Prevention and Treatment of Anxiety, Depression, and Suicidal Thoughts and Behaviors Among College Students (2 credit hours)

Course Summary:  The college years represent a major life transition for young adults as they begin to navigate a larger world.  We know that many mental disorders often begin during adolescence and early adulthood and an increasing number of college students report mental health concerns.  This course explores common mental disorders among college students, including depression, anxiety, and suicidal thoughts and behaviors.  Evidence-based clinical interventions and treatments are highlighted along with strategies for working with diverse student populations.

This course is recommended for social workers and counselors and is appropriate for beginning and intermediate levels of practice.

“Book  Open the Course Reading Here.

Reading:  Prevention and Treatment of Anxiety, Depression, and Suicidal Thoughts and Behaviors Among College Students Chapters 1-3

Publisher:  SAMHSA

Course Objectives:  To enhance professional practice, values, skills and knowledge by examining the prevention and treatment of anxiety, depression, and suicidal thoughts and behaviors among college students.

Learning Objectives:  Describe common mental disorders among college students.  Identify evidence-based clinical interventions and treatments.  Identify strategies for working with diverse student populations.

Review our pre-reading study guide.

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1: While 50 percent of mental illnesses first occur by adolescence, another ________ percent emerge by the mid-20s, overlapping with typical college years.
 
 
 
 
2: Anxiety disorders differ from normal feelings of fear or anxiety, in being
 
 
 
 
3: Which of the following refers to thinking about or planning suicide?
 
 
 
 
4: In recent years, there has been a(n) ________ in reported symptoms of mental illness among college students.
 
 
5: _________ students typically exhibit more depressive symptoms and also report higher levels of stress.
 
 
6: Asian American students are __________ likely than their Black, Latino/a, or White counterparts to have previously sought mental health services.
 
 
7: Studies have shown that BIPOC students utilize mental health services ___________ frequently than White students and are more likely to have unmet mental health needs.
 
 
8: Research suggests that international students seek help for their mental health concerns at rates significantly _________ than their domestic student counterparts.
 
 
9: The prevalence rates of heavy alcohol use differ by race and ethnicity.  Prevalence was highest among
 
 
 
 
10: Approximately 75 percent of people with SMI, such as schizophrenia and bipolar disorder, experience symptoms by the age of __________.
 
 
 
 
11: More than one in __________ college women will experience at least one incident of sexual assault during their time at college.
 
 
 
 
12: In a 2019 survey, 87.3 percent of counseling center directors reported an _________ need for services compared to the previous year.
 
 
13: The use of embedded counselors increases access to mental health services by placing counselors in
 
 
 
 
14: Which of the following interventions are suicide prevention programs that train participants to recognize warning signs of suicide risk in individuals they interact with and to help them get access to trained mental health services they need in the moment of crisis?
 
 
 
 
 
15: Which component of Mindfulness-Based Stress Reduction includes mindful breathing and nonjudgmental awareness of present thoughts?
 
 
 
16: Which intervention aims to increase psychological flexibility?
 
 
 
 
 
17: Which intervention helps clients develop accurate assessments of circumstances and their feelings so they can develop realistic strategies to address them?
 
 
 
 
 
18: Which intervention has been primarily studied with BPD populations, for which it has been effective at reducing suicidal behaviors?
 
 
 
 
 
19: Discussing confidentiality, addressing students using preferred names and pronouns, and inquiring about micro aggressions are all strategies for working with
 
 
 
 
20: Educating students on services that are fully or partially covered by tuition and fees and offering extended, flexible and virtual hours for treatment when possible are strategies for working with
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2021 - 9/6/2024. Social workers completing this course receive 2 clinical continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City.  She currently practices in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.