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Category: Student Advocate

How to empower students to intervene when someone they know is experiencing intimate partner violence

Reading Time: 6 minutes

When young people experience intimate partner violence (IPV), they’re most likely to disclose it to their friends. Therefore, it’s critical that we give students the tools to support a friend who may be experiencing IPV. These four strategies can help.

1. Focus on strategies for intervening

Focus on ways students can help each other. Overemphasizing the warning signs of abuse risks sending the message to students that they must determine definitively whether they’re witnessing an abusive interaction as a prerequisite to helping. That said, it’s important that students have some familiarity with the signs of relationship abuse.

2. Train students to intervene early, subtly, and frequently

We want students to intervene when they witness obvious abuse and violence—but we don’t want them to hold off until they see that. We also want them to intervene much sooner and in much less severe situations: when they witness or experience casual disrespect, sexual pressure, or disregard for personal boundaries. Here’s why this works:

Intervening subtly and frequently feels more doable than larger, one-time interventions. It’s what students already do as good friends: checking in, listening, showing support.
Students are more likely to witness disrespectful behavior, like a belittling comment or low-level pressure, than they are to witness unmistakable abuse, like a sexual assault or physical battery.

3. Keep your examples diverse

Relationship abuse is difficult to address in part because of common misunderstandings about why and how abuse happens, and who it happens to. In workshops and other educational messaging, use stories featuring people of diverse genders, sexualities, races, and socioeconomic classes. If you use gender-neutral examples, be alert to whether students are “filling in” the missing information according to gender stereotypes.

4. Be prepared for students to disclose to you

When students disclose assault and abuse, it’s typically to friends. That said, students, or friends of students, experiencing intimate partner violence may turn to a faculty member, administrator, or trusted mentor for help accessing resources. The strategies in our article provide guidance for that conversation. In addition, familiarize yourself with the intimate partner violence resources on your campus and in your local community. Students aren’t always comfortable using campus-based resources, so it helps to have backups. Know your reporting obligations under Title IX to ensure that you and your students are aware of the limits of confidentiality.

Read the article to learn more.

Get help or find out more

Trained advocates 24/7: National Domestic Violence Hotline
1-800-799-SAFE (7233)

Help for deaf callers: National Domestic Violence Hotline
Video phone 1-855-812-1001
TTY 1-800-787-3224

Multiple organizations and resources: WNYC

Chat, call, or text for help: Love Is Respect

Learn about dating violence: Break the Cycle

Help a friend: Center for Relationship Abuse Awareness

Resources for LGBTQ people experiencing IPV: The Anti-Violence Project

Advocate against campus assault and harassment: Know Your IX

[survey_plugin] Article sources

Hana Awwad and Evan Walker-Wells contributed to this article.

Melanie Boyd, PhD, assistant dean of student affairs, Yale University, Connecticut.

Casey Corcoran, MAT, program director, Futures Without Violence, California.

Dana Cuomo, PhD, coordinator of victim advocacy services, University of Washington.

Rachel Pain, PhD, professor, Department of Geography; co-director, Centre for Social Justice and Community Action; Durham University, UK.

Anderson, D. K., & Saunders, D. G. (2003). Leaving an abusive partner: An empirical review of predictors, the process of leaving, and psychological well-being. Trauma, Violence, & Abuse, 4(2), 163–191.

Barnett, O. W. (2000). Why battered women do not leave, part 1: External inhibiting factors within society. Trauma, Violence, & Abuse, 1(4), 343–372.

Barnett, O. W. (2001). Why battered women do not leave, part 2: External inhibiting factors—social support and internal inhibiting factors. Trauma, Violence, & Abuse, 2(1), 3–35.

Barrett, B. J., & St. Pierre, M. (2011). Variations in women’s help seeking in response to intimate partner violence: Findings from a Canadian population-based study. Violence Against Women, 17(1), 47–70.

Barter, C., McCarry, M., Berridge, D., & Evans, K. (2009, October). Partner exploitation and violence in teenage intimate relationships. NSPCC. Retrieved from https://www.nspcc.org.uk/globalassets/documents/research-reports/partner-exploitation-violence-teenage-intimate-relationships-report.pdf

Bell, K. M., & Naugle, A. E. (2005). Understanding stay/leave decisions in violent relationships: A behavior analytic approach. Behavior and Social Issues, 14, 21–45.

Bennice, J. A., & Resick, P. A. (2003). Marital rape: History, research, and practice. Trauma, Violence, & Abuse, 4(3), 228–246.

Beres, M. A. (2014). Rethinking the concept of consent for anti-sexual violence activism and education. Feminism and Psychology, 24(3), 373–389.

Beres, M. A. (2010). Sexual miscommunication? Untangling assumptions about sexual communication between casual sex partners. Culture, Health & Sexuality, 12(1), 1–14.

Bergen, R. K. (1996). Wife rape: Understanding the response of survivors and service provider. Thousand Oaks, CA: Sage.

Brieding, M. J., Smith, S. G., Basile, K. C., Walters, M, L., et al. (2014, September 5). Prevalence and characteristics of sexual violence, stalking, and intimate partner violence—National Intimate Partner and Sexual Violence Survey, United States, 2011. Morbidity and Mortality Weekly Report, 63(SS08), 1–8. Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/mmwr/preview/mmwrhtml/ss6308a1.htm?s_cid=ss6308a1_e

Burke, J. G., Gielen, A. C., McDonnell, K. A., O’Campo, P., et al. (2001). The process of ending abuse in intimate relationships: A qualitative exploration of the Transtheoretical Model. Violence Against Women, 7(10), 1144–1163.

Carmody, M., & Ovenden, G. (2013). Putting ethical sex into practice: Sexual negotiation, gender, and citizenship in the lives of young women and men. Journal of Youth Studies, 16(6), 792–807.

Casey, E. A., Querna, K., Masters, N. T., Beadnell, B., et al. (2016). Patterns of intimate partner violence and sexual risk behavior among young heterosexually active men. Journal of Sex Research, 53(2), 239–250.

Centers for Disease Control and Prevention. (2003). Costs of intimate partner violence against women in the United States. CDC, National Centers for Injury Prevention and Control: Atlanta, GA. Retrieved from https://www.cdc.gov/violenceprevention/pdf/ipvbook-a.pdf

Clark, S., & Hamby, S. (2011). Challenges and resources of survivors of domestic violence. [Presentation]. Retrieved from https://dspace.sewanee.edu/handle/11005/266

Crockett, E. (2017, January 10). Many mass shooters have a history of domestic violence. It’s time to pay attention. Vox. Retrieved from https://www.vox.com/identities/2017/1/10/14213164/mass-shooters-gun-violence-domestic-violence

DeKeseredy, W., Rogness, M., & Schwartz, M. (2004). Separation/divorce sexual assault: The current state of social scientific knowledge. Aggression and Violent Behavior, 9, 675–691.

Edwards, K. M., Dardis, C. M., & Gidycz, C. A. (2012). Women’s disclosure of dating violence: A mixed methodological study. Feminism & Psychology, 22(4), 507–517.

Enander, V. (2011). Leaving Jekyll and Hyde: Emotion work in the context of intimate partner violence. Feminism & Psychology, 21(1), 29–48.

Goldenberg, T., Stephenson, R., Freeland, R., Finneran, C., et al. (2016). “Struggling to be the alpha”: Sources of tension and intimate partner violence in same-sex relationships between men. Culture, Health & Sexuality, 18(8), 875–889.

Humphreys, C., & Joseph, S. (2004). Domestic violence and the politics of trauma. Women’s Studies International Forum, 27, 559–570.

Kelly, T., & Stermac, L. (2012). Intimate partner sexual assault against women: Examining the impact and recommendations for clinical practice. Partner Abuse, 3(1), 107–122.

Lindgren, K. P., Parkhill, M. R., George, W. H., & Hendershot, C. S. (2008). Gender differences in perceptions of sexual intent: A qualitative review and integration. Psychology of Women Quarterly, 32(4), 423–439.

Mabry, D. (2015, September 16). Seeking an end to cycles of abuse. Radio Rookies. WNYC. Retrieved from https://www.wnyc.org/story/seeking-end-cycles-abuse/

Mahlstedt, D., & Keeny, L. (1993). Female survivors of dating violence and their social networks. Feminism & Psychology, 3, 319–333.

McFarlane, J., & Malecha, A. (2005). Sexual assault among intimates: Frequency, consequences and treatments. Research report for US Department of Justice. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/211678.pdf

Miller, B., & Irvin, J. (2016). Invisible scars: Comparing the mental health of LGB and heterosexual intimate partner violence survivors. Journal of Homosexuality. doi.org/10.1080/00918369.2016.1242334

Montalvo-Liendo, N. (2009). Cross-cultural factors in disclosure of intimate partner violence: An integrated review. Journal of Advanced Nursing, 65(1), 20–34.

National Coalition Against Domestic Violence. (2015). Facts about domestic violence and sexual abuse. Retrieved from https://www.ncadv.org/files/Domestic%20Violence%20and%20Sexual%20Abuse%20NCADV.pdf

National Domestic Violence Hotline. (n.d.). Love is respect. Retrieved from https://www.loveisrespect.org/

National Domestic Violence Hotline. (2014, May 29). What is gaslighting? Retrieved from https://www.thehotline.org/2014/05/what-is-gaslighting/

O’Byrne, R., Hansen, S., & Rapley, M. (2008). ‘‘If a girl doesn’t say ‘no’. . .’’: Young men, rape and claims of “insufficient knowledge.” Journal of Community & Applied Social Psychology, 18(3), 168–193.

O’Byrne, R., Rapley, M., & Hansen, S. (2006). “You couldn’t say ‘no,’ could you?”: Young men’s understandings of sexual refusal. Feminism & Psychology, 16(2), 133–154.

Orchowski, L. M., & Gidycz, C. A. (2015). Psychological consequences associated with positive and negative responses to disclosure of sexual assault among college women: A prospective study. Violence Against Women, 21(7), 803–823.

Rainy. (2015, September 16). Why do I stay? Radio Rookies. WNYC. Retrieved from https://www.wnyc.org/story/why-do-i-stay/

Rausch, M. A. (2016). Systemic acceptance of same-sex relationships and the impact on intimate partner violence among cisgender identified lesbian and queer individuals. Journal of Creativity in Mental Health, 11(3–4), 270–284.

Rennison, C. M. (2002). Rape and sexual assault: Reporting to police and medical attention, 1992–2000. Retrieved from https://www.bjs.gov/content/pub/pdf/rsarp00.pdf

Stith, S. M. (2006). Future directions in intimate partner violence prevention research. Journal of Aggression, Maltreatment & Trauma, 13(3–4), 229–244.

Taylor, L. R., & Gaskin-Laniyan, N. (n.d.). Sexual assault in abusive relationships. NIJ Journal, 256. Retrieved from https://www.defendyourself.org/documents/jr000256d-sexualAssault.pdf

Tina. (2015, January 25). When you’re the abuser. Represent. Retrieved from https://www.youthcomm.org/story/id/FCYU-2015-01-24.html

Tina. (2015, September 16). Living both sides of abuse, and choosing neither. Radio Rookies. WNYC. Retrieved from https://www.wnyc.org/story/living-both-sides/

Tjaden, P., & Thoennes, N. (2000). Extent, nature, and consequences of intimate partner violence: Findings from the national violence against women survey. US Department of Justice. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/181867.pdf

van Schalkwyk, S., Boonzaier, F., & Gobodo-Madikizela, P. (2014). “Selves” in contradiction: Power and powerlessness in South African shelter residents’ narratives of leaving abusive heterosexual relationships. Feminism & Psychology, 24(3), 314–331.

WNYC. (2015, September 16). Where to find help. Retrieved from https://www.wnyc.org/story/where-find-help/

Woodyatt, C. R., & Stephenson, R. (2016). Emotional intimate partner violence experienced by men in same-sex relationships. Culture, Health & Sexuality, 18(10), 1137–1149.

Yale Sexual Harassment and Assault Response & Education Center. (n.d.). Sexual Misconduct—Intimate Partner Violence. Retrieved from https://sharecenter.yale.edu/information-about-sexual-misconduct/forms-sexual-violence/intimate-partner-violence

01 MayStudent Advocate

How to help students prepare for and ace their interviews

by Jeff Onore0 Comments

Reading Time: 4 minutes[vc_row][vc_column][vc_column_text]Interviewing for a job or internship doesn’t have to be intimidating for students, whether they’re applying for an internship, volunteer position, or post-grad dream job. And yet it is. But acing an interview is often a case of practice makes perfect.

First steps to prep

Research the company

“One of the first questions students will most likely be asked is, ‘What do you know about our organization and this position?’” says Jason Henry, the coordinator of career and transfer services at Arkansas State University-Beebe. at Arkansas State University-Beebe. Talk with students about the importance of doing their homework to find out the organization’s values, mission, and day-to-day operations.

Prepare a highlight reel

“Students should also take time to reflect on their personal, academic, and work experiences so they can appropriately articulate to the interviewer how those past experiences have prepared them for that position,” Henry says. Encourage students to write these down and to bring these notes with them to the interview.

Even if a student is interviewing for their first job or internship, they can use in-class experiences to help convey how they’ll perform on the job. Encourage students to think of this like putting together a highlight reel of their greatest hits.

To help students talk about their experiences in an interview, have them run through these seven common interview questions with a career counselor.

1. “What are your strengths?”

Students should provide enough detail for the interviewer to picture them in a working environment, including an example of problem-solving skills.
Students should also show enthusiasm for tasks that they’ve successfully completed.

2. “Tell me about yourself.”

This question allows students to zero in on what they want the interviewer to know. “It’s incumbent on the interviewee to be knowledgeable about the organization where they’re interviewing for a job,” says Henry. As such, students should use this question to talk about their experiences in a way that specifically highlights why they’re a perfect fit.

If there’s something concerning on a student’s résumé, such as a low GPA, have them think about how to frame it.
Stay on topic. Have them only talk about things that are relevant to the position, not their entire life story.

3. “Why should we choose you?”

Students should understand that the interviewer is asking what they can do for the organization—not how the organization can help the student.

Coach students to “use affirmative statements, such as ‘I will bring’ rather than ‘I hope I can bring,’” says Michelle Cook, a career and education counselor at Calgary Career Counseling in Alberta, Canada.
Make sure students align answers to the specifics of the job.
Phrases like “I’m a people person” have no meaning. What does have meaning is an example of how students have successfully worked with or helped others.

4. “Where do you want to be in five years?”

“The employer [just wants] to see that [the student has] some drive to learn and grow, in the role and in the company,” says Cook.

Students should bring the question back around to why they’re the right person for this opportunity.
Remind students to stay on track. This is about getting this job now, not their ultimate dreams.

5. “What are your weaknesses?”

While it’s important to be truthful and it’s OK to show a little vulnerability, coach students in crafting responses that bring the conversation back to reassuring the interviewer about their skills.

6. “Can you bring leadership skills to this position?”

Leadership comes in many forms. Here, students have an opportunity to highlight the ways in which they’ve positively influenced other people.

7. “Do you have any questions about this role or organization?”

Students should ask open-ended questions that demonstrate their interest in the organization or role.
“[Advise them not to] ask a question that [they] could have easily learned by doing some research,” says Cook. “Also, [they shouldn’t] ask questions about benefits, vacation, pay, etc.—leave these for when [they’re] offer[ed] the position.”

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1. Cleaning up their online presence

Students should assume the interviewer will look at everything. Those photos with the red cups, their sloppy friend, or anything discriminatory—ensure they know to get rid of them.

2. Dressing conservatively

Let them know to always opt for conservative attire for the interview (e.g., dress pants and a button-up top or a knee-length dress with a blazer), and to wear an outfit that’s clean, crisp, and professional. And for more corporate, conservative settings, they should consider covering tattoos or piercings.

3. Avoiding bad-mouthing an old boss

Saying something negative about a previous employer can make the student look like they lack respect or that they might be difficult to work with. “It’s important for students to realize what it means to be a professional,” says Henry. “Professional employees go out of their way to leave any employment experience, regardless of how bad it may have been for them, on good terms with their employer and supervisor.”

4. Sending a follow-up note

Students should show the employer that they follow through with a thank-you email expressing their gratitude for the chance to learn more about the role after they leave the interview. [/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row][vc_row][vc_column][vc_column_text] [school_resource sh101resources=’no’ category=’studentservices’] Get help or find out more

12 surprising interview tips: Forbes

Interview guide and resources: University of Maryland University College

Brief interview tutorials: GFCLearnFree

Interview for a role that’s a reach: The Muse

Article sources

Michelle Cook, career and education counselor, Calgary Career Counseling, Alberta, Canada.

Jason Henry, coordinator of career and transfer services, Arkansas State University Beebe.

CampusWell survey, May 2018.

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01 AprStudent Advocate

3 key ways to positively shape the campus social scene

by Chamonix Adams Porter0 Comments

Reading Time: 3 minutes

The issue

On many campuses, there’s little to no support available to students who host social events. This is a missed opportunity for staff to unobtrusively, positively shape the culture of their campus.

Why it matters

Student hosts are in a great position to help reduce the rates of sexual assault and heavy drinking. They can help normalize mindful and harm-reducing behaviors.

How to help students plan parties and strengthen your campus culture in the process

1. Build your conversations around the appeal of throwing a great event.

Campus hosts are motivated by the same goals that you have: They want to host a gathering where their friends will have fun; where people feel comfortable, safe, and included; and where no one will throw up on their floor or end up in the hospital. Talk to students about what they want and how they can get there. Keep coming back to this goal. If students have a problematic suggestion for their event, ask them if they think it will get them the positive, fun atmosphere they’re after. Challenging students to think through their goals can be more effective than using scare tactics or blanket bans. Stanford’s Party Planning website is a great resource to show how schools can help regulate parties and help students make better choices.

2. Ask students what they’re struggling with and help them brainstorm a solution.

For example, many students report that managing the door is difficult at large events. How can they turn away a drunk person, especially if it’s a friend or acquaintance? What boundary-setting skills and de-escalation techniques would help? Experienced student hosts know what works in their context, so trust them as a source of potential solutions. Cayuga’s Watchers at Cornell University is a standout program that trains students in bystander intervention techniques and offers their services to help out with student social events.

3. Provide training and other targeted support.

The more conversations you have, the better your understanding of the trickier aspects of planning a student event will be. Consider putting together short workshops that provide student hosts with the skills they want and need (e.g., bartending and mixology, de-escalation training, and bystander intervention moves). Loop students into the workshop planning to ensure that the training is relevant and useful for them, and to secure buy-in from other student hosts.

[school_resource sh101resources=’no’ category=’mobileapp,drugandlcohol, healthservices, studentlife, wellnesspromotion, residentlife’] Get help or find out more

Tips for event guests: Harvard Drug and Alcohol Peer Advisors

Skills for safe alcohol consumption: TIPS®

What you can do to help: Who Are You? (Video)

Bystander tips and training: University of Arizona (Step UP! Program)

Ideas for hosts: Stanford University

Article sources

Tom Blake, professional bartender, bar manager, and creator of Crafty Bartending, a popular bartending website and resource.

Melanie Boyd, PhD, assistant dean in student affairs at Yale University; lecturer in women’s, gender, and sexuality studies.

Elizabeth Larsen, student affairs associate, Yale University, Connecticut.

Scott Lukas, PhD, substance use researcher and professor of psychiatry, Harvard Medical School.

Abbey, A. (2002). Alcohol-related sexual assault: A common problem among college students [Supplement]. Journal of Studies on Alcohol and Drugs, 14, 118–128.

Abbey, A. (2011). Alcohol’s role in sexual violence perpetration: Theoretical explanations, existing evidence, and future directions. Drug and Alcohol Review, 30(5), 481–489.

Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32(1), 61–79.

Bay-Cheng, L. Y., & Eliseo-Arras, R. K. (2008). The making of unwanted sex: Gendered and neoliberal norms in college women’s unwanted sexual experiences. Journal of Sex Research, 45(4), 386–397.

Benson, B. J., Gohm, C. L., & Gross, A. M. (2007). College women and sexual assault: The role of sex-related alcohol expectancies. Journal of Family Violence, 22, 341–351.

Carmody, M. (2005). Ethical erotics: Reconceptualizing anti-rape education. Sexualities, 8(4), 465–480.

Hingson, R. W., & Howland, J. (2002). Comprehensive community interventions to promote health: Implications for college-age drinking problems. Journal of Studies on Alcohol Supplement, 14, 226–240.

Lindgren, K. P., Pantalone, D. W., Lewis, M. A., & George, W. H. (2009). College students’ perceptions about alcohol and consensual sexual behavior: Alcohol leads to sex. Journal of Drug Education, 39(1), 1–21.

Mohler-Kuo, M., Dowdall, G. W., Koss, M. P., & Wechsler, H. (2004). Correlates of rape while intoxicated in a national sample of college women. Journal of Studies on Alcohol and Drugs, 65(1), 37–45.

NIDA. (2016, December 13). Monitoring the Future Survey: High School and Youth Trends. Retrieved from https://www.drugabuse.gov/publications/drugfacts/monitoring-future-survey-high-school-youth-trends on 2017, November 26

Schulenberg, J. E., Johnston, L. D., O’Malley, P. M., Bachman, J. G., et al. (2017). Monitoring the Future national survey results on drug use, 1975–2016: Volume II, College students and adults ages 19–55. Ann Arbor: Institute for Social Research, The University of Michigan. Available at https://monitoringthefuture.org/pubs.html#monographs

Sweeney, B. N. (2011). The allure of the freshman girl: Peers, partying, and the sexual assault of first-year college women. Journal of College & Character, 12(4).

01 AprStudent Advocate

How to set campus food environments up for student success

by Macaela Mackenzie0 Comments

Reading Time: 4 minutes

When it comes to helping students develop healthier food habits, science says being mindful of external food cues—not dieting—is key. In fact, research shows eating environments play a major role in the food choices we make—for better and for worse.

The good news for helping students make the most nutritious choices is that “[you can] set up your environment so that it helps you eat better,” says Dr. Brian Wansink, director of the Cornell University Food and Brand Lab, and a leading researcher on how environmental cues affect our food choices.

The core of the philosophy is simple, says Dr. Wansink: “Change the convenience, the attractiveness, and how normal it is [for students] to eat the right foods.”

Here are eight ways to make it happen on your campus.

1. Shine a spotlight on nutritious foods.

“If you’re going to have food visible, make it [healthy] food,” says Dr. Wansink. We’re three times more likely to eat the first food we see than the fifth food we spot, according to a study published in the Journal of Marketing Research, so work with campus food vendors to put the healthiest items front and center. For example, stock vending machines with the healthiest choices at eye level and stash the not-so-nutritious picks in the corners.

2. Make unhealthy choices less accessible.

Where possible, eliminate unhealthy items from campus menus entirely. A 2014 study of university students found that even when healthier items, such as rice, were offered alongside less healthy items, like fries, many students continued to gravitate toward the unhealthy choice, according to the findings published in BMC Public Health. If you must have junk food on or near campus, make it as inconvenient for students as possible.

3. Make healthy choices more affordable.

Putting healthier choices in front of students won’t matter if they can’t afford them. Work with vendors to subsidize the cost of nutritious picks and allow high prices on junk food to serve as a deterrent. The BMC Public Health study also found that when nutritious options were free to students, they were much more likely to choose them.

4. Stock personal portions.

Stock campus convenience stores and snack spots with individually portioned snacks—not big bags of chips. A study published in the Journal of the American Dietetic Association found that eating out of a larger container led participants to eat up to 50 percent more.

5. Promote portion control in the dining hall.

The size of the bowl or plate we use is important too. The smaller the bowl, the less you’re likely to eat, according to a 2012 study in the Journal of Nutrition Education and Behavior, which found that students who served themselves from a large communal bowl ate double the normal portion size. In campus cafeterias and dining halls, limit the use of large serving bowls by setting up smaller food stations where students can serve themselves from smaller containers.

Water coolers with lemon

6. Streamline food spaces.

Messy spaces tend to stress us out, which could lead us to reach for more sweet snacks, suggests a 2016 study published in the journal Environment and Behavior. Keep this in mind when designing eating areas on campus to keep cafeterias and eating spaces as clean and organized as possible.

7. Choose the right container.

Behavior scientists at Google found that the simple act of placing office candy in an opaque container versus a clear jar made a huge difference in how much employees consumed (they ate fewer M&M’s® over a seven-week period). In offices and buildings that students frequent, such as counseling and health centers, place healthy picks, such as fruit and nuts, in glass jars and bowls, and put the candy in a dark container—or eliminate it entirely.

8. Sip smarter.

The same principles apply to beverages available to students. Keep sugary sodas in inconvenient locations, if they’re offered at all, and make plain water more convenient and readily available on campus. Consider adding glass coolers filled with water and sliced fruit to eating spaces to promote healthier sipping habits.

[school_resource sh101resources=’no’ category=’mobileapp,healthservices, studentlife, wellnesspromotion, dining’] Get help or find out more

Beating your mindless eating habits: Food and Brand Lab at Cornell University

Slim by design: Mindless eating solutions for everyday life

5-minute mindful eating exercise: Alissa Rumsey Nutrition & Wellness

Article sources

Jenna Heller, MS, RD, dietician at Arizona State University.

Alissa Rumsey, MS, RD, founder of Alissa Rumsey Nutrition and Wellness in New York and author of Three Steps to a Healthier You.

Brian Wansink, PhD, director of Cornell University Food and Brand Lab.

Bush, H. E., Rossy, L., Mintz, L. B., & Schopp, L. (2014). Eat for life: A work site feasibility study of a novel mindfulness-based intuitive eating intervention. American Journal of Health Promotion, 28(6), 380–388. doi: 10.4278/ajhp.120404-QUAN-186

Chandon, P., & Wansink, B. (2002). When are stockpiled products consumed faster? A convenience-salience framework of postpurchase consumption incidence and quantity. Journal of Marketing Research, 39(3), 321–335.

Fothergill, E., Guo, J., Howard, L., Kerns, J. C., et al. (2016). Persistent metabolic adaptation six years after The Biggest Loser competition. Obesity, 24(8), 1612–1619. doi: 10.1002/oby.21538

Kang, C. (2013, September 1). Google crunches data on munching in the office. Washington Post. Retrieved from https://www.washingtonpost.com/business/technology/google-crunches-data-on-munching-in-office/2013/09/01/3902b444-0e83-11e3-85b6-d27422650fd5_story.html

Obesity Prevention Source. (n.d.). Healthy food and beverage access. Harvard T. H. Chan School of Public Health. Retrieved from https://www.hsph.harvard.edu/obesity-prevention-source/obesity-prevention/food-environment/healthy-food-beverage-access/

Taylor, C., Berrington, L., & Boerner, H. (2016, September 1). Food hacks for an unhealthy world. Student Health 101. Retrieved from https://demonstration.getsh101.com/food-hacks-unhealthy-world/#divSurvey_plugin

Van Kleef, E., Shimizu, M., & Wansink, B. (2012). Serving bowl selection biases the amount of food served. Journal of Nutrition Education and Behavior, 44(1), 66–70.

Vartanian, L. R., Kernan, K. M., & Wansink, B. (2016). Clutter, chaos, and overconsumption: The role of mind-set in stressful and chaotic food environments. Environment and Behavior. Online First: doi: 10.1177/0013916516628178

Wansink, B., & Van Ittersum, K. (2007). Portion size me: Downsizing our consumption norms. Journal of the American Dietetic Association, 107(7), 1103–1106.

01 MarStudent Advocate

5 strategies for reducing the incidence of sexual assault among people with disabilities

by Lucy Berrington0 Comments

Reading Time: 4 minutes

Students with disabilities are at heightened risk of sexual assault and abuse, and are less able to access support services and legal justice, research shows. The same is true of students with emotional health conditions who may not identify as disabled. How can colleges help prevent these students from being targeted and support those who have experienced sexual assault and abuse? These five strategies can help:

1. Conceptualize disability broadly

Around 11 percent of US undergraduates identify as disabled, according to the Department of Education. This largely excludes students experiencing severe loneliness or anxiety, depression or chronic illness, or past trauma. Emotional health issues and disability can increase students’ isolation and vulnerability to sexual assault, experts say. “Community power dynamics have enormous impact,” says Dr. Melanie Boyd, assistant dean of student affairs at Yale University. “Social status can dictate who gets targeted, who is granted the right to advocate for themselves, [and] who is seen as a legitimate self-advocate.”

2. Ensure that sexual consent policies are inclusive

Colleges can help build a culture in which everyone’s bodily autonomy and communication is respected. Sexual assault policies should recognize every adult student’s right to consensual sex, and the right to be heard and presumed competent, with or without disabilities.

Learn more about disability and consent

3. Guide students in establishing inclusive social norms and practices

“How do you address people’s vulnerabilities without reaffirming those in some way? Build structures and practices that accommodate them without calling them out,” says Dr. Boyd, who oversees Yale’s Consent and Communication Educators program. This means helping students reconsider the social accessibility of experiences such as school dances or half-time at the big game. Inclusive cultural norms support all student populations.

4. Keep the needs of survivors with disabilities in perspective

Survivors with disabilities have largely the same needs as those without disabilities, says Colby Bruno, senior legal counsel at the Victim Rights Law Center, a legal service in Massachusetts representing sexual assault victims. “Sexual assault victims [may have] suicidal ideologies and think they are to blame,” says Bruno. Skilled advocates and health care providers can help meet students’ disability-specific needs (e.g., HIV prophylaxis treatment following a sexual assault may interact with other medications).

5. Build supportive networks for students with disabilities

Mentor relationships and disability-informed support services can be protective against assault and improve students’ access to resources. Support networks should include designated faculty, advocates, office hours and spaces, disability-informed counseling, and representation in student government.

[school_resource sh101resources=’no’ category=’mobileapp,wellnesspromotion, healthservices, studentservices, studentlife, counselingservices, studentsucess, titleix’] Get help or find out more

Support for disabled survivors: RAINN

Guide to supporting survivors with disabilities: Pennsylvania Coalition Against Rape

A survivor’s story of healing: Pandora’s Project

Tools for supporting disabled survivors: Washington State Coalition Against Disabled Violence

LGBTQ hotline and meet-up groups: Trevor Project

Deaf domestic violence hotline: Abused Deaf Women’s Advocacy Services

Support a male survivor: 1in6

Help for survivors: National Sexual Assault Hotline and Online Hotline

Article sources

Melanie Boyd, PhD, assistant dean in student affairs; lecturer in women’s, gender, and sexuality studies, Yale University, Connecticut.

Colby Bruno, Esq., JD, senior legal counsel, Victim Rights Law Center, Massachusetts.

Michael Glenn, LICSW, clinical social worker and sex educator, Massachusetts.

Isabelle Hénault, PhD, director, Clinique Autisme et Asperger de Montréal, Quebec.

Albrecht, G. L., & Devlieger, P. J. (1999). The disability paradox: High quality of life against all odds. Social Science and Medicine, 48(8), 977–988.

American College Health Association. (2016). American College Health Association—National College Health Assessment II: Reference Group Executive Summary Spring 2016. Hanover, MD: American College Health Association.

Balderian, N. (1991). Sexual abuse of people with developmental disabilities. Sexuality and Disability, 9(4), 323–335.

Brieding, M., & Amour, B. (2015). The association between disability and intimate partner violence in the United States. Annals of Epidemiology, 25(6), 455–457.

Brown-Lavoie, S. M., Viecili, M. A., & Weiss, J. A. (2014). Sexual knowledge and victimization in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(9), 2185–2196.

California Coalition Against Sexual Assault (CALCASA). (2010). Creating access: Supporting survivors of sexual assault with disabilities. Retrieved from https://www.calcasa.org/wp-content/uploads/sites/821/2010/12/Disabilities-Info-Packet-Final-Upload-12.29.10.pdf

Centers for Disease Control and Prevention (CDC). (2006). Behavioral Risk Factor Survey 2006: Survey data and documentation. Retrieved from https://www.cdc.gov/brfss/annual_data/annual_2006.htm

Centers for Disease Control and Prevention. (2015). Key findings: Prevalence of disability and disability type among adults, US—2013. Retrieved from https://www.cdc.gov/ncbddd/disabilityandhealth/features/key-findings-community-prevalence.html

Francavillo, G. S. R. (2009). Sexuality education, sexual communication, rape myth acceptance, and sexual assault experience among deaf and hard of hearing college students. DRUM, University of Maryland. Retrieved from https://drum.lib.umd.edu/handle/1903/9937

Johnson, I., & Sigler, R. (2000). Forced sexual intercourse among intimates. Journal of Family Violence, 15(1), 95–108.

Khan, A. (2015, February 12). The hidden victims of campus sexual assault: Students with disabilities. AlJazeera.com. Retrieved from https://america.aljazeera.com/articles/2015/2/12/the-hidden-victims-of-campus-sexual-assault-students-with-disabilities.html

Keilty, J., & Connelly, G., (2001). Making a statement: An exploratory study of barriers facing women with an intellectual disability when making a statement about sexual assault to police. Disability & Society, 16(2), 273–291.

Martin, S. L., Ray, N., Sotrez-Alvarez, D., Kupper, L. L., et al. (2006). Physical and sexual assault of women with disabilities. Violence Against Women, 12(9), 823–837.

Mitra, M., Mouradian, V. E., & Diamond, M. (2011). Sexual violence victimization against men with disabilities. American Journal of Preventive Medicine, 41(5), 494–497.

National Center for Education Statistics. (n.d.). Fast facts: Students with disabilities. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=60

Obinna, J., Krueger, S., Osterbaan, C., Sadusky, J. M., et al. (2005). Understanding the needs of the victims of sexual assault in the deaf community. Researching Sexual Violence Project. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/212867.pdf

Sobsey, D., & Doe, T. (1991). Patterns of sexual abuse and assault. Sexuality and Disability, 9(3), 243–259.

Stimson, L., & Best, M. C. (1991). Courage above all: Sexual assault against women with disabilities. Toronto Disabled Women’s Network: Toronto.

Stockburger, S., & Omar, H. A. (2015). Women with disabilities: Reproductive care and women’s health. International Journal of Child Health and Human Development, 8(4), 429–447.

CampusWell survey, November 2016.

Sullivan, P. M. & Knutson, J. F. (1994). The relationship between child abuse and neglect and disabilities: Implications for research and practice. Omaha, NE: Boys Town National Research Hospital.

01 MarStudent Advocate

Want to increase students’ financial literacy? Teach them about credit

by Ally Carlton-Smith0 Comments

Reading Time: 3 minutes

Financial literacy, or the ability to understand and manage one’s financial resources to secure financial well-being, is a vital skill for students. In fact, research has shown that low financial literacy correlates to lower income levels. Although a number of higher education institutions are beginning to offer financial literacy education, it’s clear that many students are entering adulthood with large amounts of debt and without adequate knowledge of how to manage their personal finances. Understanding credit and its implications for future life goals is an important piece of financial literacy.

Advice from a senior financial planner

“The best time to start learning about managing credit is when you’re a student because it’s during this phase in life that it’s easiest to get into debt trouble. In conjunction with learning about credit and what creates credit, it’s important for students to learn about credit scores and how this particular score can affect their lives in many other areas, like buying a house or car, for example.”
—Kelly DiGonzini, CFP, MST, senior financial planner at Beacon Pointe Advisors in California

What students should understand about credit:

What credit means
How credit cards and loans work
The importance of credit scores and how they can start building theirs
The risks and benefits of using credit

To help your students learn these skills, share this article with them.

What are other schools doing to teach students financial literacy skills?

Texas Tech University’s Red to Black Peer Financial Coaching program was recently named the nation’s best by LendEDU, an online company dedicated to student loan refinancing. The Red to Black program includes one-on-one coaching sessions, outreach booths, and presentations to teach students skills such as:

Budgeting
Building and using credit
Understanding student loans
Choosing employee benefits

University of Montana requires every student to complete an interactive online financial literacy course called Transit. Transit covers:

Credit scores and credit cards
Avoiding defaults on student loans
Savings and banking
Investing
401(k)s
Mortgages
Insurance and taxes

George Washington University has a leading center for financial literacy research called the Global Financial Literacy Excellence Center. The center provides personal finance courses and resources for their students, as well as a series of seminars featuring guest speakers from around the country.

If your institution doesn’t yet offer financial literacy courses or services, consider how these might benefit your students.

Get help or find out more

Credit card basics: Federal Trade Commission

What is a secured credit card?: NerdWallet

Lost or stolen cards: Federal Trade Commission

Protecting against credit card fraud: Federal Trade Commission

Quiz: Test your financial knowledge: Georgia State University

Set yourself up for financial success: Harvard College Griffin Financial Aid Office

Article sources

Sugato Chakravarty, PhD, professor of Consumer Economics and Management at Purdue University, Indiana.

Kelly DiGonzini, CFP, MST, senior financial planner at Beacon Pointe Advisors, Newport Beach, California.

Askew, A., Goering, M., Rysdahl, I., Smith, C. et al. (2013). Financial literacy and perceptions of post-college life of undergraduates. St. Olaf College. Retrieved from https://wp.stolaf.edu/sociology/files/2013/06/Fianancial-Literacy-and-Perceptions-of-Post-College-Life-of-Undergraduates.pdf

Detweiler, G. (2016, December 8). Just how bad is my credit score? Credit.com. Retrieved from https://www.credit.com/credit-scores/what-is-a-bad-credit-score/

Dornhelm, E. (n.d.). US average FICO score hits 700: A milestone for consumers. FICO Blog. Retrieved from https://www.fico.com/en/blogs/risk-compliance/us-average-fico-score-hits-700-a-milestone-for-consumers/

Federal Trade Commission. (2013, September). Credit scores. Retrieved from https://www.consumer.ftc.gov/articles/0152-credit-scores

Federal Trade Commission. (2013, March). Free credit reports. Retrieved from https://www.consumer.ftc.gov/articles/0155-free-credit-reports

Federal Trade Commission. (2012, August). Setting out on your own. Retrieved from https://www.consumer.ftc.gov/articles/0331-setting-out-your-own

Harvard College Griffin Financial Aid Office. (n.d.). Set yourself up for financial success. Retrieved from https://college.harvard.edu/financial-aid/financial-literacy/credit

Raghaven, D. (2014, July 7). How student loans affect your credit score. US News & World Report. Retrieved from https://creditcards.usnews.com/how-student-loans-affect-your-credit-score

Singletary M. (2017, July 11). Average FICO score crosses a milestone, but let’s not get cocky. Washington Post. Retrieved from https://www.washingtonpost.com/business/get-there/average-fico-score-crosses-a-milestone-but-lets-not-get-cocky/2017/07/11/ac288f6a-6650-11e7-8eb5-cbccc2e7bfbf_story.html?utm_term=.1ae7f5948440

USA.gov. (2017, May 11). Credit reports and scores. Retrieved from https://www.usa.gov/credit-reports

US Department of Education. (n.d.). Interest rates and fees. Federal Student Aid. Retrieved from https://studentaid.ed.gov/sa/types/loans/interest-rates

23 FebStudent Advocate

How to help your students create a positive sexual culture on campus—and why that matters

by Chamonix Adams Porter0 Comments

Reading Time: 3 minutes

Sometimes, attending to the unwanted “details” of our social culture—like a negative stereotype or an offhand comment—can feel like an unnecessary luxury. We may feel it is more important to address violence and coercion directly. But those everyday negative interactions provide camouflage for violence and coercion. When disrespect and disregard are normalized, it becomes more difficult to see them escalating into behaviors that are undeniably harmful.

In contrast, when communities expect respect and mutuality, it is much easier to spot behaviors that go against that norm. By challenging casual disrespect when we see it—and setting up conversations so that disrespect does not emerge in the first place—we can build communities where everyone expects to be treated well. Students, faculty, and staff can all ensure that everyday conversations reflect core community values of respect and kindness.

A positive culture is the best protection against sexual violence. Cultural and organizational change may seem like an ambitious goal, but the evidence shows that it’s achievable. That’s according to Switch: How to Change Things When Change Is Hard (Broadway Business, 2010), by Chip Heath and Dan Heath, which examines individual, organizational, and societal transformations.

This means that even small actions can have a big impact in building a safe, supportive campus culture. By ensuring that their conversations about romance, sex, and social life are respectful, students can help to dismantle “the cultural scaffolding” of assault. Individual students can transform campus culture by subtly shifting the tone of conversations with their peers. Faculty and staff can support and praise students who strive to build more respectful conversations, and they can model it themselves.

Here’s how to get started

Two girls walking and talking

Students can reduce “ambient pressure”—a feeling that you must act a certain way in order to fit in—by modeling that students make diverse choices about social life.
Similarly, faculty and staff can ask questions that open up new options for student conversations. Avoid assumptions that all students are behaving the same way, and give students opportunities to share their diverse social choices with one another.
If you hear students engaging in disrespectful, stereotyping, or pressuring conversations, intervene. Ask questions of your own that invite kinder and more thoughtful discussion.
At an institution, work to define and share a clear vision for what you want campus culture to look like. What are your values, and what concrete steps can you take to live them out?
Encourage student groups and communities to identify their own core values, and to plan events and interactions that reflect these values.
Cultivate a shared “growth mind-set”: the belief that the effort to build a positive culture will be effective and worthwhile, and that setbacks are part of the process.

[school_resource sh101resources=’no’ category=’mobileapp,counselingservices, healthservices, wellnesspromotion, titleix, suicideprevention, residentlife, campusministry, studentservices, studentlife, studentlife, titleix’] Get help or find out more

Switch: How to Change Things When Change Is Hard: Chip Heath & Dan Heath
Broadway Business, 2010

Tips for creating a positive school climate on campus: Greater Good Magazine at UC Berkeley

How a positive campus culture protects against sexual assault: United Educators

Step Up! intervention program: University of Arizona

Communication and Consent Educators program: Yale University

Article sources

Dr. Melanie Boyd, assistant dean of student affairs; lecturer in women’s, gender, and sexuality studies, Yale University, New Haven, Connecticut.

Armstrong, E. A., Hamilton, L., & England, P. (2010). Is hooking up bad for young women? Contexts, 9(3), 22–27.

Borsari, B., & Carey, K. B. (2000). Effects of a brief motivational intervention with college student drinkers. Journal of Consulting and Clinical Psychology, 68(4), 728.

Carmody, M. (2005). Ethical erotics: Reconceptualizing anti-rape education. Sexualities, 8(4), 465–480.

Gavey, N. (2005). Just Sex? The Cultural Scaffolding of Rape. London and New York: Routledge.

Gavey, N., & Senn, C. Y. (2014). Sexuality and sexual violence. In D. L. Tolman & L. M. Diamond (Eds.) APA Handbook on Sexuality and Psychology: Vol. 1. Person-Based Approaches (pp. 339–382). Washington, DC: APA Press.

Heath, C., & Heath, D. (2010). Switch: How to Change Things When Change Is Hard. New York: Broadway Books.

Strang, E., & Peterson, Z. D. (2013). The relationships among perceived peer acceptance of sexual aggression, punishment certainty, and sexually aggressive behavior. Journal of Interpersonal Violence, 28(18), 3369–3385.

Wade, L., & Heldman, C. (2012). Hooking up and opting out. Sex for Life: From Virginity to Viagra, How Sexuality Changes Throughout Our Lives, 129–145.

Wetherill, R. R., Neal, D. J., & Fromme, K. (2010). Parents, peers, and sexual values influence sexual behavior during the transition to college. Archives of Sexual Behavior, 39(3), 682–694.

23 FebStudent Advocate

Are your students struggling with sleep debt? Here’s how to help

by Macaela Mackenzie0 Comments

Reading Time: 5 minutes

Student loan debt isn’t the only deficit students have to worry about—sleep debt can also leave them feeling depleted. “Sleep debt is an accumulation of sleep deprivation,” says Dr. Michael Breus, a clinical psychologist in California and fellow of the American Academy of Sleep Medicine. It’s a big issue: Nearly 70 percent of college students reported that they sleep less than eight hours a night, according to a 2010 study in the Journal of Adolescent Health. Sleep problems rank third on students’ list of issues that affect their academic success, according to the American College Health Association’s National College Health Assessment (Fall 2016).

Sleep debt can affect students’ overall mental, physical, and emotional health, including:

Academic performance Students who are sleep deprived struggle more academically and are at a higher risk of failing compared with those who are getting enough rest on a consistent basis, says a 2014 study in Nature and Science of Sleep. “Sleep deprivation affects cognitive function directly and quickly,” says Dr. Breus.

Mood Female college students who reported nightly sleep debts of two hours or more were significantly more likely to report depressive symptoms than those with smaller debts, a 2010 study in Psychiatry Research found.

Short of physically putting students to bed each night, how can administrators, faculty, and staff build a campus that promotes healthy sleep rather than one that glamorizes all-nighters? Here are some places to start:

Spread sleep hygiene awareness

Only a quarter of students report that they’re getting information from their colleges about healthy sleep habits, according to the National College Health Assessment (Fall 2016). But over 60 percent of students say they want that information. To close the gap, launch a public awareness campaign and train student leaders and staff to share strategies for building healthy sleep habits. A semester-long study at Macalester College in Minnesota, found that students who received sleep health information from campus staff two or three times throughout the semester reported fewer negative sleep habits.

Offer a sleep course

Creating a class about sleep is a way to boost students’ sleep hygiene. Stanford University in California created a course dedicated to sleep behaviors back in the 1970s. Today, it’s so popular there’s a wait list. Based on Stanford’s success, New York University, the University of Missouri, and others have implemented similar courses. And so can you.

Educate your educators

Campus staff can sometimes be in the best position to spot widespread sleep deprivation, so don’t stop the awareness campaign with students. Train college professionals to be able to provide information to students and intervene if they notice their students are routinely nodding off in class.

Create a sleep-friendly space on campus

Studies show that students who take more naps do better in class. College students with GPAs of 3.5 and higher were much more likely to be nappers than were their peers with lower GPAs in a 2010 study in Sleep and Breathing. With that in mind, nap pods, library cots, and special nap rooms on campus are becoming more popular. Schools like the University of Michigan and James Madison University in Virginia have established campus nap zones to make it easier for students to practice good sleep habits with the same diligence they approach good study habits.

[school_resource sh101resources=’no’ category=’mobileapp,healthservices, wellnesspromotion’] Get help or find out more

Enhancing college student sleep: Programming strategies that could work on your campus: American College Health Association

Napping around: Colleges provide campus snooze rooms: Time

Meditation for sleep : PsychCentral

All things sleep: Harvard Medical School

Getting out of sleep debt: National Sleep Foundation

Strategies for getting enough sleep: National Institutes of Health

Article sources

Michael Breus, PhD, fellow of the American Academy of Sleep Medicine, Los Angeles, California.

Shelley Hershner, MD, director of the Collegiate Sleep Disorders Clinic, University of Michigan.

DiGiulio, S. (2016, April 20). The surprising way colleges are helping their students sleep more. [Blog]. Huffington Post. Retrieved from https://www.huffingtonpost.com/entry/sleep-class-college-courses-teach-students-how-to-sleep_us_571578bae4b0060ccda425a2

Eliasson, A. H., Lettieri, C. J., & Eliasson, A. H. (2010). Early to bed, early to rise! Sleep habits and academic performance in college students. Sleep and Breathing, 14(1), 71–75.

Greenbaum, D. (2016, July 26). The 5 best night filters for Android. Guiding Tech. Retrieved from https://www.guidingtech.com/60491/best-android-night-filters/

Harvard Health Publications. (2015, September 2). Blue light has a dark side. Harvard Medical School. Retrieved from https://www.health.harvard.edu/staying-healthy/blue-light-has-a-dark-side

Hershner, S., & Chervin, R. D. (2014). Causes and consequences of sleepiness among college students. Nature and Science of Sleep, 6, 73–84. doi:10.2147/NSS.S62907

Huffington Post. (2013, June 2). Sleeping tips: 7 ways to get to bed earlier tonight. [Blog]. Huffington Post. Retrieved from https://www.huffingtonpost.com/2013/06/02/sleeping-tips-earlier-bedtime_n_3359469.html

Ku Leuven. (2014). Want better marks? Get a good night’s sleep. Kuleuven.be. Retrieved from https://www.kuleuven.be/english/news/2014/for-better-marks-get-a-good-nights-sleep

Leproult, R., & Van Couter, E. (2010). Role of sleep and sleep loss in hormonal release and metabolism. Pediatric Neuroendocrinology, 17, 11–21. doi:10.1159/000262524

Lund, H. G., Reider, B. D., Whiting, A. B., & Pritchard, J. R. (2010). Sleep patterns and predictors of disturbed sleep in a large population of college students. Journal of Adolescent Health, 46(2), 124–132.

Mark, M., Wang, Y., Niiya, M., & Reich, S. (2016, May 12). Sleep debt in student life: Online attention focus, Facebook, and mood. Paper presented at Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, San Jose, California. Retrieved from https://www.ics.uci.edu/~gmark/Home_page/Research_files/Chi16%20Sleep.pdf

Mercola, J. (2016, March 3). What happens in your body when you’re sleep deprived. Mercola.com. Retrieved from https://articles.mercola.com/sites/articles/archive/2016/03/03/sleep-deprivation-effects.aspx

Milewski, M. D., Skaggs, D. L., Bishop, G. A., Pace, J. L., et al. (2014, March). Chronic lack of sleep is associated with increased sports injuries in adolescent athletes. Journal of Pediatric Orthopedics, 34(2), 129–33. doi:10.1097/BPO.0000000000000151

National Heart, Lung, and Blood Institute. (2012, February 22) Strategies for getting enough sleep. National Health Institutes. Retrieved from https://www.nhlbi.nih.gov/health/health-topics/topics/sdd/strategies

National Sleep Foundation. (n.d.). How to get rid of sleep debt. Sleep.org. Retrieved from https://sleep.org/articles/get-rid-of-sleep-debt/

National Sleep Foundation. (n.d.). Say goodbye to sleep debt. Sleep.org. Retrieved from https://sleep.org/articles/say-goodbye-sleep-debt/

Potkin, K. T., & Bunney, W. E. (2012, August). Sleep improves memory: The effect of sleep on long term memory in early adolescence. PLOS One, 7(8). doi:10.1371/journal.pone.0042191

Pritchard, J., Cunningham, B., & Broek, L. (2013). Enhancing college student sleep: Programming strategies that could work on your campus. American College Health Association. Retrieved from https://www.cccstudentmentalhealth.org/docs/misc/EnhancingCollegeStudentSleep-ProgrammingStrategies.pdf

Regestein, Q., Natarajan, V., Pavlova, M., Kawasaki, S., et al. (2010, March 30). Sleep debt and depression in female college students. Psychiatry Research, 176(1), 34–39. doi:10.1016/j.psychres.2008.11.006

Waxman, O. (2014, August 29). Napping around: Colleges provide campus snooze rooms. Time. Retrieved from https://time.com/3211964/nap-rooms-at-universities/

Webster, M. (2008, May 6). Can you catch up on lost sleep? Scientific American. Retrieved from https://www.scientificamerican.com/article/fact-or-fiction-can-you-catch-up-on-sleep/

01 FebStudent Advocate

Why students should add active rest to their workout routine

by Macaela Mackenzie0 Comments

Reading Time: 4 minutes

When it comes to talking to students about physical activity, we typically encourage them to get more of it. But the opposite end of the spectrum—overtraining—can be just as unhealthy. “We can’t skip the recovery aspect of training and expect the body to respond and grow lean muscle tissue,” says Ashley Borden, a certified strength and conditioning specialist and athletic trainer in Los Angeles.

Not scheduling enough rest in a workout routine causes what trainers call “overreaching.” Just a week of overreaching can cause immune system dysfunction, making students more susceptible to any illnesses that might be flying around the hallways, according to a 2007 study in the Journal of Applied Physiology. When you consistently overtrain like this, “[students are] more susceptible to infections, might have difficulty sleeping, and have greater stress,” explains Dr. Bruce Gladden, director of the Muscle Physiology Lab at Auburn University in Georgia. Prolonged overtraining has even been shown to contribute to or cause adrenal insufficiency (a condition that causes the adrenal glands to produce insufficient amounts of vital hormones, which can cause extreme fatigue and decreased appetite), according to a 2013 research review published in Novel Physiotherapies. And on top of that, training too intensely can lead to overuse injuries.

Enter the need for active rest—a period of low-intensity activity, such as walking or stretching, that allows students to keep up their fitness momentum while promoting healthy muscle recovery. “Active rest is participating in activity with a reduced load compared to what is considered [your] normal workout,” says Scott Oliaro, head athletic trainer and associate director of sports medicine at the University of North Carolina. “This can include changing the activity (bike or swim instead of running), reducing the mileage of a run, or changing the duration of activity.”

It may seem counterintuitive, but scheduling regular bouts of active rest can actually help students be more physically active. “The key about taking a rest, and especially if it can be moderately active, is that you feel better the next day,” says Dr. Edward Coyle, a professor of kinesiology and health education at the University of Texas at Austin. “If you feel better in your training, that allows you to train more intensely.”

To help students create healthy, balanced exercise routines, follow these expert tips:

1. Stress the importance of active rest

Students tend to think they can push through anything. While they may be able to muscle through intense gym session after intense gym session, that doesn’t mean they should. Provide information about the consequences skipping recovery will have in the short and long term. “The increase in tissue stress without repair leads to increased stress and tissue breakdown,” says Oliaro. “This can lead to stress fractures, tendinopathy, or other soft tissue injury that will limit or shut down training.”

2. Promote active rest as a self-care strategy

At a moment where students are super attuned to mindfulness and self-care strategies like meditation, tout the stress-reducing benefits of active rest. While high-intensity exercise raises levels of the stress hormone cortisol in the body, low-intensity exercise doesn’t, according to a 2008 study published in the Journal of Endocrinological Investigation. Further, when researchers tested the impacts of various activity levels in moderately active participants, they found that active rest—defined as 40 percent of maximum workout effort—actually lowered cortisol levels. Engaging in a form of active rest, like going for a walk between classes, can be a great strategy for a stress-free finals week.

3. Share info from exercise departments on campus

Knowledge is power. Encourage students to take physical activity classes. “It’s a way to learn more about doing exercise correctly,” says Dr. Gladden. Make research from the kinesiology or exercise science department more accessible to students by hosting department workshops or “lunch and learns” to help students understand the balance of exercise and recovery.

4. Host campus clinics

It’s also important to take advantage of on-campus wellness centers and gyms—places where students are already going to work with coaches or trainers. Host a school event with local trainers, or turn student athletes into campus celebs by having them lead a fun run/walk.

Get help or find out more

What to do on rest and recovery days: Active

The active recovery workout routine: Shape

How to use a foam roller: Runner’s World

Yoga for athletes—recovery for sore muscles: Body by Yoga

Article sources

Ashley Borden, certified strength and conditioning specialist and athletic trainer.

Edward Coyle, PhD, professor of kinesiology and health education at the University of Texas at Austin.

Bruce Gladden, PhD, director of the Muscle Physiology Lab at Auburn University in Georgia.

Scott Oliaro, head athletic trainer and associate director of sports medicine at the University of North Carolina.

Brooks, K. A., & Carter, J. G. (2013). Overtraining, exercise, and adrenal insufficiency. Novel Physiotherapies, 3(1). doi: 10.4172/2165-7025.1000125

Burandt, P., Porcari, J. P., Cress, M. L., Doberstein, S., et al. (October 2016). Putting mini trampolines to the test. American Council on Exercise. Retrieved from https://www.acefitness.org/certifiednews/images/article/pdfs/ACE_MiniTrampoline.pdf?utm_source=Rakuten&utm_medium=10&ranMID=42334&ranEAID=TnL5HPStwNw&ranSiteID=TnL5HPStwNw-NK8ONx.a3JUjBMDAugurPQ

Evidence-Based Fitness. (February 17, 2008). Rest vs. active recovery. Retrieved from https://evidencebasedfitness.net/rest-vs-active-recovery/

Gleeson, M. (2007). Immune function in sport and exercise. Journal of Applied Physiology, 103(2), 693–699. doi: 0.1152/japplphysiol.00008.2007

Hill, E. E., Zack, E., Battaglini, C. Viru, M., et al. (2008). Exercise and circulating cortisol levels: The intensity threshold effect. Journal of Endocrinological Investigation, 31(7), 587–591. doi: 10.1007/BF03345606

Mayo Clinic. (n.d.). Addison’s disease symptoms and causes. Retrieved from https://www.mayoclinic.org/diseases-conditions/addisons-disease/symptoms-causes/dxc-20155757

Mika, A., Olesky, L., Kielnar, R., Wodka-Natkaniec, E., et al. (2016). Comparison of two different modes of active recovery on muscles’ performance after fatiguing exercise in mountain canoeist and football players. PLoS One, 11(10). doi: 10.1371/journal.pone.0164216

Mike, J. N., & Kravitz, L. (n.d.). Recovery in training: The essential ingredient. University of New Mexico. Retrieved from https://www.unm.edu/~lkravitz/Article%20folder/recoveryUNM.html

Ode, G. (February 29, 2016). What is the difference between tendonitis, tendinosis, and tendinopathy? Sports-Health. Retrieved from https://www.sports-health.com/sports-injuries/general-injuries/what-difference-between-tendonitis-tendinosis-and-tendinopathy

01 FebStudent Advocate

How can faculty and staff contribute to a campus culture that is protective against sexual assault?

by Ramsey Champagne, MA0 Comments

Reading Time: 3 minutes

Campus cultures that are protective against sexual assault will happen when people—students, faculty, staff, and administrators—come together and actively work to make our campuses safer and more supportive to people of all identities, including survivors. This is hard and takes effort, but it is possible. We can start by becoming aware of and acknowledging the reality of sexual assault on college campuses, talking about it more openly, and strategically advocating for prevention efforts. A huge component of doing this involves becoming aware of intersectionality and the ways in which people living at the margins (e.g., LGBTQ+, people of color, undocumented students) are statistically more likely to experience both interpersonal violence and barriers to accessing supportive services. A good way to address this on campus is to ensure that members of marginalized communities have a visible administrator to whom they can bring concerns or issues.

Become a trauma-informed campus

Another key piece of creating cultures that are protective against sexual assault—and interpersonal violence across the board—is to create a campus culture that’s trauma-informed. Here are some essentials that create the foundation of a trauma-informed space:

Awareness of and attention to vicarious traumatization and its impact (essentially, how hearing about the trauma of others affects counselors and those listening to traumatic stories)
Commitment to transparency, predictability, and accessibility
A willingness to support the agency of the person who has experienced harm

Here are some resources that can help with the creation of a trauma-informed organization:

Trauma-informed care on a college campus: American College Health Association

Incorporating trauma-informed practice into professional curricula: The Philadelphia Project

Also, take a look at the Adverse Childhood Experiences study to understand the prevalence and impact of potentially trauma-inducing experiences.

At the end of the day, the responsibility for creating cultures where people are less likely to experience harm falls on all of us, all the time. We each have something to bring to the work, and our invitation for you is that you identify how you can most contribute to the culture that we are hoping to cocreate.

[school_resource sh101resources=’no’ category=’mobileapp,counselingservices, healthservices, studentservices,’] Get help or find out more

Accurate and reliable sexual health info: Bedsider.org

Get the facts on sexual health: Planned Parenthood

Find the sexual assault laws in your state: RAINN

Title IX: The US Department of Justice

Article sources

Association of American Universities. (2015, September 3). AAU Climate Survey on Sexual Assault and Sexual Misconduct (2015). Retrieved from https://www.aau.edu/key-issues/aau-climate-survey-sexual-assault-and-sexual-misconduct-2015

Bedsider Birth Control Support Network. Retrieved from https://www.bedsider.org/

Centers for Disease Control and Prevention. (April 27, 2014). STD & HIV screening recommendations. Retrieved from https://www.cdc.gov/std/prevention/screeningreccs.htm

Ciolkowski, L. (2016, October 15). Rape culture syllabus. Retrieved from https://www.publicbooks.org/rape-culture-syllabus/

Human Rights Campaign. Glossary of terms. Retrieved from https://www.hrc.org/resources/glossary-of-terms

Krebs, C. Lindquist, C., Warner, T., Fisher, B. et al. (2007, December). The Campus Sexual Assault (CSA) Survey. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/221153.pdf

Rape, Abuse and Incest National Network. Policy. Retrieved from https://apps.rainn.org/policy/

Sexual Literacy. The column. Retrieved from https://www.sexual-literacy.com/

Sexual Literacy. Why sexual literacy. Retrieved from https://www.sexual-literacy.com/why-sexual-literacy/

Sinozich, S. & Langton, L.. (2014, December). Rape and sexual assault victimization among college-age females, 1995–2013. US Department of Justice. Retrieved from https://www.bjs.gov/content/pub/pdf/rsavcaf9513.pdf

United States Department of Education. (2017, September 22). Office for Civil Rights: Sex discrimination, policy guidance. Retrieved from https://www2.ed.gov/about/offices/list/ocr/frontpage/faq/rr/policyguidance/sex.html

US Department of Justice, Office on Violence Against Women. (2017, June 16). Sexual assault. Retrieved from https://www.justice.gov/ovw/sexual-assault

US Department of Education. (2015, October 15). Title IX and sex discrimination. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html

Wong, A. (2016, January 26). The problem with data on campus sexual assault. Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2016/01/why-the-prevalence-of-campus-sexual-assault-is-so-hard-to-quantify/427002/

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01 JanStudent Advocate

How to support male students who’ve experienced sexual violence

by Chamonix Adams Porter0 Comments

Reading Time: 5 minutes[vc_row][vc_column][vc_column_text]One in six men in the US is sexually assaulted before age 18, according to studies from the 1980s to the early 2000s, and about seven percent of men reported being sexually assaulted while attending college, according to a 2015 study by the Washington Post and the Kaiser Family Foundation. Those men can experience complex barriers to talking about the assaults and seeking help.

Many of the challenges are defined by social pressure, including the false ideas that sexual assault makes them less masculine, that women can’t assault men, or that “real men” don’t talk about, let alone get help for, painful experiences. Faculty, staff, parents, and other supporters can make this conversation more effective by validating male students’ experiences and letting them make choices about what to do next.[/vc_column_text][vc_custom_heading text=”Allow students to make their own decisions about what they want to do” font_container=”tag:p|font_size:20|text_align:left” google_fonts=”font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%20regular%3A700%3Anormal” css=”.vc_custom_1508878794201{margin-bottom: 0px !important;}”][vc_column_text]Don’t push students who’ve experienced sexual violence to any particular course of action. One reason that sexual violence is so harmful is that it takes away people’s autonomy. By allowing students who’ve experienced sexual violence to make their own choices, you’re putting power back in their hands.[/vc_column_text][vc_custom_heading text=”How to talk about the sexual assault of men” font_container=”tag:p|font_size:20|text_align:left” google_fonts=”font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%20regular%3A700%3Anormal” css=”.vc_custom_1509378885512{margin-bottom: -10px !important;}”][vc_column_text]

Avoid pronouns that assume the gender of the perpetrator.
Make clear that you’re not making presumptions about the survivor’s experience based on his identity, especially his sexual orientation or gender identity. “Signal your openness to hearing a more complex narrative, about, for example, ‘people of all genders,’” says Dr. Melanie Boyd, assistant dean of student affairs at Yale University in Connecticut.
Some people don’t use the word “rape” or “assault” to describe what may seem to be sexual violence, or relate to the terms “victim” or “survivor.” It’s not your job to apply those words to his experience.

[/vc_column_text][vc_custom_heading text=”Promote campus and community resources” font_container=”tag:p|font_size:20|text_align:left” google_fonts=”font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%20regular%3A700%3Anormal” css=”.vc_custom_1508878818197{margin-bottom: 0px !important;}”][vc_column_text]Make sure your students are aware of campus and community resources that can support them if they (or a friend) experience sexual violence. Emphasize that these resources are available for students who aren’t sure if their experiences qualify as sexual misconduct or for students who are concerned about a friend.[/vc_column_text][vc_custom_heading text=”Here’s how other colleges and universities are addressing it” font_container=”tag:p|font_size:20|text_align:left” google_fonts=”font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%20regular%3A700%3Anormal” css=”.vc_custom_1509378905580{margin-bottom: -10px !important;}”][vc_column_text]

The Princeton SHARE Center’s website shows the wide range of choices available to students who’ve experienced sexual misconduct in a simple, clear layout. This lets students know that they can reach out for help without fear of being pressured into a certain course of action.
Grand Rapids Community College uses a video to explain the Title IX reporting system step by step. The video approach makes university resources seem more personal, accessible, and easy to understand.
Colorado State University’s Women and Gender Advocacy Center’s website gives helpful advice to students supporting survivors. This gives students tools to help their friends and signals that the university is a supportive space.

[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]Get help or find out more

How to support a male friend: 1in6

Helpline and many other resources: RAINN

Resources for survivors: Living Well

Help for survivors: National Sexual Assault Hotline and Online Hotline

LGBTQ hotline and meet-up groups: Trevor Project

Information for transgender, genderqueer, and gender non-conforming survivors of sexual violence: FORGE

Information and resources for LGBTQ survivors of violence: Anti-Violence Project

Men share their stories of dealing with sexual violence: The Bristlecone Project

Article sources

Bella Alarcon, bilingual clinician, Boston Area Rape Crisis Center, Massachusetts.

Melanie Boyd, PhD, assistant dean in student affairs; lecturer in women’s, gender, and sexuality studies, Yale University, Connecticut.

Jim Hopper, PhD, independent consultant and clinical instructor in psychology, Department of Psychiatry, Harvard Medical School, Massachusetts.

1in6. (n.d.). Sorting it out for himself. Retrieved from https://1in6.org/family-and-friends/sorting-it-out-for-himself/

Abelson, M. J. (2014). Dangerous privilege: Trans men, masculinities, and changing perceptions of safety. Sociological Forum, 29(3), 549–570. https://doi.org/10.1111/socf.12103

Anderson, N., & Clement, S. (2015, June 12). Poll shows that 20 percent of women are sexually assaulted in college. Washington Post. Retrieved from https://www.washingtonpost.com/sf/local/2015/06/12/1-in-5-women-say-they-were-violated/

Anderson, S. S., Hendrix, S., Anderson, N., & Brown, E. (2015, June 12). Male survivors of sex assaults often fear they won’t be taken seriously. Washington Post. Retrieved from https://www.washingtonpost.com/local/education/male-victims-often-fear-they-wont-be-taken-seriously/2015/06/12/e780794a-f8fe-11e4-9030-b4732caefe81_story.html

Beres, M. A. (2014). Rethinking the concept of consent for anti-sexual violence activism and education. Feminism & Psychology, 24(3), 373–389.

Beres, M. A., Herold, E., & Maitland, S. B. (2004). Sexual consent behaviors in same-sex relationships. Archives of Sexual Behavior, 33(5), 475–486.

Brenner, A. (2013). Transforming campus culture to prevent rape: The possibility and promise of restorative justice as a response to campus sexual violence. Harvard Journal of Law and Gender. Retrieved from https://harvardjlg.com/2013/10/transforming-campus-culture-to-prevent-rape-the-possibility-and-promise-of-restorative-justice-as-a-response-to-campus-sexual-violence/

Carmody, M. (2003). Sexual ethics and violence prevention. Social & Legal Studies, 12(2), 199–216. https://doi.org/10.1177/0964663903012002003

Catalano, S. (2013). Intimate partner violence: Attributes of victimization, 1993–2011. Bureau of Justice Statistics (BJS). Retrieved from https://www.bjs.gov/index.cfm?ty=pbdetail&iid=4801

Colorado State University. (n.d.). A Guide for supporting survivors of sexual assault. Retreived from https://wgac.colostate.edu/supporting-survivors

Crome, S. (2006). Male survivors of sexual assault and rape. Australian Institute of Family Studies. Retrieved from https://aifs.gov.au/publications/male-survivors-sexual-assault-and-rape

Crome, S. A., & McCabe, M. P. (2001). Adult rape scripting within a victimological perspective. Aggression and Violent Behavior, 6(4), 395–413.

Davies, M., Gilston, J., & Rogers, P. (2012). Examining the relationship between male rape myth acceptance, female rape myth acceptance, victim blame, homophobia, gender roles, and ambivalent sexism. Journal of Interpersonal Violence, 27(14), 2807–2823.

Davies, M., & Rogers, P. (2006). Perceptions of male victims in depicted sexual assaults: A review of the literature. Aggression and Violent Behavior, 11(4), 367–377.

Dube, S. R., Anda, R. F., Whitfield, C. L., Brown, D. W., et al. (2005). Long-term consequences of childhood sexual abuse by gender of victim. American Journal of Preventive Medicine, 28(5), 430–438. https://doi.org/10.1016/j.amepre.2005.01.015

Gavey, N., & Schmidt, J. (2011). “Trauma of rape” discourse: A double-edged template for everyday understandings of the impact of rape? Violence Against Women, 17(4), 433–456.

Gavey, N., Schmidt, J., Braun, V., Fenaughty, J., et al. (2009). Unsafe, unwanted: Sexual coercion as a barrier to safer sex among men who have sex with men. Journal of Health Psychology, 14(7), 1021–1026.

Graham, R. (2006). Male rape and the careful construction of the male victim. Social & Legal Studies, 15(2), 187–208.

Grand Rapids Community College. (n.d). Step-by-step. Retrieved from
https://www.grcc.edu/studentaffairs/sexualmisconduct/stepbystep

Harrell, M. C., Castaneda, L. W., Adelson, M., Gaillot, S., et al. (2009). A compendium of sexual assault research. RAND Corporation. Retrieved from https://www.rand.org/content/dam/rand/pubs/technical_reports/2009/RAND_TR617.pdf

Hopper, J. W. (2015, June 23). Why many rape victims don’t fight or yell. Washington Post. Retrieved from https://www.washingtonpost.com/news/grade-point/wp/2015/06/23/why-many-rape-victims-dont-fight-or-yell/

Kozlowska, K., Walker, P., McLean, L., & Carrive, P. (2015). Fear and the defense cascade: Clinical implications and management. Harvard Review of Psychiatry, 23(4), 263–287.

Maine Coalition Against Sexual Violence. (n.d.). Sexual violence against LGBTQQI populations. Retrieved from https://www.mecasa.org/index.php/special-projects/lgbtqqi

Masters, N. T. (2010). “My strength is not for hurting”: Men’s anti-rape websites and their construction of masculinity and male sexuality. Sexualities, 13(1), 33–46.

Monk-Turner, E., & Light, D. (2010). Male sexual assault and rape: Who seeks counseling? Sexual Abuse: A Journal of Research and Treatment, 22(3), 255–265.

Paulk, L. (2014, April 30). Sexual assault in the LGBT community. National Center for Lesbian Rights. Retrieved from https://www.nclrights.org/sexual-assault-in-the-lgbt-community/

RAND Office of Media Relations. (n.d.). Complete results from major survey of US military sexual assault, harassment released. Retrieved from https://www.rand.org/news/press/2015/05/01.html

Rothman, E. F., Exner, D., & Baughman, A. L. (2011). The prevalence of sexual assault against people who identify as gay, lesbian, or bisexual in the United States: A systematic review. Trauma, Violence & Abuse, 12(2), 55–66.

Sleath, E., & Bull, R. (2010). Male rape victim and perpetrator blaming. Journal of Interpersonal Violence, 25(6), 969–988.

Stanko, E. A., & Hobdell, K. (1993). Assault on men: Masculinity and male victimization. British Journal of Criminology, 33(3), 400–415.

Strauss, V. (2014, August 29). Does “restorative justice” in campus sexual assault cases make sense? Washington Post. Retrieved from https://www.washingtonpost.com/blogs/answer-sheet/wp/2014/08/29/does-restorative-justice-in-campus-sexual-assault-cases-make-sense/

Walters, M. L., Chen, J., & Breiding, M. J. (2013). The National Intimate Partner and Sexual Violence Survey (NISVS): 2010 findings on victimization by sexual orientation. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/violenceprevention/pdf/nisvs_sofindings.pdf

Weiss, K. G. (2010). Male sexual victimization examining men’s experiences of rape and sexual assault. Men and Masculinities, 12(3), 275–298.

Willis, D. G. (2009). Male-on-male rape of an adult man: A case review and implications for interventions. Journal of the American Psychiatric Nurses Association, 14(6), 454–461.

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01 JanStudent Advocate

Support students’ mental health by encouraging counseling and therapy

by Macaela Mackenzie0 Comments

Reading Time: 4 minutes

Minding students’ mental health is just as important as implementing positive programs for physical health on campus. “If we don’t take care of our mental health, we may not be able to reach our goals, maintain good relationships, and function well in day-to-day situations,” says Dr. Chrissy Salley, a psychologist in New York who works with students of all ages. For students, class expectations, new living situations, and navigating newfound independence can take a toll on their mental health and well-being.

Administrators, parents, and student supporters have the chance to play an important role in helping students access mental health services, both as a preventive measure and as a way to treat any issues students are facing.

Therapy is backed by a compelling arsenal of research

A study of college students who received therapeutic treatment for depression had outcomes nearly 90 percent better than those of control groups, according to a 2015 analysis of studies published in Depression and Anxiety. And the science-backed benefits extend beyond treating depression. There’s strong evidence that cognitive behavioral therapy (CBT) can help students better handle a variety of mental health issues and stressors, according to an analysis of more than 200 studies (Cognitive Therapy and Research, 2012). The researchers found that CBT helped those struggling with anxiety, anger issues, stress, bulimia, and other mental health issues.

Even though talking about mental health is becoming less stigmatized, taking steps to engage in a therapeutic process can still be confusing and intimidating for students. Here are five strategies for supporting students’ mental health.

1 Normalize therapy

Surveys show it’s not out of the ordinary to see a therapist—55 percent of college student respondents say they’ve used campus counseling services, according to a 2012 report by the National Alliance on Mental Illness. “Few people look forward to therapy, but students should be aware that therapy exists to help them, not to judge them,” says Zachary Alti, LMSW, a psychotherapist and professor at the Fordham University Graduate School of Social Service in New York. Support students by helping to reduce stigma surrounding mental health services. “I’d encourage students to keep an open mind and try it,” says Dr. Salley.

2 Make mental health just as important as physical health on campus

“Therapy is like physical exercise,” says Alti. Strive to promote counseling services on campus to benefit students’ mental health in the same way you may already be promoting healthy meal options and physical activity to benefit their physical health.

3 Meet students where they are

In college, students are navigating major life changes and setting significant goals—that needs to be addressed from a mental health perspective, according to the experts. “Therapy can be useful by helping people acquire a better understanding of themselves and develop healthy habits,” says Dr. Salley. Remember that “even positive changes can be stressful,” she says. “Having someone to talk to can be helpful, especially as you encounter new situations and people.”

4 Guide students to resources on campus and off

One of the biggest barriers for students can be figuring out where to start. Make information about counseling services offered on campus readily available and widely publicized—including exactly how to schedule a visit with an on-campus counselor, how to access off-campus mental health services, and what mental health services are covered by student insurance.

For students preferring to go off campus, provide resources to help them find local providers; for example, campus-recommended therapists in your area or a search tool on your school’s counseling website.

5 Reinforce confidentiality

Whether seeking mental health services on campus or off, students may be worried that what they share with a counselor might get back to their advisor or RA. “A therapist isn’t allowed to do this unless the student poses a threat to themselves or others,” says Alti. Because “a therapist’s effectiveness is dependent on maintaining trust,” it’s important to make it clear to students that their information and privacy will be protected.

Get help or find out more

Find a therapist: American Psychological Association

A sample script for contacting a therapist: UC Davis

Your online resource for college mental health: ULifeline

Learn more about types of therapy: American Psychological Association

What you need to know before choosing online therapy: American Psychological Association

Article sources

Zachary Alti, LMSW, clinical professor at Fordham University Graduate School of Social Service; psychotherapist in New York City.

Dana Crawford, PhD, individual and family therapist, New York.

Chrissy Salley, PhD, pediatric psychologist, New York.

American Psychological Association. (2017). How to find help through seeing a psychologist. Retrieved from https://www.apa.org/helpcenter/therapy.aspx

American Psychological Association. (n.d.). Protecting your privacy: Understanding confidentiality. Retrieved from https://www.apa.org/helpcenter/confidentiality.aspx

APA Practice Organization. (2017). Psychologist locator. Retrieved from https://locator.apa.org/

Brown, H. (2013, March 25). Looking for evidence that therapy works. New York Times. Retrieved from https://well.blogs.nytimes.com/2013/03/25/looking-for-evidence-that-therapy-works/

Center for Collegiate Mental Health. (2017, January). 2016 Annual Report. (Publication No. STA 17-74). Retrieved from https://sites.psu.edu/ccmh/files/2017/01/2016-Annual-Report-FINAL_2016_01_09-1gc2hj6.pdf

Cuijpers, P., Cristea, I. A., Ebert, D. D., Koot, H. M., et al. (2016). Psychological treatment of depression in college students: A meta-analysis. Depression and Anxiety, 33(5), 400–414. doi: 10.1002/da.22461

Hofmann, S. G., Asnaani, A., Vonk, I. J. J., Sawyer, A. T., et al. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427–440. doi: 10.1007/s10608-012-9476-1

Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J. et al. (2007). Age of onset of mental disorders: A review of recent literature. Current Opinions in Psychiatry, 20(4), 359–364. doi: 10.1097/YCO.0b013e32816ebc8c

Martin, B. (2016, May 17). In-depth: Cognitive behavioral therapy. Psych Central. Retrieved from https://psychcentral.com/lib/in-depth-cognitive-behavioral-therapy/

National Alliance on Mental Illness. (2012). College students speak: A survey report on mental health. Retrieved from https://www.nami.org/About-NAMI/Publications-Reports/Survey-Reports/College-Students-Speak_A-Survey-Report-on-Mental-H.pdf

National Alliance on Mental Illness. (n.d.). Mental health facts: Children and teens. Retrieved from https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the-Numbers/childrenmhfacts.pdf

Norcross, J. C., & Hill, C. E. (2004). Empirically supported therapy relationships. Psychotherapy Relationships That Work, 57(3), 19–23.

UC Davis. (n.d.). Community referrals. Retrieved from https://shcs.ucdavis.edu/services/community-referrals

Category: Student Advocate

1. Focus on strategies for intervening

2. Train students to intervene early, subtly, and frequently

3. Keep your examples diverse

4. Be prepared for students to disclose to you

First steps to prep

Research the company

Prepare a highlight reel

1. “What are your strengths?”

2. “Tell me about yourself.”

3. “Why should we choose you?”

4. “Where do you want to be in five years?”

5. “What are your weaknesses?”

6. “Can you bring leadership skills to this position?”

7. “Do you have any questions about this role or organization?”

1. Cleaning up their online presence

2. Dressing conservatively

3. Avoiding bad-mouthing an old boss

4. Sending a follow-up note

The issue

Why it matters

How to help students plan parties and strengthen your campus culture in the process

1. Build your conversations around the appeal of throwing a great event.

2. Ask students what they’re struggling with and help them brainstorm a solution.

3. Provide training and other targeted support.

1. Shine a spotlight on nutritious foods.

2. Make unhealthy choices less accessible.

3. Make healthy choices more affordable.

4. Stock personal portions.

5. Promote portion control in the dining hall.

6. Streamline food spaces.

7. Choose the right container.

8. Sip smarter.

1. Conceptualize disability broadly

2. Ensure that sexual consent policies are inclusive

3. Guide students in establishing inclusive social norms and practices

4. Keep the needs of survivors with disabilities in perspective

5. Build supportive networks for students with disabilities

Advice from a senior financial planner

What are other schools doing to teach students financial literacy skills?

Here’s how to get started

Spread sleep hygiene awareness

Offer a sleep course

Educate your educators

Create a sleep-friendly space on campus

1. Stress the importance of active rest

2. Promote active rest as a self-care strategy

3. Share info from exercise departments on campus

4. Host campus clinics

Become a trauma-informed campus

Here are some resources that can help with the creation of a trauma-informed organization:

Therapy is backed by a compelling arsenal of research

1 Normalize therapy

2 Make mental health just as important as physical health on campus

3 Meet students where they are

4 Guide students to resources on campus and off

5 Reinforce confidentiality

(508) 836-9550