoming a professional rehabilitation counselor
involves the commitment to regular class attendance. As an aspiring rehabilitation professional, you
have the responsibility to attend class in order to extend your professional growth and development.
Professional development includes both attendance and meaningful participation in class. Refer to the
program’s professional development rubric for a complete list of professional skills.
The Classroom Environment
• Focus on student engagement.
• Learn students’ names.
• Normalize experience: “Each of you has experienced the world in a
very personal way. That’s what makes you unique. What can we do in
class to appreciate that about each other?”
• Give permission to take care of self during class.
• Observe nonverbal behavior (watch for patterns).
• Listen: acknowledge and validate (You don’t have to agree).
• Give credit: “That’s an interesting idea,” “Thank you for speaking up.”
• Use humor to lighten the tone of the class.
The Classroom Environment (cont.)
• Use self-disclosure.
• Use distraction.
• Allow students to save face.
• Take a break or split the class into groups if a topic is too
anxiety-provoking.
• Encourage through real-world examples.
• Consider prevention as intervention.
• Focus on “Intentional Activities” which help students to learn
by doing. New habits and routines increase well-being.
Well-Being Contributors
Sales
Life Circumstances
10%
Set
Point/Temperment
50%
Intentional Activities
40%
Lyubomirsky, S. (2007).
The how of Intentional
happiness:
A scientific
approach to getting the life you
Life Circumstances
Activities
Set Point/Temperment
want. New York: Penguin.
Intentional Activities
“Circumstances happen to people, and activities are ways that people act on their
circumstance.” (Lyubomirsky et al., 2005, p. 118)
• Intentional activities involve engaging in new actions, activities,
and behaviors which form new habits, routines, and patterns.
• These new routines—which are forms of “mental flossing—
increase well-being.
• The result is improved well-being, which is correlated with
higher life satisfaction, better learning and retention, more
creativity, and greater resiliency.
Lyubomirsky, S., Sheldon, K. M., Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change.
Review of General Psychology, 9, 111-131.
Five Pillars of Well-Being (PERMA)
(Intentional Activities)
1. Positive Emotion: Happiness (and lastingly happier); Joy; Life
Satisfaction
2. Engagement: “Being at one” with some absorbing activity (Flow)
3. Relationships: Building positive relationships and social
connections
4. Meaning: Using what is best inside you to belong to and serve
something bigger than you are (the “larger” world and society)
5. Accomplishments: Achievement, Competence, Mastery,
Development of New Skills over life span
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: The Free Press.
Past, Present, and Future
1. Think of an event, situation, or experience from the past that
you have good memories about.
2. Take a deep breath or two and immerse yourself as much as
possible on the event.
3. Focus on your sensations. What you can see, hear, taste,
smell, and/or feel in your body. Also notice your emotions.
4. Stay with and savor those pleasant sensations and emotions
and develop them as much as you can.
5. Try to remain in the experience for 3-5 minutes.
6. Repeat the exercise by focusing on the present, and more
recent or current experiences. Then do the same with future
and “hoped-for” experiences.
What Went Well?
1. For one week, identify and write down three good things
that went well each day;
2. Write down what influenced those things;
3. At the end of the week reflect on the collection of good
things and if comfortable, share your experience with
another person.
VIA Signature Strengths
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www.authentichappiness.org
VIA Signature Strengths (cont.)
1. Wisdom and Knowledge: Cognitive strengths that entail the acquisition
and use of knowledge
2. Courage: Emotional strengths that involve the exercise of will to
accomplish goals in the face of opposition, external or internal
3. Humanity: Interpersonal strengths that involve “tending and
befriending” others
4. Justice: Civic strengths that underlie healthy community life
5. Temperance: Strengths that protect against excess
6. Transcendence: Strengths that forge connections to the larger universe
and thereby provide meaning
Signature Strengths Exercise
• Take one signature strength and for the following
week use that strength in a new way, every day.
Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of
Interventions. American Psychologist, 60(5), 410-421.
Character Strengths and Posttraumatic Growth
•
Character Strengths found to predict Posttraumatic Growth:
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Bravery
Gratitude
Hope
Kindness
Religiousness
Character Strengths found to be important mediators of success in situations
characterized by significant cognitive, emotional, and physical challenges:
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Courage
Honesty
Leadership
Optimism
Self-regulation
Teamwork
Mathews, M. D. (2008). Positive psychology: Adaptation, leadership, and performance in exceptional circumstances. In P. A. Hancock & J. L. Szalma
(Eds.), Performance under stress (pp. 163-180). Aldershot, England: Ashgate.
Character Strengths and Common Concerns
Presenting Problem
Potential Character Strength Utilized
Effective prevention of depression relapse
Perspective, Curiosity, Judgment, Spirituality
Residual depressive symptoms
Curiosity, Perseverance
Anxiety
Self-Regulation, Bravery, Fairness, Curiosity
Body-image issues
Gratitude, Kindness
Drug Use
Self-Regulation, Bravery
Trauma
Perseverance, Bravery, Hope
Improved attention and working memory
Self-Regulation, Love of Learning
Reduced anxiety; adaptive learning dealing with
threat
Self-Regulation, Curiosity, Perspective
Improved romantic relationships
Love, Kindness, Social Intelligence
Decreased negative self-focused attention
Zest, Humor
Decreased negative affect
Zest, Hope
Rashid, T. (2009). Positive interventions in clinical practice. Journal of Clinical Psychology: In Session, 65(5), 461-466.
Language:
The Costs of Negativity
• A recent study shows that extensive discussions of problems and
encouragement of ‘‘problem talk,’’ rehashing the details of problems,
speculating about problems, and dwelling on negative affect in particular,
leads to a significant increase in the stress hormone cortisol, which
predicts increased depression and anxiety over time.
• People who are in a more positive mood are better liked by others and
more open to new ideas and experiences.
Byrd-Craven, J., Geary, D. C., Rose, A. J., & Ponzi, D. (2008). Co-ruminating increase stress hormone levels in women.
Hormones and Behavior, 53, 489–492.
Fredrickson, B. (1998). What good are positive emotions? Review of General Psychology, 2, 300-319.
Risk
Protective
Bertolino, B. (2015). The residential youth care worker in action: A collaborative, strengths-based approach.
New York: Routledge.
Increasing Classroom Engagement
• “Flow”
• Future Pull: A Vision of the Future
• Positivity Ratios
• Broaden and Build
• Savoring
• Mindfulness
• Bliss, Blessed, Pissed, or Dissed