Recognizing and Supporting Students with Mental Health Disorders: The REDFLAGS Model

Abstract

The increasing prevalence of Mental Health Disorders (MHDs) and campus violence tragedies has called attention to the issue of MHDs on college campuses. The current article provides an overview of the prevalence and severity of MHDs among college students. In addition, a review of the most common MHDs on college campuses is included. Students with MHDs are at increased risks for a variety of negative consequences. Students who received treatment for MHDs reported a more positive daily functioning and demonstrated significantly higher retention rates. However, a large proportion of the students who are living with MHDs do not receive treatment. Furthermore, college counselors typically only interact with a small proportion of the students who are living with MHDs. Faculty members have more frequent interactions with students and are a valuable resource for recognizing students who are living with MHDs. The REDFLAGS Model, an acronym that identifies eight behavioral indicators of MHDs in students is introduced. A description of how educators can use the REDFLAGS Model as a tool for recognizing signs of MHDs in their students is described. It is not recommended that educators provide treatment for MHDs to their students. Rather, educators can use The REDFLAGS Model to recognize signs of MHDs in students and support them by making referrals to the college counseling center or to other resources. A resource list of mental health support services that are available for college students is included. The resource list can be customized to include resources at specific universities in particular geographic areas.

Community College Students’ Awareness of Risk Factors for Mental Health Problems and Referrals to Facilitative and Debilitative Resources

“…Resource lists of support services for MHDs that are available to college students both on and off of campus are a cost effective method for distributing information to college students (Kalkbrenner, 2016). Resource lists can be customized to include MHD-related resources that are available to students both on and off of campus.…”

“…Metaphors and acronyms are creative strategies that are recommended for helping college students retain information (Bozik, 2002;Roubidoux, 2008). The REDFLAGS Model (see Figure 1) is an acronym of eight warning signs of MHDs that are specifically prevalent among college students (Kalkbrenner, 2016). The REDFLAGS Model and resource lists can be distributed electronically and posted in a variety of locations on campus including the student union, residence halls, campus websites, and on the last pages of course syllabi (Kalkbrenner, 2016).…”

“…College students have been found to be particularly vulnerable to depression, anxiety, and addictive disorders (American College Health Association, 2011;Kalkbrenner, 2016). College students who are living with depression, anxiety, addictive disorders, and other MHDs are at increased risks for experiencing a variety of personal and academic negative consequences (Kalkbrenner, 2016). In particular, college students who were living with MHDs had increased risks for lower academic retention rates, higher incidence of unwanted sexual behavior, difficulty concentrating, fatigue, social isolation, and suicide (Kalkbrenner, 2016;Mackenzie et al, 2011;Unick, Snowden, & Hastings, 2009).…”

“…The increasing prevalence of MHDs among college students who are attending 4-year universities has been widely established (Gallagher, 2012;Twenge et al, 2010;Zivin, Eisenberg, Gollust, & Golberstein, 2009). College students have been found to be particularly vulnerable to depression, anxiety, and addictive disorders (American College Health Association, 2011;Kalkbrenner, 2016). College students who are living with depression, anxiety, addictive disorders, and other MHDs are at increased risks for experiencing a variety of personal and academic negative consequences (Kalkbrenner, 2016).…”

“…College students who are living with depression, anxiety, addictive disorders, and other MHDs are at increased risks for experiencing a variety of personal and academic negative consequences (Kalkbrenner, 2016). In particular, college students who were living with MHDs had increased risks for lower academic retention rates, higher incidence of unwanted sexual behavior, difficulty concentrating, fatigue, social isolation, and suicide (Kalkbrenner, 2016;Mackenzie et al, 2011;Unick, Snowden, & Hastings, 2009). Few studies, however have investigated MHDs in community college settings (Dobmeier, Kalkbrenner, Hill, & Hernández, 2013;Katz & Davison, 2014).…”