The Illinois Campus Cares Technical Assistance Center's website is now available to support mental health services on Illinois community college and university campuses. The ICC TAC website will provide access to various mental health resources and trainings as well as updates on research and policies related to mental health issues in higher education institutions and their communities. Visit the site by clicking the links below. | |
ICC TAC Work Group & Committees | |
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Early in the process of creating the ICC TAC, the MHEAC TAC Work Group was founded. It consisted of a group of professionals from around the state and leaders from community college and university campuses who meet on a regular basis to provide input and feedback on the work of the ICC TAC.
The group is undergoing its annual analysis to make sure it provides diverse membership of higher education professionals from across the state. These members work at various levels to offer mental health services to students. The group includes representatives from community colleges, universities, and community organizations. In addition, committees will be forming to guide ICC TAC support for these MHEAC Act requirements:
- Standardized policies for medical/mental health leave, local mental health community partnership, and for developing the system to monitor and evaluate linkage agreements.
- Standards and best practices for institutional student advising, quality procedures/training for helping faculty/staff with student distress awareness and response; and the creation of a support system for reviewing mental health policies that create barriers or impact academic standing
- Training & professional development needs for FY25-FY26
More information about these opportunities will be shared in the very near future.
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August Learning Collaborative:
Grow your own peer mentoring/support program
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This learning collaborative took place on August 5, 2024. The learning objectives include (1) ability to explain the importance of having a peer mentoring/support program on their campus, (2) ability to identify at least three ways to measure success of a “Grow Your Own Peer Mentoring/Support Program”, (3) ability to explain at least three barriers to implementing their own peer mentoring/support program on their campus.
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Upcoming Learning Collaborative |
Safe, Fun Sober Events at Colleges: Can Prevention
Norming Campaigns be Effective?
ECHO Program
The ECHO program Safe, Fun Sober Events at Colleges: Can Prevention Norming Campaigns be Effective? will be presented by Dr. Stephanie Rose and Millie Goins from the University of Central Arkansas on November 13, 2024, from noon to 1:30 p.m. Their presentation will share their experiences developing campus prevention programs that heavily involve students in the planning, developing, and implementation process. They will explain sources of funding and current outcomes.
REGISTRATION DETAILS TO COME
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Stephanie Rose, DSW, LCSW, AADC, CS, DCC
Associate Professor & Addiction Studies Program Coordinator
University of Central Arkansas, DOYNE 207
Email: srose3@uca.edu
Phone: 501.852.0260
Dr. Rose is an Associate Professor in the Department of Health Sciences at the University of Central Arkansas and is the Program Director of the Addiction Studies Program. She has a doctorate of Social Work with an emphasis in addiction. She is a Licensed Certified Social Worker, Certified Advanced Alcohol and Drug Counselor, and a Drug and Alcohol Clinical Supervisor. She is a member of the Arkansas Collegiate Network and served on the National Association of Social Work Board in several positions, including President. Dr. Rose continues to practice as a mental health professional with a focus on co-occurring disorders. She teaches both undergraduate and graduate students in the field of addiction but most importantly is actively involved in developing young professionals (students) through the use of practicums, internships, statewide presentations, and events both on campus and off to build their professional skills.
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Millie Goins
Assistant Director
Student Wellness & Programs
University of Central Arkansas, HPER 124
Email: mgoins@uca.edu
Phone: 501.470.7587
Millie Goins is the Assistant Director of Student Wellness and programs and is passionate about wellness and student development. She has an extensive background in public health and nutrition across multiple industries and loves to translate knowledge into life application. She has multiple certifications and specializations, including wellness coaching, regenerative nutrition, and is an International Board-Certified Lactation Consultant. Millie embraces the dynamic fusion of wellness dimensions, and creates a campus culture that celebrates and supports students’ full potential. She is committed to making their college experience not just educational, but truly exhilarating and life-enriching. This is achieved by connecting and cultivating an environment that nurtures every aspect of wellness and empowers excellence in all areas of life.
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Coming Soon
- Assessment/Evaluation Learning Collaborative
- Screening Tools Learning Collaborative
- Regional Meeting – John Wood Community College
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SAMHSA Issue Brief: Expanding peer support and supporting the peer workforce in mental health | | |
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This issue brief covers the benefits of peer support and the inclusion of the peer workforce throughout the behavioral health continuum.
It highlights current standards and best practices for including peer support workers as an essential component of service delivery for mental and co-occurring disorders, like substance use disorder.
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Suicide Prevention Checklist | |
This worksheet is designed to help determine how to partner with organizations, work groups and individuals in your community to address the intersection of suicide, overdose and adverse childhood experiences (ACEs). This document discusses risk and protective factors, related data sources that may be relevant to your rural community, and other topics to consider in your current and future partnerships aimed toward prevention. While the checklist was designed to support rural health departments, it includes helpful information for all organizations engaged in suicide prevention initiatives. | |
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Mental Health America 2024 Report | | |
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MHA is the nation’s leading national nonprofit dedicated to the promotion of mental health, well-being, and illness prevention. The following report is a collection of data across all 50 states and the District of Columbia and seeks to answer the following:
- How many adults and youth have mental health issues?
- How many adults and youth have substance use issues?
- How many adults and youth have access to insurance?
- How many adults and youth have access to adequate insurance?
- How many adults and youth have access to mental health care?
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The Healthy Minds Study for 2023-2024 | |
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The Healthy Minds Study for the 2023-2024 school year is now available. According to Healthy Minds, “the Healthy Minds Study provides a detailed picture of mental health and related issues in college student populations."
Schools typically use their data for some combination of the following purposes:
- to identify needs and priorities;
- benchmark against peer institutions;
- evaluate programs and policies;
- plan for services and programs;
- and advocate for resources.
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The Healthy Minds Study is a web-based survey that includes a sample of currently enrolled students over the age of 18 and may include a random selection or an institution’s entire student population. Schools typically include both undergraduate and graduate students in the sample. Here is a link to all the Healthy Minds Study data reports available for free online as well as their Interactive Data Interface tool. | | |
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Anita Sego, PhD, MCHES (she/her)
Director
SIU School of Medicine
319 E Madison St., Ste 4M | Springfield, IL 62701
Email: asego99@siumed.edu
Phone: 217.545.7543
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Brittany Tolar, LCSW (she/her)
Deputy Director
University of Illinois
1040 W Harrison St. | ETMSW Rm 4406, MC 309 | Chicago, IL 60607
Email: btolar2@uic.edu
Phone: 312.355.4847
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FIGHTING COMPASSION FATIGUE AND BURNOUT
Compassion fatigue is a term used “to describe how educators internalize or absorb their students’ trauma to the point of emotional and even physical exhaustion,” according to the National Education Association. The impacts of compassion fatigue and vicarious trauma don’t stop at educators, but extend to any individual throughout the institution who provides support to the learners.
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