OCD Treatment: Introduction to Exposure and Response ...
-5524500Workbook for OCD Preconference WorkshopNACADA International Conference,Sheffield, UK, July 2017Obsessive Compulsive Disorder?Stumbling or Building Block to Academic Success? The Future of Connecting and Advising Students with OCD in the Office and Classroom.Julie E. Preece, Scott, D. Hosford, Melanie Burton, Philip Rash, Ron ChapmanBrigham Young University, Provo, Utah, USA00Workbook for OCD Preconference WorkshopNACADA International Conference,Sheffield, UK, July 2017Obsessive Compulsive Disorder?Stumbling or Building Block to Academic Success? The Future of Connecting and Advising Students with OCD in the Office and Classroom.Julie E. Preece, Scott, D. Hosford, Melanie Burton, Philip Rash, Ron ChapmanBrigham Young University, Provo, Utah, USAPicture curtesy of: Introduction and Preamble5850020000 Introduction and PreamblePhoto Curtesy of: Compulsive Disorder-Stumbling or Building Block to Academic Success? The Future of Connecting and Advising Students with OCD in the Office and Classroom.Since the passage of disability law in many countries including the American’s with Disabilities Act (1990), and improvement in psychotropic medication, students with psychiatric disabilities have found it easier to attend institutes of higher education. (Mowbrey C., T., Megivern, D., Mandiberg, J., M., Strauss, S., Stein, C., H., Collins, K., Kopels, S., Curlin, C., & Lett, R. (2008). However, often times the signs and symptoms of the illness often confound and interfere with the student’s educational experience (Collins, & Mowbrey, 2005; Becker, Martin, Wajeeh, Ward, & Shern, 2002). While students with psychiatric disabilities do not have to visit or work with the institution’s disability services (unless the student requests academic accommodations), these students will find that they are required to visit with the college advisement services. Although we are not suggesting that advisors should be mental health professionals or offer therapy, it behooves advisors to understand the nature, signs, and symptoms of psychiatric disorders, and how to work efficaciously with students with these disorders (Bothner & Stapley, 2014).With 2.3% of students in higher education (National College Health Assessment Survey, 2016) diagnosed with Obsessive Compulsive Disorder, it is likely that we have students on our caseload with this potentially debilitating illness. How do signs/symptoms of OCD impact a student’s academic performance or even an advisor’s visit with students? In this workshop we will discuss answers to these questions via workbook, case studies, roll plays, and mock video presentations of advisors working with students with OCD. Attendees will be given opportunity to both construct a list of local referral sources for students and to create a plan of best practices for advising students with OCD.center274320Pre-Workshop Activity Suggestions5850020000Pre-Workshop Activity SuggestionsFollowing are some videos that you can watch prior to the webinar. Feel free to watch them by yourself or with colleagues at your institution.We invite you to consider your own reactions and feelings towards the following videos. Please consider the following questions before, during and after watching them?What are my own thoughts regarding obsessive compulsive disorder (OCD)?How have my experiences with OCD (self, family, friends, others, television, movies) influenced/biased my thoughts regarding OCD?right5648325YouTube Videos for Preconference WorkshopWhat Causes OCD and Do I Have OCD? with OCD . Phil: Inside the World of OCD featuring Dr. Bradley Jabour HYPERLINK "" Causes OCD, Dr. A.J. Allen M.D Ph.D. Videos for Preconference WorkshopWhat Causes OCD and Do I Have OCD? with OCD . Phil: Inside the World of OCD featuring Dr. Bradley Jabour HYPERLINK "" Causes OCD, Dr. A.J. Allen M.D Ph.D. coming to the preconference workshop please consider the following questions. Try to answer them the best you can prior to the workshop. 1476375140335 Self-assessment about Obsessive Compulsive Disorder020000 Self-assessment about Obsessive Compulsive DisorderNo one is going to grade the answers so feel free to attempt each question. It is all about you and your own learning/awareness? Name the two component parts of OCDa.b.What signs and symptoms of OCD are you are aware of? a.b.c.d.Are the signs and symptoms of OCD the same in males and females? Are they the same in different cultural groups? What does the data tell us regarding the number of students with OCD on our college campuses? Please list resources on your campus to which you could refer a student with OCD. How many can you think of?a.b.c.d.e.f. Consider your student caseloads in past years. Think about a student you advised who might have had OCD. What was that like for you? What impact did that experience have on you and your advisement?Is it wise to ask a student with OCD if they are suicidal or intend to harm themselves? What issues and concerns would you have in asking these questions?When you consider advising a student with disclosed or undisclosed OCD what concerns, issues and/or successes come to mind both for the student and for you?1962150-314325 During Workshop Activities00 During Workshop ActivitiesAs we cover the answers in our session, please write them down. Feel free to also write any insights and questions you might have. What are obsessions (give examples to help you remember) What are compulsions (give examples to help you remember) What are some behaviors students could manifest in your advisement office? What impact would these behaviors have on your advisement? What could you do to support and accommodate students experiencing OCD in your advisement appointments or classrooms? In what ways might students with OCD be at a disadvantage when you are giving information?VideosWrite down any observations you might have as you watch the advisor/student videosThe presenters will give you further instruction, use this next space to explore your thoughts1190625-76200Post-Workshop Activity Suggestions and/or Suggested Questions for Post-Workshop Discussion00Post-Workshop Activity Suggestions and/or Suggested Questions for Post-Workshop DiscussionHaving participated in the pre-conference workshop please consider some of the following questions that are most salient for you individually and then in a group (maybe your colleagues in advisement in your college, your department, your institute of higher education)?Review the pre-questions and your answers. After your participation in the workshop are your answers the same or different after the workshop? As an advisor, what changes could you make in your own practice to support and assist students with OCD?Please list what you already specifically do which assists (or could assist) students with OCD in your advisement sessions. What changes or shifts could you make in terms of “Best Practices” in adjusting your advisement to better serve students with OCD?Consider your advisement center policies. Do any policies adversely impact students with OCD? If so, what changes are you and your colleagues willing to make?What is your advisement center plan when working with a student in a mental health crisis? What improvement can we make to keep both students and advisors safe?center367665 Optional Alternative Activities5850020000 Optional Alternative Activities Arrange to have a member of counseling services at your institution come and meet with your colleagues during a staff meeting. Discuss what the Counseling Center polices are, what resources are on campus as well as emergency hours and referrals for treating students with OCD or any mental health crisis.Invite a member of your institution’s petitions office to visit with you and your colleagues to discuss petitioning, withdrawing options for students with disabilities, or students in crisis.Encourage a member of the disability service office to visit and offer education on their services and how they can support students with mental illness. With a trusted colleague, practice role playing the scenario of asking a student if they may be a danger to themselves. Practice until you feel more comfortable with your approach. Ideas to assist you in constructing your own list of resourcesList specific people (include contact information) to whom you could refer a student with OCD both during and after office hoursa.b.c What is the phone number for the college counseling center? Who would be your first and second point of contact? What is the after hour emergency intake process and phone number? What is the intake process?a.b.c.d.Name the director of disability services at your institution and his/her office phone number. Name a second contact person in the same office for referrals of students with psychological illness. What is the intake processes for disability services?What are the withdrawal policies for classes in your department or university? What is the process for petitioning at your institution of higher education?Any other resources you would like to include?Who can you consult with about a confidential case should you have concerns (taking into account FERPA, or any other ethics and confidentiality laws you need to follow within your jurisdiction)?What is your process should you have a student with OCD in crisis in your office or on the phone?-4114800 Other Videos to WatchOCD Treatment: How to Stop the Thoughts! CBT Therapist, Katie d'Ath Treatment: Introduction to Exposure and Response Prevention (ERP) CBT Therapist, Katie d'Ath, explains how to use Exposure and Response Prevention (ERP) to help yourself overcome OCD. Advice: How Do I Accept My thoughts? Dr. Steven Hayes Hershfield On Mindfulness, ERP & Acceptance For OCD (Ep 6) Nicole on Beating, and Learning to Live After OCD (Ep 3) Therapies: Most Effective Treatments for Anxiety Disorders is Exposure Therapy? PTSD, Anxiety, OCD and More... Mental Health Help with Kati Morton Other Videos to WatchOCD Treatment: How to Stop the Thoughts! CBT Therapist, Katie d'Ath Treatment: Introduction to Exposure and Response Prevention (ERP) CBT Therapist, Katie d'Ath, explains how to use Exposure and Response Prevention (ERP) to help yourself overcome OCD. Advice: How Do I Accept My thoughts? Dr. Steven Hayes Hershfield On Mindfulness, ERP & Acceptance For OCD (Ep 6) Nicole on Beating, and Learning to Live After OCD (Ep 3) Therapies: Most Effective Treatments for Anxiety Disorders is Exposure Therapy? PTSD, Anxiety, OCD and More... Mental Health Help with Kati Morton Additional Readings585000 Additional ReadingsReferences:American Health Assessment Survey, Spring 2016. Retrieved from , L. (2001). The imp of the mind: Exploring the silent epidemic of obsessive bad thoughts. New York. Penguin Group, Inc.Becker, M., Martin, L., Wajeeh, E., Ward, J., & Shern, D., (2002). Students with mental illness in a university setting: Faculty and student attitudes, beliefs, knowledge, and experiences. Psychiatric Rehabilitation Journal 25(4), 359-368.Bothner, K., & Stapley, J.C. (2014). Academic advising: The key to increasing retention among students with anxiety disorders.?Academic Advising Today,?37(4). Retrieved from []?Collins, M. E., & Mowbery, C. T. (2005). Higher education and psychiatric disabilities: National survey of campus disability services. American Journal of Orthopsychiatry, 75(2):304-15.Megivern C., T., Mandiber, D., Strauss, J. M., Stein, S., Collins, C., H., Kopels, K., Curlin, S., C., & Lett, R. (2008). Campus mental health services: Recommendations for change. American Journal of Orthopsychiatry, 76(2):226-37. Coping with Obsessions and Compulsions, NHS (British Health Care System) What I Have I Lost to OCD? Concerns Checklist Activities Checklist Obsessive Compulsive Scale Form Hierarchy Form- Exposure to Be Practiced Distress Thermometer and Response Prevention Brochures and Fact Sheets ................
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