'Imagine touching the skin of a person without a sunburn as opposed to touching the skin of someone with a horrible, blistering burn. While the person without a sunburn will be fine, the one with a sunburn will be in excruciating pain. Having BPD is like always having a bad sunburn but instead of covering my skin, it covers my emotions, making it so every negative thing I feel is magnified.' - Jennifer O'Brien, Psych Central (2016)
'Tens of thousands of students enrolled in American postsecondary institutions report having a mental illness. Recent increases in the size of this group are due in part to improved medications that result in symptoms mild enough for them to enjoy the benefits and meet the challenges of postsecondary education. Students with psychiatric disabilities are entitled to reasonable academic accommodations as provided by the American Disabilities Act (ADA) of 1990 and 2008 amendments. Providing effective accommodations allows students equal access to academic courses and activities.' - University of Washington (2017)
College is stressful even for healthy individuals. It is especially challenging for those who are suffering from a personality disorder. The effects on the institution can also be dramatic. Students with personality disorders and other mental/emotional issues often 'fall through the cracks' and subsequently drop out. This leads to lower retention and graduation rates, which affects the college or university's reputation, ranking and recruiting. Many of these problems are avoidable. Most institutions already offer an extensive array of mental health resources, but students don't take advantage for a variety of reasons, such as the stigma of being labeled as mentally ill, ignorance or misinformation about available resources, and fear of asking for help.
Join your colleagues form around the country as we discuss the extent of the problem, the implications for everyone who works in higher education, and what can be done to better meet the needs of college students with personality disorders who have the potential to be successful with the right resources and support. This webinar will focus on evidence-based best practices for helping these students achieve their educational and life aspirations.
Why Should You Attend? As the number of students with personality disorders continues to increase on our college campuses, administrators, faculty and staff are hard pressed to respond effectively to their special needs. Providing these students with a quality education requires commitment, education and training, and an in-depth and operational understanding of the special needs of these individuals. This webinar will provide participants with the knowledge and skills they need to effectively meet the needs of this unique and growing population.
Areas Covered in the Session
In this program, participants will learn the:
Characteristics of students diagnosed with a personality disorder
Reasons for the dramatic increase in the diagnosis over the last three decades
Different emotional states and how they affect student behavior and performance
Basic symptomology associated with personality disorders
A blueprint for effectively assisting students with personality disorders
Upon completion of this webinar, participants will be able to:
Recognize students with personality disorders
Intervene effectively with these students
Make effective referrals for these students
Consult effectively with mental health and other professionals
Intervene appropriately in situations where the student or other individuals are at risk for harm
Advocate for the rights of students with personality disorders
Western Kentucky University
Aaron Hughey is a Professor in the Department of Counseling and Student Affairs at Western Kentucky University, where he oversees the graduate degree program in Student Affairs in Higher Education. Before joining the faculty in 1991, he spent 10 years in progressive administrative positions, including five years as the Associate Director of University Housing at WKU. He was also head of the department of Counseling and Student Affairs for five years before returning to the faculty full-time in 2008. Dr. Hughey has degrees from the University of Tennessee at Martin, the University of Tennessee at Knoxville, Western Kentucky University, and Northern Illinois University. He has authored (or co-authored) over 50 refereed publications on a wide range of issues including leadership, teams, conflict resolution, career development, standardized testing, diversity and administration. He regularly presents at national and international conferences and consults extensively with companies and schools.
He also provides training programs on a variety of topics centered on efficient and effective management at all levels. With respect to the current topic, Dr. Hughey has developed and implemented numerous workforce development initiatives over the last thirty years with local and regional companies, agencies and organizations; he directly coordinated the process for three years.
- College Faculty
- College Staff and Administrators
- Health Center Staff
- Disabilities/Accessibility Services Staff
- Residence Life and Student Life Staff
- Retention Specialists, At-Risk Population Specialists
- First Year Experience/New Student Orientation Coordinators
- Professional Development Coordinators
- Veteran Services
- Behavioral Intervention Team
- Human Resources