Mental Health Tip of the Week

Fall Semester

• Adjusting to University Life
• Homesickness
• Why Use the Counseling Center?
• Wellness, Exercise and Mental Health
• Alcohol and Mental Health
• Sadness or Depression?
• Anxiety
• Dealing with Emotions
• Understanding Self-Injury
• What is Sexual Assault?
• Sexual Assault and Date Rape
• Predatory Drugs and Sexual Assault
• Overcoming Procrastination
• Coping with Test Anxiety

Spring Semester

• Seasonal Affective Disorder
• Prescription Drug Abuse and College Students
• Healthy vs Unhealthy Relationships
• Relationships and Internet Communication
• Grief and Loss
• Long Distance Relationships
• Eating Disorders
• Binge Drinking and College Students
• Eating Disorders- Helping a Friend
• Springtime Depression
• Social Anxiety
• Sleep and Your Health
• Coping with Test Anxiety
• Final Exams:  Coping with Stress
• Dealing with Change as a College Student

Adjusting to University Life

RWU may be your first experience living away from home for an extended period of time.  Although this can be an exciting time, it also can be overwhelming and even intimidating.  Furthermore, the usual sources of support are no longer present to help you adjust to this unfamiliar environment.  It is important to remember that you are not alone!  Your R.A., PEER, CORE and the professionals at the Counseling Center are here to provide support, guidance and assistance as you negotiate this time of transition.  Don’t hesitate to reach out for support!

Here are a few tips that may be of help to you as you adjust to life at RWU:

• While it may feel as if you are the only one who is struggling with the transition to university life, this is certainly not true.  Many new students find this to be a challenging time.  The first few weeks on campus can be a lonely time.  Remember that the close and meaningful relationships you developed prior to coming to RWU did not develop overnight.  Be patient with yourself  and with the process of developing a network of friends.
• Try to be open, honest and forthright in your communications with your new roommates.  Be patient and receptive to their concerns.  In doing so, you may avoid future problems that arise when problems and sources of tension are not addressed early on.
• Classes at RWU may require more preparation and be more rigorous than what you experienced in high school.  If you are having difficulty adjusting to the increased demands of academics at the university level, don’t hesitate to ask for guidance from your professors, academic advisors or classmates.  The Center for Academic Development (ext. 3841) is also a great resource.

The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students experiencing difficulty in adjusting to life at RWU.  Some common concerns that students bring to the center are as follows:  low self-confidence; relationship issues; social adjustment; distressing and/or confusing emotional states; family problems; alcohol- or drug-related concerns; struggles around life purpose and direction; and decisions regarding majors and/or careers. The services are free and confidential.  Call x 3124 or stop by to make an appointment.

Adapted from University at Buffalo and Campusblues.com

Homesickness

Coming to RWU frequently entails leaving family, friends and networks of support that students have relied upon for much of their lives.  Homesickness is the term we use to describe the sadness and longing that often arises when contact with these relationships becomes less frequent and/or takes on different forms.  The distant nature of these familiar relationships can seem even more acute when new students are still in the process of developing friendships here at Roger Williams.  Furthermore, even established students may feel homesick from time to time after returning to school from winter break or summer vacation

It is important to remember that feeling homesick is not abnormal and does not indicate an inability to adjust to college life.  Conversely, feelings of sadness and longing in the face of loss and change reveal the depth of connections with those in our lives who we hold most dear.  It is a common experience to feel sad and down from time to time when feeling distant from those we love and care about.  Furthermore, if you are experiencing homesickness, it is important to remember that these difficult feelings usually become less intense over time.

Many people find it helpful to talk with someone about their feelings of homesickness.  Feel free to seek out support from your RA or CORE.  The professionals at the Counseling Center are also available to provide support. 

Below are some tips that you may find helpful in coping with feelings of homesickness:

• Acknowledge that you are homesick.  It is a very natural and common response for students who leave home.  You are allowed to feel sad and homesick!  You are also allowed to enjoy yourself; it isn’t being disloyal to those you miss!
• Talk about your feelings with a friend, RA, PEER or CORE.  Often the act of giving voice to your feelings can make them seem less overwhelming and intense.
• Remember that many other students are feeling homesick too, even though they may not talk about it.
• Keep in touch with the people back home through IM, phone calls, or letter writing.  Don’t be afraid to tell your loved ones how much you miss them.  Talk with an older sibling, friend, or student who has gone away from home.
• Put up some favorite photos of home, family and friends in your room.  Mix the photos with new friends you have made at RWU.
• Get to know the RWU campus and the Bristol area.  Take a friend and explore the community.  Share what you have learned with family and friends back home.
• Get enough sleep and food.  Proper nutrition and rest are important to emotional, social and academic success.
• Exercise. 
• Get involved in a campus club, event, or activity.
• Plan a date to go home and make arrangements.  This helps to curtail impulsive home visits and helps ease the adjustment process. 
• Give yourself time to adjust.  Overcoming homesickness is a gradual process. 

If your homesickness persists or interferes with your social and academic functioning, consider talking with a counselor in the Counseling Center.  The RWU Counseling Center is located on the second floor of the Center for Student Development  and the services are free and confidential.  Call x3124 or drop by to make an appointment.

Taken from: University of Cambridge Counselling Service and University of Wisconsin-Eau Claire

Why Use the Center for Counseling and Student Development?

Good psychological health is crucial to academic success.  Psychological health means having the mental energy to function well at school, in the dorms, and while you’re having fun.  It means being able to eat, sleep and relax without feeling anxious, depressed, sad or worried.  With good psychological and emotional health you are able to experience feelings, share them appropriately and not be overwhelmed by them.  One of the ways to achieve good mental health is to talk with people you trust about what’s bothering you.  However, if time goes by and you still feel overwhelmed by the problems in your life-- even after talking with people you love and trust--then perhaps it’s time to meet with someone in the Center for Counseling and Student Development. 

Students may need counseling services to help to maintain good psychological health much in the same way that one needs a dentist to examine a toothache, a physician to examine a persistently sore knee, or a lawyer to answer legal questions.  There is convincing evidence that most people who have at least several sessions of counseling do much better than those with emotional difficulties who forego treatment

Students often consider speaking with a counselor under the following circumstances:

• They feel an overwhelming and prolonged sense of sadness and helplessness--and they may lack hope in their lives.
• Their emotional difficulties make it hard for them to function from day to day.  For example, they are unable to concentrate on schoolwork and their academics suffer as a result.
• They feel persistent and intense anxiety in most situations.
• They are concerned about their alcohol and/or drug use.
• They are having difficulty relating to and/or getting along with their roommates, friends, and family.
• They are concerned that their eating behaviors are destructive. 

The Counseling Center staff is happy to meet with you to discuss your concerns.  The professionals at the center are experienced in dealing with a wide array of psychological and emotional problems with which students struggle.  Students usually meet with their counselor for more than one session.  However, many persons report a sense of relief after just one session in which they are able to share burdensome feelings—feelings that they may have kept to themselves for a long time.  The Center for Counseling and Student Development is located on the second floor of the Center for Student Development.  Stop by or call x3124 to make an appointment.

Wellness, Exercise, and Mental Health

In addition to mastering the subject matter in your courses, cultivating relationships and getting involved in various other activities on campus, one of the greatest tasks you will face as a student is finding a sense of balance in your life.  You have numerous responsibilities to which you must attend and you live in a world that is increasingly busy and fast-paced.  In the face of all these demands, it is easy to become overwhelmed, worn down and depleted.

Wellness is a concept that emphasizes the importance—and even the necessity—of leading a more balanced life if one is to reach one’s true potential.  The University recently introduced a university-wide “Simply Wellness” initiative that emphasizes the importance of a holistic approach to health in achieving success. The first step in embracing wellness involves expanding our understanding of health to include other dimensions beyond just the physical.  The National Wellness Institute, located in Stevens Point, Wisconsin, defines wellness on six levels*:

• Physical.  Exercise, nutrition and safety are essential in promoting feelings of vitality, energy and enthusiasm.
• Social.  This dimension emphasizes the importance of meaningful relationships, as well the interdependence between humans and nature.
• Intellectual.  This dimension emphasizes the importance of engaging in creative, stimulating mental activities and using available resources to expand your knowledge and share with others.  The benefits of intellectual wellness include improved academic performance, better problem solving, more knowledge and a better chance at being successful in life.
• Occupational.  Occupational wellness relates to the satisfaction gained from work or academic success and the degree to which you are enriched by these pursuits.  The satisfaction gained is related to individual attitudes about work and academics, a sense of direction and goals, and a feeling of achievement.
• Emotional.  The degree of awareness and the acceptance you have of your feelings is a measure of emotional wellness.  This includes the extent to which you feel positive and enthusiastic about yourself and life.  Emotional wellness relates to the capacity to appropriately control your feelings and related behaviors, including a realistic assessment of your limitations and the capacity to cope with stress.
• Spiritual.  Spiritual wellness measures your ongoing involvement in seeking meaning and purpose in human existence.  It includes a deep appreciation for the depth and expanse of life and natural forces that exist in the universe. 

*Adapted from National Wellness Institute

The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, offers free and confidential services to those seeking greater wellness in their lives.  Drop by or call x3124 for an appointment.

Alcohol and Mental Health

For thousands of years, human beings have used alcoholic beverages to relax, celebrate and enhance social gatherings.  Alcohol temporarily allows persons to “forget their troubles” and be less inhibited in social situations.  However, throughout human history, abuse of alcohol has also been at the root of much destruction, death, suffering and loss.  To realize the enormity of this relationship between alcohol and loss, one need only peruse the data on the number of lives that are lost each year due to alcohol-related health issues, automobile accidents, domestic assaults, suicides, homicides, drownings, fires and other accidents.  The Centers for Disease Control and Prevention analyzed data from the year 2001 and found that, in this one year period, approximately 75,000 alcohol-related deaths (AAD’s) and 2.3 million years per life lost (YPLL) (or approximately 30 years of life lost on average per AAD) were attributable to excessive alcohol consumption.*  

From a mental health standpoint, alcohol is often used as a means of coping with painful and overwhelming emotions.  Many persons use alcohol to “self-medicate”—seeking a sense of calm and ease when overwhelmed by anxiety, depression, grief, or other distressing emotional states.  While it may provide temporary relief, self-medicating with alcohol is a short-term and ultimately ineffective means of coping with difficult emotions, as it never truly allows the individual to work through the emotions and learn healthier, more effective coping mechanisms.  Furthermore, the long-term health effects of chronic alcohol abuse are quite devastating and debilitating.

While the effects of chronic alcohol abuse are widely known (irreversible and potentially life-threatening damage to the brain, liver and other vital organs), a report released by the American Medical Association (AMA) suggests that the developing adolescent brain is particularly vulnerable to the damaging effects of alcohol abuse.**  The AMA cites one study comparing MRI’s (magnetic resonance imaging) from both alcohol-abusing and non-drinking 14-21 year-olds.  Researchers found that the hippocampi—the part of the brain responsible for memory and learning—were 10% smaller in those who abused alcohol.  Some researchers suggest that this damage may be irreversible.

If you or someone you know has questions or concerns regarding alcohol use, the Center for Counseling and Student Development can provide assistance.  The Counseling Center is located on the second floor of the Center for Student Development.  Services are free and confidential.  Call x3124 or drop by to make an appointment.

*Morbidity and Mortality Weekly Report;  **The AMA Office of Alcohol and Other Drug Abuse (PDF)

Sadness or Depression?

It is normal to feel unhappy, sad or down from time to time.  This is a common human reaction in the face of loss, disappointment or letdown.  However, if these feelings persist for an extended period of time and are accompanied by other symptoms (outlined below), then you may be suffering from depression. 

Possible signs and symptoms of depression:

• Loss of motivation
• Loss of interest in things that used to bring you enjoyment
• Desire to avoid friends and everyday activities
• Difficulty concentrating or making decisions
• Loss of interest in eating or desire to overeat
• Loss of weight without dieting or gaining weight
• Finding it difficult to get to sleep; frequent waking during the night; early awakening and difficulty falling back to sleep;  or wanting to sleep all of the time
• Feeling hopeless and helpless about your future
• Pains in your body or headaches
• Persistent guilt, feelings of unworthiness or thinking that you are a bad person
• Thinking about or planning suicide

Thinking of Suicide?
If you or someone you know is thinking about or planning suicide, it is imperative that you seek help immediately.  If this occurs between Monday and Friday from 8:30 am to 4:30 pm, call or come into the Center for Counseling and Student Development and ask to speak with the on-call counselor for the day.  If it is after these hours or on the weekend, seek out a PEER, RA, CORE or a Public Safety officer (x4357) immediately.  Remember, if you are with a friend who is having suicidal thoughts, stay with him/her while you call for help.  These kinds of thoughts need to be taken very seriously. 

How Do I Get Help?
If you are experiencing several of the symptoms outlined above over an extended period of time, then you may be suffering from depression.  It is important to know that depression can be treated and that many persons find relief from their symptoms after seeking treatment.  Every year, the Center for Counseling and Student Development holds a National Depression Screening Day.  If you are concerned that you or a loved one may be suffering from depression—or you would just like to learn more about depression--you can come by, complete a questionnaire and discover how depression may be influencing your life.   Please call x3124 for more information on National Depression Screening Day at Roger Williams. 

The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with depression.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

Adapted from the DSM-IV TR.

Anxiety

Everyone experiences anxiety from time to time.  It is part of being human.  It is also typical to experience anxiety when trying something new or making a significant transition, such as studying abroad.  While our ability to ponder the future can be a great asset, it can also lead to uncomfortable preoccupation with the future and excessive fear of the unknown.  Sometimes anxiety can begin to interfere with our daily functioning, impede our ability to focus and hinder our enjoyment of life.  Below are some possible signs and symptoms of problematic anxiety:

Signs and Symptoms of Anxiety:

• Persistent intrusive thoughts
• Feeling jittery or easily startled
• Trembling or shaking
• Muscle tension
• Sweating, chills or hot flashes
• Dizziness, lightheadedness or feeling faint
• Shortness of breath or choking feeling
• Heart pounding, palpitations or accelerated heart rate
• Upset stomach, intense “butterflies” in abdomen
• Nausea or diarrhea
• Frequent urination
• Chest pain or discomfort
• Uncontrollable ritual behaviors
• Excessive worry or rumination
• Fear of going crazy or losing control
• Feeling trapped
• Fear of social situations or fear of dying
• Nightmares or flashbacks
• Irritability
• Poor concentration
• Disturbed sleep or fatigue

Coping with Anxiety
For mild to moderate anxiety, some coping strategies include meditation, muscle relaxation, or exercising to relieve tension (i.e. yoga, running, walking, etc.).  For more intense forms of anxiety, persons often benefit from psychotherapy and/or treatment with medication.  Likewise, anxiety can result from intolerable feelings such as anger or sadness that are not being acknowledged and worked through.  One may feel anxious, agitated or be experiencing some of the symptoms outlined above, yet be unaware of the underlying feelings of anger or sadness—feelings that may only emerge after talking with a counselor or a trusted friend.

How Do I Get Help?
Professional help is available if you are having difficulty managing your anxiety.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with anxiety.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

Adapted from: MSU Counseling Center, University of Wisconsin-Eau Claire, University of Cincinnati, Anxiety Check List

Dealing with Emotions

Attending to our emotional lives is not often emphasized, but it is an important aspect of wellness and health.  Your emotions help you to make sense of things because they guide and motivate you.  People who identify, accept and think about their feelings are actually better able to use their feelings as a way to understand themselves and guide their decision-making. 

Ask yourself the following questions to get a sense of whether you accept and value your feelings:

• Do you often feel like your emotions are out of control?
• Do you easily lose your temper at people who do not deserve it?
• Do you find yourself “losing your cool” after small incidents that don’t warrant the intensity of emotion you find yourself experiencing?
• Do you find yourself crying frequently?
• Do you feel numb when upsetting things happen?
• Do you ever feel that you should be angry, but you just don’t feel anything?

If you answered “yes” to any of these questions, you may struggle with experiencing and expressing your emotions, which may result in increased feelings of depression and/or anxiety. 

Some people also experience emotions physiologically.  For example, when someone is feeling anxious about a test he/she may get a knot in his/her stomach.  If that same person struggles with experiencing and expressing anger, that person may get a stomachache every time he/she becomes angry.  It is important to pay attention to the feelings you are experiencing and to the physiological correlates of these feelings.   If left unattended, these physiological responses can lead to medical problems, such as ulcers and other maladies.  Likewise, feelings that are not brought into awareness and dealt with can cause unneeded suffering and may interfere with relationships, concentration and productivity, and one’s sense of happiness and well-being. 

To recognize how your emotions impact your life, ask yourself:

• What is the feeling I am experiencing?
• What is this feeling telling me about this situation?
• Why has this feeling come up right now?
• How do I want to handle this feeling?

These questions may help in preventing you from overreacting or avoiding your emotions.  Once you are aware of the feelings you are experiencing, you can gradually learn to control both the ways you express these feelings and the intensity level of the feelings.   

How Do I Get Help?
If you are having trouble managing or expressing your emotions, professional help is available.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with their emotions.  The services are free and confidential.  Call x3124 or drop by to make an appointment.

Adapted from: University of Illinois, 

Understanding Self-Injury

What is self-injury?
Many college students engage in self-injurious behaviors such cutting, burning or hitting one’s self.  Self-injury is an expression of distress, yet usually it is not related to suicidality.  When individuals feel overwhelmed or flooded with uncomfortable feelings, they may use self-injury as a means of “releasing” these overwhelming feelings of anxiety, depression, fear, pain, anger and/or sadness.  Stated simply, self-injury is a coping mechanism.  However, it is a destructive one in much the same way that using alcohol/drugs or unhealthy eating behaviors are destructive. Likewise, self-injury is an ultimately ineffective means of coping, as it prevents the individual from actually acknowledging and working through the emotions he/she is avoiding. 

Why do people self-injure?

• To experience physical pain as a distraction from psychological pain  
• To relieve stress, anxiety, and depression
• To feel physical pain instead of feeling empty, numb or “dead” inside
• To punish oneself for a perceived wrong
• To vent anger by directing it at themselves
• To exert control over their bodies
• To feel grounded in reality instead of disconnected from one’s self

These are only a few of the more common reasons why persons self-injure.  Every self-injurer has his/her own reasons for hurting him/herself.  People usually self-injure because they never learned other, more effective ways of dealing with problems and distressing emotions.  

How can I stop?
It is very important to keep in mind that self-injury, while problematic, is not the problem, per se.  Rather, as a coping mechanism, it is symptomatic of other problems.  Therefore, someone who engages in self-injurious behaviors may benefit from learning other means of dealing with overwhelming emotional states.  These include:

• Mindful breathing
• Visualization
• Physical exercise (yoga, walking, running, etc.)
• Writing or artistic expression
• Playing or listening to music
• Communicating with others, especially about emotions

How do I get help?
If you or someone you know is engaging in self-injurious behavior, professional help is available.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with these and other issues.  Services are free and confidential.  Call x3124 or drop by to make an appointment. 

Taken from: Walsh, B. & Rosen, P. (1988).  Self-mutilation: Theory, research, and treatment.  New York: Guilford Press; http://counseling.uchicago.edu/vpc/uchicago/self-injury.html

What is Sexual Assault?

Sexual Assault Defined:
The United States Department of Justice defines sexual assault as follows:*

 “Sexual assault can be defined as any type of sexual contact or behavior that occurs without the explicit consent of the recipient of the unwanted sexual activity. Falling under the definition of sexual assault is sexual activity such as forced sexual intercourse, sodomy, child molestation, incest, fondling, and attempted rape.

Some more specific examples of sexual assault include:

• Unwanted vaginal, anal, or oral penetration with any object
• Forcing an individual to perform or receive oral sex
• Forcing an individual to masturbate, or to masturbate someone else
• Forcing an individual to look at sexually explicit material or forcing an individual to pose for sexually explicit pictures
• Touching, fondling, kissing, and any other unwanted sexual contact with an individual's body
• Exposure and/or flashing of sexual body parts”

How is sexual assault legally defined in Rhode Island?

Sexual assault is a felony crime in Rhode Island, and punishable by imprisonment of up to 15 years. State law defines sexual assault in three degrees:

First Degree Sexual Assault, also called rape, has two major components:

1. Any forced, coerced, penetration of the vagina, anus, or mouth by any part of another's body or by an object.
2. Legally, lack of consent does not necessarily require physical resistance or verbal refusal. For instance, someone who is asleep or very drunk is, by definition of the law, unable to give consent.

Second Degree Sexual Assault is non-consenting sexual contact with another person. This includes any forced or coerced contact with a person's genital area, inner thigh, buttocks, or the breast of a female.

Third Degree Sexual Assault is sexual penetration by a person 18 years or older of a person over 13 years of age, but under the age of consent, 16 years.

Roger Williams University’s definition of unwanted sexual activity: 

Unwanted sexual activity simply means any sexual activity in which any party involved does not give full and free consent. A verbal "NO," no matter how insecure or indecisive it may sound, constitutes a lack of consent.  Date Rape is unwanted sexual activity and is defined as follows: forced, manipulated or coerced intercourse by a friend or acquaintance.

How to learn more about sexual assault
In November, the PEERs dedicate a week to the issue of sexual assault, creating many programs to raise awareness of this issue.  Additionally, the university has a link on their website dealing with the issue of sexual assault. Included on this site is information regarding what to do if you are a victim (medical, emotional, and legal options).  There are also copies of the R.I. Statutes available in the following offices: Counseling, Health, Judicial Affairs, Public Safety, Student Life and the Women's Center.

How Do I Get Help?
If you or someone you know is dealing with the issue of sexual assault, professional help is available.  Remember to seek medical, emotional, and legal information regarding your options.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students coping with sexual assault.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

* Taken from the US Department of Justice website (http://www.usdoj.gov/ovw/sexassault.htm)  Other
information in this mental health tip is taken from the RWU website link on sexual assault

Sexual Assault and Date Rape

Some Facts and Statistics*
In a 1998 study by the U.S. Department of Justice and the Centers for Disease Control and Prevention, researchers found that one in six American women were victims of rape or attempted rape and one in thirty-three American men were victims of sexual assault.  College-aged students—and particularly college-aged women—are one of the most vulnerable age groups for sexual assault.  In the study cited above, 83% of the women who were victims of rape or attempted rape were under the age of twenty-five. 

Furthermore, studies indicate that the overwhelming majority of rapes and sexual assaults are committed by persons known to the victim.  According to the 2005 National Crime Victimization Survey, almost three-fourths of all sexual assaults were committed by someone known to the victim (friend, acquaintance, intimate or relative).  In a 1992 study by the National Victim Center entitled Rape in America:  A Report to the Nation, researchers found that 80% of women who are raped are victimized by someone they know.

These figures suggest that college-aged students—and particularly college-aged women—need to be acutely aware of the dangers of sexual assault.  Furthermore, they need to know that most rapes, attempted rapes, and incidents of sexual assault are not committed by some stranger hiding in the bushes or lurking in the parking lot.  Rather, they are committed by persons known to the victim.

How to learn more about sexual assault:
In November, the PEERs dedicate a week to the issue of sexual assault, creating many programs to raise awareness of this issue.  Additionally, the university has a link on their website dealing with the issue of sexual assault.  Included on this site is information regarding what to do if you are a victim (medical, emotional, and legal options).  There are also copies of the R.I. Statutes available in the following offices: Counseling, Health, Judicial Affairs, Public Safety, Student Life and the Women's Center.

How Do I Get Help?
If you or someone you know is coping with sexual assault, professional help is available. Remember to seek information regarding your options (medically, emotionally, and legally). The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students facing sexual assault.  Services are free and confidential. Call x3124 or drop by to make an appointment. 

*Information and statistics in this mental health tip have been taken from the following sources:  The website of The Rape Treatment Center at the UCLA Medical Center (http://www.911rape.org/); The Rape, Abuse and Incest National Network (http://www.rainn.org/); and the RWU website link on sexual assault

Predatory Drugs and Sexual Assault

There are many drugs that a person can take willingly or be given unknowingly that impair one’s ability for self care. When someone consumes such a drug, he/she is vulnerable to experience a sexual assault. It is a crime to give a person a drug with the intention to assault them or take advantage of them when they are in this vulnerable state. The following are considered predatory drugs or “date rape” drugs.

Alcohol
The majority of sexual assaults experienced by college students occur in situations involving the consumption of alcohol—by the perpetrator, the victim, or both.  Furthermore, alcoholic drinks are often the vehicles for other predatory drugs.  You should also know that having sex with someone who is drunk or passed out is non-consensual sex and may result in a sexual assault charge. 

Rohypnol (Roofies)
Rohypnol is an illegal drug in the United States. This drug is tasteless, odorless and can be easily dissolved in a carbonated beverage.  Drug effects are felt in 20-30 minutes. Effects include:

• impaired speech
• poor balance or difficulty walking
• feeling drowsy, dizzy, and/or disoriented
• 4-10 hours of memory loss, during which an assault often occurs
• Coma or death when mixed with alcohol

GHB (Gamma-hydroxybutyrate, liquid ecstasy, grievous bodily hard, or liquid G)

• Found in a clear liquid form
• Mirrors the effects of rohypnol within 15-20 minutes
• GHB is “home-made,” making the effects vary based on drug potency

Ketamine (Ketamine hydrochloride, Special K, Vitamin K, or Breakfast cereal)

• An anesthetic for animals, it works as a hallucinogenic in humans
• Comes in liquid or powder form
• Effects may include vomiting, numbness, loss of muscle control, paranoia, aggressive behavior, convulsions, oxygen deprivation, coma, and death

How to protect yourself:

• Watch your drink to prevent being slipped a predatory drug at parties
• Do not leave your drink unattended while you dance, talk with friends, or use the bathroom
• Only drink from unopened bottles or cans
• Avoid group drinks in punch bowls
• Attend parties with friends and help someone who looks drunk or ready to pass out to reach a safe place

If you know someone who may be slipping drugs to others, call Public Safety.

How Do I Get Help?
If you or someone you know is facing the issue of sexual assault, professional help is available.  It is important to know your medical, emotional, and legal options.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students coping with the issue of sexual assault. The services are free and confidential. Call x3124 or drop by to make an appointment. 

Material in this mental health tip adapted from the following sources:  The website of The Rape Treatment Center at the UCLA Medical Center (http://www.911rape.org/); Predatory Drugs pamphlet from the BACCHUS & Gamma Peer Education Network; and the RWU website link on sexual assault

Overcoming Procrastination

Procrastination is the avoidance of a task that we perceive to be painful, uncomfortable, burdensome or distasteful.  It is a means of coping with the anxiety and discomfort that we might feel were we to begin the task.  However, this “solution” is a temporary and, ultimately, ineffective.  When we procrastinate we cannot fully enjoy the moment because, on some level, we are aware of eventually having to return to the task that we “dread.”

There are many reasons why people procrastinate.  Some of these include the following: a fear of failure; perfectionism (“I can’t begin this task, for it needs to be perfect.  Given such a high ‘bar,’ I will never finish it!”); equating one’s self-worth with performance on a task; fear of evaluation of one’s work by authority figures (i.e., parents, professors, etc.); a belief that tasks should be accomplished easily and without effort.

Here are some tips to overcome procrastination:

• Abandon rationalizations for procrastination
  People often say, "I work best under pressure" or "I can't do work until the last minute anyway.”  Frequently, these statements are not accurate and the reality is that the person has not actually ever tried to do work before the last minute.  The point here is that, when you find yourself procrastinating, take a second to think about what rationalizations may be going through your head.
   
• The importance of the workspace
  Many students do their work in their dorm rooms, where distractions are rampant.  Think about all the things that could take you away from your work (i.e., internet, phone, cell phone, television, refrigerator, ipod, things going on in the hall, etc.). You are bound to be more efficient in a less distracting space.  While it may be true that some people actually do work better with lots of "stuff" going on in the background, most of us don't!  Also, some students do work in their rooms so as to not miss out on anything. But the truth is that if you get the work done more efficiently (perhaps in a less distracting space), you will have more time to play!
   
• Allowing productivity to be the motivator--not waiting until you “feel like” doing the task
  Psychologist David Burns, author of "The Feeling Good Handbook,” suggests that the main difference between procrastinators and non-procrastinators is that procrastinators wait until they "feel like” doing a task, while non-procrastinators just begin the task and let their productivity be the motivator.  Rarely does anyone just "feel like" starting a task in the first place!
   
• Dividing tasks into manageable parts
  This is very important!  A ten-page paper is a lot harder to write all at once than if split into manageable parts over the course of time.  Devise a very specific plan (i.e., to do one page per day for two weeks and to be completed in the library) and stick to it.  Check back with your schedule every day and enjoy the feeling of checking things off your list!
   
• The importance of being organized
  This is also crucial.  Know what you're going to write about before sitting at the down at the computer.  This mental preparation may alleviate some of your anxiety about beginning the task.  Composing an outline also may be helpful.
   
• Develop a work system
  Learn what works best for you and follow this “plan” every time you begin a task or project.  For instance, some persons find that writing an outline first—while taking more time initially—ultimately leads to more efficient work later on.  Some people find that starting their work first thing in the morning is a good “work habit” and becomes part of their system.  Whatever works best for you, repeat it every time, thus developing a system/routine.  In so doing, you won't have to continuously reinvent the wheel.
   
• Reward yourself for not procrastinating
  For every hour that you work on a task ahead of time, treat yourself to an hour of play or enjoyable activity.  Go out to dinner with friends, see a movie, play video games, go for a walk, hang out in the dorm with friends.  It's important to reinforce and reward your “non-procrastinating” behavior!

The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with procrastination and other issues related to motivation and achievement.  The services are free and confidential.  Call x 3124 or drop by to make an appointment.

*The primary source of the information in this mental health tip comes from the research and writing of Kate Charlebois, Psy.D.  Her doctoral dissertation is entitled “Doing Tomorrow What Could Be Done Today:  An Investigation of Academic Procrastination.”

Coping with Test Anxiety

Some anxiety before and during an exam can motivate students, providing extra adrenalin that sharpens awareness and enhances alertness.  However, research suggests that excessive test anxiety is associated with diminished academic performance and lower GPA*.  While most studies suggest that this inverse relationship between test anxiety and GPA is small, for many students test anxiety is a painful and agitated state from which they seek relief.  If test anxiety is impairing your academic performance and hindering your ability to focus during exams, you may need help in managing your anxiety. 

Signs and Symptoms:

Before the exam, signs and symptoms of test anxiety may include:

• Difficulty sleeping as exams approach (insomnia or you want to sleep all the time)
• Tearfulness during exam time
• Intense feelings of nervousness, fear or dread
• Loss or increase in appetite
• Inability to concentrate or a lack of interest in a subject

During the exam, signs and symptoms may include:

• Confusion, panic, fainting and/or nausea
• Mental blocks: an inability to remember the information already learned and known
• Yawning:  yawning is actually a sign of tension, indicating a lack of oxygen to the brain.  Persons often do not breathe deeply enough when anxious or stressed, leading to decreased oxygen supply to the brain

Coping Strategies:  Managing Thoughts and Feelings:

• Manage mental stress by controlling the way you think: seek to “stop” your mind from racing with worry and fear by using self talk and meditation
• Beware of “disasterizing” thinking (i.e., “If I don’t get an A on this exam…I may not get a 4.0…and I may not get into medical school…and then I may never be happy…)  This type of thinking can paralyze you with fear and place too much importance on one exam or project.
• Take stock of your beliefs about yourself and your academic ability.  Sometimes these beliefs are overly negative and can hinder success and limit confidence.  A mental health professional can be helpful in examining these “core beliefs” you hold about yourself.
• Draw on past experiences and times when you have succeeded on exams.  Use these successes as the foundation for positive thoughts about the upcoming exams.
• Manage physical stress by focusing attention on breathing in order to calm the physical sensations in your body

How Do I Get Help?
If your test anxiety has become problematic and overwhelming, you may benefit from professional help.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students experiencing test anxiety.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

*Chapell, M., Blanding, Z., Silverstein, M., Takahashi, M., Newman, B., Gubi, A. & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274; Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press (cited in Chapell et al., 2005, p. 268).

Seasonal Affective Disorder (SAD)

Seasonal Affective Disorder (SAD) is a form of depression that affects an estimated half a million Americans every year during the winter months.  SAD is more intense and prolonged than the usual “winter blues” or “cabin fever” sometimes experienced by persons who live in northern climes.  Doctors are uncertain as to the exact causes of SAD, although researchers suspect it may be related to one of three factors: (1) decreased sunlight which upsets the body’s natural, circadian rhythms; (2) decreased melatonin, a hormone that is produced in greater quantity during the winter and linked to depression; and (3) a decrease in levels of serotonin, a neurotransmitter that is triggered by sunlight.  If you experience significant changes in your mood during the winter season or experience any of the following signs or symptoms, you may be struggling with Seasonal Affective Disorder.

Possible Signs and Symptoms of Seasonal Affective Disorder:

• Feelings of guilt, misery, hopelessness and/or despair; suicidal thoughts
• Lethargy, fatigue and an inability to complete routine tasks
• Anxiety, tension and an inability to tolerate stress
• Loss of interest in activities that used to bring pleasure
• Loss of libido
• Sleep problems
• Increased appetite and cravings for carbohydrates
• Weight gain
• Irritability and social withdrawal
• Difficulty coping with stresses 

In some persons, the symptoms of SAD are relatively mild, a condition that is called “sub-syndromal SAD.”  These cases can usually be managed with simple interventions.

Treatment of mild symptoms:

• Keep drapes and blinds open in your home.
• Sit near a window during the day and gaze outside frequently.
• Turn on bright lights indoors.
• Don’t isolate yourself – try to stay involved in social activity.
• Stay active; exercise increases endorphins, which can elevate mood.
• Get outside as much as possible, especially in the early morning light.
• Try to take a vacation to a warmer, sunnier climate in the middle of winter.
• Eat a well-balanced diet, avoiding high carbohydrate foods that may cause weight gain.

Treatment for severe symptoms:
If your symptoms are either unresponsive to the above recommendations or particularly severe, it is important to contact your health care provider for evaluation to see if the following may be recommended for you:

• Psychotherapy
• Medication (antidepressants)
• Phototherapy with artificial light sources 

How Do I Get Help?
The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with SAD and other forms of depression.  The services are free and confidential.  Call x3124 or drop by to make an appointment.

Information in this mental health tip was adapted from the following websites, which have additional information on Seasonal Affective Disorder: MayoClinic.com & SADAssociation

Prescription Drug Abuse and College Students

While the rates of illicit drug and alcohol use among adolescents have shown slight overall declines in recent years, recreational prescription drug use has increased.  A 2006  nationwide study sponsored by the National Institute on Drug Abuse found that nearly 10% of 12th graders surveyed had used Vicodin for non-medical reasons at least once in the last year.  While the body of empirical literature on recreational prescription drug use is small, a recent study conducted at a large state university in New England found that 13% of respondents had used prescription drugs recreationally in the past year.  And of these 13%, 88% reported using alcohol at least five or more times in the last thirty days. 

Classes of Prescription Drugs Most Commonly Abused:

• Opioids / Pain killers  (OxyContin, Vicodin, Percodan, Percocet, and others) dangerous when mixed with alcohol, antihistamines, barbiturates, and benzodiazepines / potentially fatal respiratory depression / high potential for addiction / functions like heroin in the brain
   
• Central Nervous System Depressants / Tranquilizers / Sedatives / Benzodiazapines  (Valium, Librium, Xanax, Klonopin, Ativan, and others)  potential for addiction / withdrawal can be painful, long in duration and can produce seizures / dangerous when used with alcohol, pain medications and other medications
   
• Stimulants  (Ritalin, Concerta, Adderall, Dexedrine)  dangerous when mixed with antidepressants or decongestants (decongestants may raise blood pressure to dangerously high levels) / potential for addiction

Unfortunately, many of the dangers of recreational prescription drug use are ignored, as many persons equate “prescription” and “legal” with safe and harmless.  However, there are many dangers that accompany the recreational use of drugs intended for use only when prescribed by a physician.

Problems/Dangers Associated with Recreational Prescription Drug Use:

• Persons assume they are safe because they are “legal”
• Easily obtainable through friends or parents’ medicine cabinets
• Can have harmful and/or deadly side effects, especially when mixed with other substances, such as alcohol
• Some, such as the opioids (Vicodin, OxyContin, Percocet and others) have an extremely  high potential for addiction, as they affect the same parts of the brain as heroin

Seeking Help
If you or someone you know has questions or concerns regarding the abuse of prescription drugs, the Center for Counseling and Student Development can provide assistance.  The Center is located on the second floor of the Center for Student Development.  Services are free and confidential.  Call x3124 or drop by to make an appointment.

Information in this mental health tip adapted from the following sources: National Institute on Drug Abuse website, http://www.nida.nih.gov/index.html;  http://www.factsontap.org/factsontap/wrong_prescription/types.htm; http://www.ns.umich.edu/htdocs/releases/story.php?id=3065; http://www.prescription-drug-abuse.org/;

Healthy vs. Unhealthy Relationships

A relationship is a bond between two people and it can be viewed on a continuum from Healthy to Unhealthy. Healthy relationships serve the interests of both people, while unhealthy ones only serve the interests of one of the persons or are destructive for both persons.

Signs of Healthy Relationships:

• Moving step-by-step into intimacy. Revealing a little of yourself at a time, then checking to see how the other person responds to your sharing
• Deciding whether a potential relationship will be good for you
• Staying focused on the growth & well-being of both partners
• Being sexual when you want to be sexual and understanding the giving of pleasure as a two-way street
• Maintaining personal values despite the demands of your partner
• Noticing when someone else displays inappropriate boundaries or invades your boundaries
• Saying “NO” to food, gifts, touch and/or sex that you do not want
• Asking a person before touching them
• Respect for others – not taking advantage of someone’s generosity and vice versa
• Self-respect
• Trusting your own decisions
• Defining your truth as YOU see it
• Knowing who you are and what you want
• Recognizing that friends and partners are not mind-readers
• Clearly communicating your wants and needs (and recognizing that you may be disappointed at times)

Signs of Unhealthy Relationships:

• Telling “all” too quickly (i.e., talking at an intimate level on the first meeting)
• Placing unrealistic expectations on another person in a relationship and demanding that she/he will meet all of your emotional needs all of the time
• Letting others direct your life or define your reality
• Acting on one’s first sexual impulse
• Being sexual solely for the partner and not for oneself
• Failing to notice when someone displays inappropriate boundaries or invades your boundaries
• Accepting food, gifts, touching and/or sex that you don’t want
• Touching a person without asking
• Believing others can anticipate your needs and expecting others to fill your needs automatically
• Falling apart so someone will take care of you
• Self abuse/self-injury and food abuse
• Sexual and physical abuse

If you are concerned that you are in an unhealthy relationship, please feel free to come to the Center for Counseling and Student Development to talk with a professional.  Located on the second floor of the Center for Student Development, the Center provides counseling for students having difficulty in relationships.  The services are free and confidential.  Call x3124 or drop by to make an appointment.

Adapted from: http://projects.edtech.sandi.net/kearny/rviolence/Mini_Lesson--Definition.html, http://www.advocatesforyouth.org/

Relationships and Internet Communication

Today’s technology has created many ways to communicate with others.  One of the most popular ways on college campuses is AOL’s Instant Messenger (AIM).  A significant amount of students’ everyday conversations occur over the internet in this manner.  This emphasis on instant messaging has both positive and negative effects on the average college student’s social life.

Positive Aspects of AIM:

• Communicate with people worldwide and make connections with new people
• Reduce costs of communicating and increase efficiency in interactions
• Real-time communication
• Instantly determining another’s availability rather than calling and waiting for someone to return your call
• Talk to multiple people at the same time in a “chat room”
• Increase the ease of multi-tasking
• Video messaging or sending files so someone can actually see you or data instantly
• See how others are doing just by looking at their profile, etc.

Negative Aspects of AIM:

• Time spent on online communication replaces actual face-to-face encounters, which may result in one’s actual social life or social skills suffering
• Distracting one from tasks that need to be completed (i.e., Homework takes longer and is of a poorer quality because one is continuously “available” and/or engaged in internet communication)
• In the absence of non-verbal cues, miscommunications can occur, thus leading to hurt feelings and misunderstandings.  Conversely, in face-to-face conversations there is less chance of miscommunication
• Lack of security--others may read private conversations or someone may be secretly reading along
• Maintaining friends from home online rather than developing new relationships at school.
• Students only sharing how they feel online rather than talking to social supports face-to-face

Ultimately, students need to find their own balance between relating online versus face-to-face. When miscommunications do occur on AIM, find a resolution by clarifying your intentions, communicating honestly or inquiring about another person’s intentions.

If you are recognizing conflict in your style of communicating, feel free to come to the Center for Counseling and Student Development to talk with professional.  Located on the second floor of the Center for Student Development, the Center provides counseling for students having difficulty in their relationships.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

Grief and Loss

Loss can take on many different forms in our lives. We may grieve over a break-up, a geographical move, leaving college, or the death of a loved one. Grief is a process that is different for everyone and the length of the grieving process can vary from person to person.  Grief is often conceptualized in five stages, although not everyone will experience every stage and not necessarily within the order presented below.

Stage 1. Denial
This is when we deny that a loss even happened. This may occur through the use of fantasy (“I know this didn’t really happen”) or withdrawal from others in order to avoid facing the loss with others.

Stage 2. Bargaining
In this stage, one may try to bargain with a higher power, making promises in the hopes of “erasing” the loss.

Stage 3. Anger
One may become angry at him or herself, a higher power, others involved with the loss, or even with the person who may be gone.  This is an attempt to blame someone for what has happened.  Anger is a very common emotion following loss and it is important to acknowledge and experience the anger.

Stage 4. Despair
The pain of the loss is experienced deeply in this stage. One may have symptoms of depression. Often, people experience guilt, spiritual crisis, and even a loss of hope.

Stage 5. Acceptance
The person begins to accept the reality and finality of the loss. He or she “comes to terms” with the loss and integrates this reality into his or her life  While the pain and sadness of grief may still be experienced from time to time, there is less denial, bargaining, anger, and despair. 

During the grieving process, it may become extremely difficult to concentrate on day-to-day activities.  If you are grieving a loss, it is important to be patient with yourself and allow yourself to feel whatever it is you are experiencing.  Persons often report that sharing their grief with others (i.e., a family member, friend, or counselor) often helps to ease the suffering of grief.

How Do I Get Help?
If you or someone you know is coping with a loss, professional help is available. The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with grief and loss.  Services are free and confidential.  Call x3124 or drop by to make an appointment. 

Adapted from: Messina, J.J. (1992). Tools for Handling Loss. Kendall/Hunt Publishing Co.: Dubuque.

Long Distance Relationships

Making a relationship work can be difficult even when living in close proximity to your partner.  Building a healthy relationship while coping with the added pressure of being apart can be especially challenging.  It takes a special kind of trust, commitment, and communication between you and your partner to maintain a long-distance relationship in an open and honest way. 

Some tips for coping with the stressors of maintaining long distance relationships:

• As with all relationships, effective communication is central to maintaining a vibrant and healthy connection when nurturing a relationship over a great distance.  Try to be as open and honest as possible with your partner about your doubts and fears, as well as your hopes and excitement.  Taking the risk of sharing your true feelings when things aren’t going well can, paradoxically, frequently lead to greater closeness and depth in a long distance relationship.  Conversely, allowing difficult thoughts and  feelings to remain hidden and unspoken can gradually erode a relationship.
   
• Don’t make the mistake of believing that the more lonely and miserable you are without your partner, the more committed to the relationship you are.  Instead, try to put effort into enjoying your life while you are apart and nurturing other relationships with friends so that you aren’t overly dependent on your partner.
   
• If you argue when your time together is drawing to a close, don’t panic.  This may be an unconscious way of softening the blow of parting and coping with the pain of separation.

The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students who are having difficulty negotiating relationships.  The services are free and confidential.  Call x3124 or stop by to make an appointment.
    
Adapted from:  http://www.longdistancecouples.com/

Eating Disorders

What is an Eating Disorder?
An eating disorder emerges when there is a preoccupation with food, weight, and exercise and this preoccupation begins to interfere with daily functioning.  While it may appear that an eating disorder is only a problem with food, many health professionals believe that persons use this preoccupation with food and body image to avoid painful feelings or cope with difficult situations.  Some of the underlying causes of eating disorders include low self-esteem, difficulty coping with emotions, depression, trauma, genetics and cultural factors.  Approximately 60% of eating disorders begin with dieting and one in one hundred persons suffering from an eating disorder will die from the disease.

Primary Types of Eating Disorders

(1) Anorexia nervosa is characterized by

• Essentially starving oneself to achieve dangerously low body weight.
• Controlling food by either restricting or binge/purging to maintain abnormally low weight.
• Refusing to maintain a minimal normal body weight at or above 85 % of a normal weight for age and height. 
• Having intense fear of gaining weight or becoming fat, even if underweight.
• Having a disturbance in perception of body shape and weight. 
• Amenorrhea (the absence of at least three consecutive menstrual cycles without the aid of hormonal administration).

     Risks of anorexia nervosa include:

• Loss of 30% or more body weight
• Irregular or complete loss of menstrual period (impotence in males)
• Dry skin and brittle nails
• Hair loss
• Growth of fine body hair
• Premature bone loss with susceptibility to fractures and osteoporosis
• Possible kidney failure
• Sensitivity to cold
• Withdrawal and isolation
• Lowered pulse rate
• Constipation or intermittent diarrhea
• Mild anemia
• Reduced muscle mass
• Swelling of joints
• Severe starvation which can lead to irregular heart rhythms, heart failure and death

(2) Bulimia nervosa is characterized by

• Repeated episodes of binge eating (eating an abnormally large amount of food within a set period of time with no sense of control)
• After a binge, purging by behaviors such as the following: self-induced vomiting; use of laxatives, diuretics, other medications; fasting; and/or excessive exercise
• A disturbance in perception of body shape and weight 
• The binge-purge cycle occurs at least twice a week for three months

      Risks of bulimia nervosa include:

• Abdominal pain due to overeating
• Heart and kidney problems (including cardiac arrest)
• Excessive constipation or diarrhea
• Digestive problems
• Swollen salivary glands
• Tears in the esophagus
• Dental problems (gastric acids erode enamel)
• Feelings of depression, guilt and self-disgust
• Loneliness and isolation

(3) Binge Eating Disorder is characterized by:

• Eating much more rapidly than normal with a sense of lack of control over the eating. 
• Eating until feeling uncomfortably full
• Eating large amounts of food, independent of actual physical hunger levels
• Eating alone due to shame or embarrassment
• Feeling disgusted with oneself, depressed or guilty after binges
• There is NO inappropriate compensatory behavior for their binges. 
• The pattern persists at least two days a week for six months

Risks of binge eating include overweight and obesity and the associated physical and mental health complications.

How Do I Get Help?
If you are struggling with unhealthy eating or an eating disorder, there is help for you. The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students having difficulty with unhealthy eating and eating disorders. The services are free and confidential. Call x3124 or drop by to make an appointment.

Adapted from:  The South Shore Eating Disorders Collaborative (SSEDC) Providers Guide; http://ub-counseling.buffalo.edu/diethealth.shtml; http://www.dartmouth.edu/~chd/resources/eating/index.html.html; http://www.mirror-mirror.org/;  Tips for Friends, Families & Men by Margo Maine, Ph.D.; Eating Disorders Treatment Program Manual by Rogers Williams University; What Should I Do? Guidelines for friends, roommates, and families of people with eating disorders by Sheila M. Reindl & M. Susanne Repetto; Diagnostic and Statistical Manual of Mental Disorders, 4th edition, American Psychiatric Association; Eating Disorders, Department of Health and Human Services, U.S. Public Health Service

Binge Drinking and College Students

As spring break approaches, it is important to be mindful of the risks and dangers of binge drinking.  A recent report by The National Center on Addiction and Substance Abuse at Columbia University, entitled Wasting the Best and the Brightest: Substance Abuse at America’s Colleges and Universities (March, 2007), found the following:

Each month, 49.4 percent of all full-time college students ages 18-22 binge drink, abuse prescription drugs and/or abuse illegal drugs. 

And, between 1993 and 2005, the proportion of students who:

• binge drink frequently (three or more times in the past two weeks) is up 16 percent
• drink on 10 or more occasion in the past month is up 25 percent
• get drunk three or more times in the past month is up 26 percent

The report also related some alarming data on the consequences of alcohol abuse by college students:

• Student deaths from unintentional alcohol-related injuries rose by six percent from 1998 to 2001, to 1,717
• The proportion of students injured as a result of their own drinking went up 38 percent between 1993 and 2001
• The average number of alcohol-related arrests per campus increased 21 percent between 2001 and 2005
• In 2001, 97,000 students were victims of alcohol-related sexual assaults or date rape

Seeking Help
If you or someone you know has questions or concerns regarding alcohol use, the Center for Counseling and Student Development can provide assistance.  Located on the second floor of the Center for Student Development, the Center staff provides free and confidential mental health services.  Call x3124 or stop by to make an appointment.

Taken from: Wasting the Best and the Brightest: Substance Abuse at America’s Colleges and Universities, a report by The National Center on Addiction and Substance Abuse at Columbia University, (March, 2007).  http://www.casacolumbia.org/absolutenm/articlefiles/380-College%20II%20Final-R2.pdf

Helping a Friend with a Possible Eating Disorder: The Dos and Don’ts

Because many people with eating disorders are reluctant to get help, often eating disorders come to the attention of friends and family first.  The following are some suggestions for how you can help someone you suspect of having an eating disorder.

DOs:

• Do learn as much as you can about eating disorders, signs to recognize, and resources on campus.
• Do listen with understanding, respect and sensitivity.
• Do talk in a caring way about your specific concerns and let the person know you want to help.
• Do recommend an evaluation by the Counseling Center or Health Services.
• Do offer to go with your friend to an appointment.
• Do seek advice from the Counseling Center, your P.E.E.R., Health Advocate, or Health Services if you are concerned about the physical or emotional safety of your friend.
• Do check back with your friend.  Let him/her know you are available to talk.
• Do get support for yourself from one of the campus resources.
• Do talk about things other than food, weight, counting calories, and exercise. Try to discuss feelings and also share your own struggles.

DON’Ts:

• Don’t diagnose or try to solve the problem for your friend; just express your concern.
• Don’t try to be a hero or rescuer.  Eating disorders require professional help.
• Don’t assume you have all of the answers.  Ask your friend how you can be of help.
• Don’t gossip about your friend, reject or ignore them.
• Don’t focus on weight, calories, exercise or particular eating habits
• Don’t get involved in power struggles around eating or other symptoms.
• Don’t make comments about the person’s appearance; comments on weight loss can be taken as a compliment whereas comments on weight gain may be seen as criticism.
• Don’t be afraid to upset your friend; talk with them, knowing it is okay to admit your anger, frustration, and helplessness.
• Don’t blame them for doing something wrong or minimize their problem (i.e. “just sit down and eat like a normal person”). Remember that there are likely deeper emotional issues preventing someone from eating properly.

Ways one may unintentionally encourage disordered eating:

• Praising or glorifying another’s appearance based on body size or attractiveness.
• Complimenting someone when they lose weight or encouraging weight loss.
• Saying someone is “healthy” or “well” because she/he is thin.
• Talking negatively about our bodies.
• Discussing measurements, weight or clothing sizes.
• Thinking of food as “good” or “bad”.
• Making fun of another person’s eating habits or food choices.
• Criticizing our own eating.
• Considering a person’s weight important.
• Expecting perfection.
• Encouraging more exercise than is healthy.
• Assuming that a large person wants or needs to lose weight.

How Do I Get Help?
If you know someone struggling with unhealthy eating or an eating disorder, there is help to support you as you support your friend.  Remember it is ultimately up to the individual whether they want to seek treatment.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students having difficulty with unhealthy eating and eating disorders.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

Adapted from:  http://ub-counseling.buffalo.edu/diethealth.shtml; http://www.dartmouth.edu/~chd/resources/eating/index.html; http://www.mirror-mirror.org/;  Tips for Friends, Families & Men by Margo Maine, Ph.D.; Eating Disorders Treatment Program Manual by Rogers Williams University; What Should I Do? Guidelines for friends, roommates, and families of people with eating disorders by Sheila M. Reindl & M. Susanne Repetto; Diagnostic and Statistical Manual of Mental Disorders, 4th edition, American Psychiatric Association; Eating Disorders, Department of Health and Human Services, U.S. Public Health Service

Springtime Depression

Although many people become excited with “spring fever” during this time of year, others become more aware of feeling sad and/or depressed.  The pressure at this time of year starts to mount, which can become overwhelming if you do not have the energy or desire to meet the challenges ahead.  If you have not been feeling like yourself for a couple of weeks and you are losing interest in activities that were once enjoyable, then you may be depressed.  Read below to see if you have any of the signs and symptoms of depression.

Signs and Symptoms of Depression:

• Difficulty getting motivated
• Loss of interest in things that you previously enjoyed
• Avoidance of friends and/or everyday activities
• Difficulty concentrating or making decisions
• Loss of interest in eating or overeating
• Weight loss without dieting or gaining weight
• Difficulty getting to sleep, waking during the night, waking too early and struggling to get back to sleep or wanting to sleep all of the time
• Thoughts of hopelessness and feeling helpless about your future
• Pains in your body (i.e. headaches)
• Negative thoughts such as guilt, unworthiness, or like you are a bad person
• Thinking of or planning suicide

Stress can build and lead to feeling overwhelmed.  An inability to cope with these feelings can result in depression.  Although stressors may lead to depression, sometimes people become depressed for no obvious reason.  No matter how or why you became depressed, depression can dramatically affect your day-to-day functioning if left untreated. 

Thinking of Suicide?
If you or someone you know is thinking of or planning suicide, it is imperative that you seek help immediately.  If this occurs between Monday and Friday from 8:30 am to 4:30pm, call or come into the Counseling Center and ask to speak with the emergency counselor for the day.  If it is after these hours or on the weekend, find a PEER, RA, CORE, or call Public Safety immediately (x4357).  If you are with a friend who is having these thoughts, stay with them while you call for help.  Suicidal thoughts need to be taken very seriously. 

How Do I Get Help?
If you are having trouble managing your depression, professional help is available.  The Center for Counseling and Student Development is located on the second floor of the Center for Student Development.  Services are free and confidential.  Call x3124 or drop by to make an appointment. 

Adapted from :  http://student-services.massey.ac.nz/massey/students/student-services/health/resources/am-i-depressed.cfm; DSM-IV

Social Anxiety

What Is Social Anxiety?
Social anxiety is a phrase that is commonly used in society, but it is often misunderstood.  Many people feel socially awkward or shy in social situations from time to time. This does not mean that someone should necessarily be diagnosed with social phobia (also known as social anxiety). However, there are some instances in which the social anxiety becomes so overwhelming that it impedes day-to-day functioning and leads to avoidance of social situations.

Social Phobia includes the following criteria:

• An intense and persistent fear of one or more social or performance situations.
• The fear is about being judged by others or doing something humiliating.
• The fear must actually interfere with one’s life to the point where situations are avoided.
• The fear must be unrelated to other specific fears or problems.

Research indicates that social anxiety may be experienced physically, cognitively (thoughts) and behaviorally.

Physical feelings may include, but are not limited to:

• Racing heart
• Hyperventilation
• “Lumps” in the throat, difficulty swallowing/trembling voice
• Blushing/excessive sweating
• Poor concentration
• Numbness, tightness, or weakening of the muscles

Some thought-related signs of social anxiety may include:

• Interpreting a situation as threatening when most others do not
• Believing that someone does not like you if he/she does not smile at you
• Believing that something negative is bound to happen in the social situation

Behavioral correlates of social anxiety:

• Avoiding perceived anxiety-laden situations such as going to class or social gatherings
• Trying to arrive late to situations to minimize interactions
• Avoiding eye contact and speaking softly
• Consuming alcohol before social situations in an attempt to reduce fear of the situations

What Can I Do About It?
If you find yourself believing that you would rather stay home instead of joining friends and acquaintances—and this avoidance is based, in large part, on a fear of being judged or other fears--ask yourself some of the following questions before you stop yourself from joining others:

How do I know that what I fear will come true?

• How likely will my fear come true based on my past experiences?
• Have there been times when I was anxious about things that never happened?
• Are there facts present to help me deduct if my fear will come true?
• Are there other ways that I (or someone else) could/would interpret the situation?

Antony and Swinson (2000) provide a four-step process to study the “evidence” of anxious thinking:

1. Identify the anxious thought
   What is the particular fear?
    
2. Generate Alternative Beliefs
   Some examples of alternative beliefs are as follows: “No one will notice my difficulty concentrating. People will think that I have a lot on my mind. Everyone loses track of something in a conversation once in a while.”
3. Examine the Evidence
   What evidence do I have to support my anxious belief? (i.e., “I have been laughed at once before when I lost my concentration in high school.”)
   What evidence do I have to support my alternative belief ? (i.e., “Other people lose their concentration and no one makes fun of them. When people have noticed that I lost my concentration lately, no one has been unkind.”)
    
4. Choose a More Realistic Belief
   i.e., “Someone may notice my concentration difficulties, but will not likely treat me unkindly.”

How Do I Get Help?
If you or someone you know is struggling with symptoms of social anxiety, professional help is available.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students struggling with social anxiety.  Services are free and confidential.  Call x3124 or drop by to make an appointment.

Taken from: Antony, M.M. & Swinson, R.P. (2000). The Shyness & Social Anxiety Workbook: Proven Techniques for Overcoming Your Fears. New Harbinger Publications, Inc.: Oakland, CA.

Sleep and Your Health

Did you know that not getting enough sleep affects your mood, concentration, immune system, and weight?  College students often do not get enough sleep, despite the great academic and social demands placed upon them. Although you may need slightly more or less, it is generally recommended that you get at least 8 hours of sleep a night in order to remain fully alert the next day. 

If you are having trouble falling asleep, here are some tips to try and get you back on track:

• Go to bed when you are sleepy.
• If you cannot fall asleep right away or wake up soon after falling asleep, get up and do an activity that is relaxing to you.
• Develop sleep rituals before going to bed. Do the same things each night before bed so that your body becomes cued for bedtime. This may include having a cup of herbal tea, taking a shower, stretching, etc.
• Avoid thinking about your worries at bedtime.  Try to find time earlier in the day to deal with what is troubling you.  Do something relaxing to distract yourself at the end of the day.
• Do not do your homework/studying in bed.
• Avoid large meals soon before bed, but don’t go to bed hungry. Try eating a lighter snack, incorporating dairy foods, if possible.
• Reduce caffeine and nicotine.
• Exercise regularly.
• Don’t nap for more than 30 minutes or after 3pm.

Sleeping problems can sometimes may be indicative of a physical condition or emotional distress. The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, can be a place to discuss stressors in your life that may be affecting your sleep. The services are free and confidential.  Call x3124 or drop by to make an appointment. 

Adapted from: http://www.talkaboutsleep.com/sleep-disorders/archives/sleeptips.htm

Coping with Test Anxiety

As final exams approach, many students may begin to feel anxious about their performance on the upcoming tests.  Some anxiety before and during an exam can motivate students, providing extra adrenalin that sharpens awareness and enhances alertness.  However, research suggests that excessive test anxiety is associated with diminished academic performance and lower GPA*.  While most studies suggest that this inverse relationship between test anxiety and GPA is small, for many students test anxiety is a painful and agitated state from which they seek relief.  If test anxiety is impairing your academic performance and hindering your ability to focus during exams, you may need help in managing your anxiety. 

Signs and Symptoms

Before the exam, signs and symptoms of test anxiety may include:

• Difficulty sleeping as exams approach (insomnia or you want to sleep all the time)
• Tearfulness during exam time
• Intense feelings of nervousness, fear or dread
• Loss or increase in appetite
• Inability to concentrate or a lack of interest in a subject

During the exam, signs and symptoms may include:

• Confusion, panic, fainting and/or nausea
• Mental blocks: an inability to remember the information already learned and known
• Yawning:  yawning is actually a sign of tension, indicating a lack of oxygen to the brain.  Persons often do not breathe deeply enough when anxious or stressed, leading to decreased oxygen supply to the brain

Coping Strategies:  Managing Thoughts and Feelings:

• Manage mental stress by controlling the way you think: seek to “stop” your mind from racing with worry and fear by using self talk and meditation
• Beware of “disasterizing” thinking (i.e., “If I don’t get an A on this exam…I may not get a 4.0…and I may not get into medical school…and then I may never be happy…)  This type of thinking can paralyze you with fear and place too much importance on one exam or project.
• Take stock of your beliefs about yourself and your academic ability.  Sometimes these beliefs are overly negative and can hinder success and limit confidence.  A mental health professional can be helpful in examining these “core beliefs” you hold about yourself.
• Draw on past experiences and times when you have succeeded on exams.  Use these successes as the foundation for positive thoughts about the upcoming exams.
• Manage physical stress by focusing attention on breathing in order to calm the physical sensations in your body

How Do I Get Help?
If your test anxiety has become problematic and overwhelming, you may benefit from professional help.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students experiencing test anxiety.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

*Chapell, M., Blanding, Z., Silverstein, M., Takahashi, M., Newman, B., Gubi, A. & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274; Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press (cited in Chapell et al., 2005, p. 268).

Final Exams: Coping with Stress

People experience stress when the demands placed upon them—or which they take upon themselves--are too great.  Sometimes we may feel as if we can “do it all” if we only work harder and become more focused.  However, we all have limits on our capabilities.  Stress is especially high at this time of year as students rush to finish projects and cope with the pressure of knowing they will be evaluated on final exams.  If this stress goes unchecked, it can lead to a number of emotional, physical and behavioral symptoms.  Read below to see if you have any of the following symptoms indicating you may be overly stressed. 

Emotional signs of stress:

• Fatigue
• Anger 
• Quick changes in mood or irritability
• Aches and pains 
• Depression or crying spells
• Anxiety or panic attacks
• Sleep and appetite problems

Physical signs of stress:

• Ulcer, cramps, nausea, vomiting, diarrhea, constipation, colitis, or irritable bowel
• Malfunction of thyroid gland--profuse sweating, vertigo, or dry mouth/thirst
• High blood pressure, heart attack, increased heart rate, or stroke
• Itchy skin rashes or a decreased resistance to infections
• Shaking, trembling, shortness of breath, or poor coordination
• Headache
• Speech problems

Behavioral signs of stress:

• Increased substance abuse
• Aggressive behavior
• Social withdrawal
• Reckless behavior
• Hyper-alertness or being easily startled/jumpiness
• Diminished sexual interest and function. 

Many college students may recognize they are overstressed, yet struggle with what to do.  The following are ways to help prevent and cope with becoming overstressed.

Develop a balanced lifestyle and plan your work and sleep schedules.  Make time every day to prioritize your work.  Prioritizing can give you a sense of control over what you must do, and a sense that you can do it.  Make taking care of yourself a priority; schedule in rest and relaxation time. Too many students procrastinate and wait to do important class work until late at night, work through much of the night, and then start each new day exhausted. 

Experts recommend seven or eight hours of sleep a night for optimum functioning.

• Maintain extracurricular activities.  Find activities (i.e., sports, exercise, theater, student groups) that offer breaks from the overwhelming workload that frequently accompanies final exams. 
• Connect with someone.  Laughing and talking with friends helps during times of stress. It is easy to get caught up in problems, lose perspective, and believe that you are experiencing a catastrophe.  Talking with a trusted, empathic friend can help you gain new perspectives on your problems.  Your RAs or PEERs can also be helpful in this regard.
• Try relaxation methods.  Meditation, deep breathing, warm baths, long walks, and exercise are helpful in mitigating stress
• Take time for yourself each day. Make this sacred and protected time a space where you can reflect on your life.  Sometimes it is only when we step out of the demands, hustle and bustle of daily life that we can see where changes need to be made or how stressed out we really have become.

How Do I Get Help?
If the above techniques do not appear to be helping you with your stress, don't hesitate to seek help.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students feeling overstressed.  The services are free and confidential.  Call x3124 or drop by to make an appointment. 

Dealing with Change as a College Student

First, the counseling center staff would like to offer our CONGRATULATIONS to all graduating seniors.  As we think about this time of year, we realize that seniors are undergoing one of the biggest changes in their lives.  However, it is not just seniors experiencing change.  Students may be going home for the summer, starting a new job, beginning an internship, or even going abroad next semester.  Change is a constant and dealing with change can be difficult. 

All change, even positive change, can be stressful.  It is important that you take care of yourself during this time.  It is also important to stay connected with friends and family members.  You are not expected to make these changes by yourself; others are there to support you during transitions.  However, be aware that others may be busy making their own transitions. 

Below you will find some helpful information to keep in mind while starting something new or returning to something old:

• When returning home from college, a period of readjustment is natural and expected.  After a year away, whether it was your freshman year or senior year, you may have changed from the person your family and friends remember.  It is important to keep in mind that others need time to adjust to the person you have become.
• Looking for a job or internship is a challenge because it forces you to demonstrate who you are and what you know to the world.  It is also a challenge to maintain your self-esteem and confidence in the face of possible rejections.  Obstacles in finding work are NORMAL and, in fact, these obstacles can build resiliency and flexibility as people often realize they are surviving their worst fears. 
• Students may struggle with having less structure in their life or free time on their hands.  Some people may even struggle with depression or anxiety because their problems remained obscured in the busyness and hectic nature of academic life.  Once this “distraction” of busyness is absent, various emotions, thoughts and feeling states may emerge.
• Leaving new friends behind and discovering that old friends have moved on or changed can also make a transition difficult.  While this loss may be frustrating and painful, it also challenges one to take risks with new experiences.

During transitions it is helpful to:

1. Acknowledge your thoughts, feelings, and reactions to the change (i.e., “I am feeling really sad!”).
    
2. Reassure yourself that whatever you think or feel is OK--even if it feels negative to you.  Likewise, it is important to remember that there is a difference between thoughts, feelings and actions.  For example, just because you think you may fail at a new job and feel like you won’t succeed, you need not avoid beginning the new job.
    
3. Remember previous adjustments and the difficulties you initially experienced with them.
    
4. Ask yourself how you generally cope with stress?  What might you do to comfort and take care of yourself during transitions?

How Do I Get Help?
If you or someone you know is struggling to deal with change, there is help.  The Center for Counseling and Student Development, located on the second floor of the Center for Student Development, provides counseling for students having difficulty with transitions.  The services are free and confidential.  Call x3124 or stop by to make an appointment.  Also, if you are returning home for the summer, you may wish to seek out professional treatment in your area. 

Again, congratulations to the seniors and best wishes to the rest of the university community!  We hope you enjoy your summer and we look forward to seeing you in the new school year.