Subscribe
Share
Share
Embed
Nervous about starting at Michigan State? Worried about your class schedule, living away from home, or where to even start? The Spartan Orientation Station (SOS) is a podcast hosted by New Student Orientation staff and was created by students for students. This podcast will launch twice a week throughout the summer, and each episode will feature a unique interview with campus departments discussing their services, common misconceptions, and fun Spartan engagement opportunities. When you need help at Michigan State, it is okay to signal SOS! Don’t worry – MSU is there for you.
You're listening to the Spartan Orientation Station on Impact eighty nine FM, Family and Supporter Friday edition. Now this month's episode.
Speaker 2:Hello, everyone. Welcome back to the Spartan Orientation Station. My name is Raven Bah and I'm the Family and Supporter Orientation Coordinator. I'm thrilled to begin our monthly Family Friday series where we highlight key conversations, support services, and experiences tailored for our incoming Spartan families and supporters. For this summer's edition of Family Fridays, I'll be joined by members of the new student orientations, family and supporter committee.
Speaker 2:I'll have them introduce themselves now. Please share your name, your role on the committee, your class year, and your major or program.
Speaker 3:Hi, everyone. My name is Samantha Valthista. I use sheher pronouns. My role on the family and supporter committee is the graduate intern for the summer. I'm entering my second year of my master's program, specifically in the Student Affairs Administration in the College of Education.
Speaker 4:Hi, I'm Pritesh Ravi. I'm an orientation intern for the Family and Supported Orientation Committee. I have just finished my second year of college as an undergrad. I'm majoring in mechanical engineering.
Speaker 5:And hi, I'm Caitlin. I am in my second year majoring in kinesiology and human biology. I'm also Orientation Intern on the Family and Support Committee orientation.
Speaker 2:Today's episode focuses on navigating the transition to college life, specifically the emotional adjustments, common challenges, and campus support systems available to students and their families and support. Our main guest is from CAPS, Counseling and Psychiatric Services. I will have her introduce herself now.
Speaker 6:Hi, everyone. I am Doctor. Olivia Scott. My pronouns are sheher, and I am a psychologist at MSU's Counseling and Psychiatric Services, or CAPS. I'm also the Assistant Director of Outreach and Community Engagement, which means I oversee the mental health programming that we provide to campus that is not considered formal treatment.
Speaker 6:Really great to be with you all today.
Speaker 2:Fantastic. Thank you so much, Olivia. All right. So, to start, can you briefly explain what CAPS is and what services it provides to students?
Speaker 6:Happy to. So, CAPS is one of the student facing departments within the larger Health and Well-being Division, and we provide mental health services to undergraduate and graduate students who are enrolled at Michigan State. This includes individual therapy, relationship counseling, group counseling, referral coordination, and psychiatry. We also try to make the campus a more informed and caring place when it comes to mental health.
Speaker 3:Okay, what are some common emotional or other transitions students experience when starting college?
Speaker 6:Yes, it's such a transitional time. So, there are lot of things that can come up, but when I am sitting in counseling sessions with my students, these are some of the common themes. So, one thing that comes up a lot is academic transitions. So, perhaps college is different than their prior schooling experiences because it's harder, because it's easier, because it's just set up differently. There's a lot of variability there.
Speaker 6:Sometimes there's talk of what a big place MSU is, and so how there are so many resources, so many offices, so many opportunities. It's hard to find one's place and kind of know what's out there to help you and support you. I think there's also a theme around adjusting to living more independently. Just this idea that you have a lot more say in what you do and where you do it and who you're doing it with. And so, I think that can be a big adjustment for students too.
Speaker 6:And maybe kind of related to that, there's such a pure social transition, I think, when college happens. Perhaps your student is coming to MSU with other folks from hometown or previous institution. Perhaps they're not. Perhaps they're starting fresh and don't know anyone here. Regardless of that position, I think there's just a lot of change that can happen because, again, of the pace of college life, the size of MSU.
Speaker 6:I hear from a lot of students that can feel really lonely being in a school this big sometimes. And I think there's a lot of pressure to make college the best four years of your life. And we don't talk enough about how sometimes it takes three years or five years or six years, or sometimes it's not so great because you have an off year or something. Yeah, a lot can happen, but I would say, those are kind of the main things like social, academic, navigating a big place, and living more independently.
Speaker 2:No, I strongly agree with, everything you just agree especially, I know in our Desire to Learn module that all of the incoming new students, so all incoming first years as well as transfer students take in our family and supporter resources section. We have a link to what is called the patterns of emotions and experiences for incoming students that outlines the periods commonly, so not all students, but commonly, experience. So a lot of the things, Olivia, you had just mentioned appear on that list, especially around like August and September. There's that newfound freedom, the newfound independence and trying to navigate that. October is a lot of the midterm stress and the busyness that comes in.
Speaker 2:February and March, especially in Michigan. So if you're not from Michigan and you're listening, even throughout early March and sometimes late March too, with sprinkles in May, it is cold and it is dark and it is snowy. So for a lot of students, you know, they, don't maybe feel as happy or they have a bit of the blues, as some would say, during that time when there's a lot less sunlight outside, and they're trying to adjust to the harsher winters and and things like that. So all I have to say is a whirlwind, especially throughout the transition of coming to campus and throughout the especially that first year at Michigan State of emotions that students feel and what that looks like. So strongly agree.
Speaker 2:And I know for family and supporters, without jumping into the next question, that's very similar feelings that they that you all would have as well.
Speaker 5:All right. So the next question is, what challenges do family often encounter during these transitions?
Speaker 6:Yeah, so these are some of my observations, again knowing that I'm usually working with students, so perhaps this is their perspective on their families and supporters. Although occasionally we get the parent or guardian calling CAPS, asking for some support and advice, which is totally you're welcome to do. But the two things that came to mind when thinking about this question are grappling with that increasing independence of your student. Sometimes, you know, I've heard parents and supporters wanting their student to be more independent or less. Those can go either way.
Speaker 6:You know, I think there's some that are like, I really wish you could kind of launch and do all of these things that maybe I did in school. And then there's kind of the converse where it's like, I really wish I was more in touch with my student. I'm feeling kind of distant from them because they're living away from home or seem really busy with college life. So I'd say that's something that's come up. And I think also managing the distance when things don't seem to be going as expected or that your student is struggling.
Speaker 6:That's a huge challenge to maybe not being as physically present or able to kind of check on your student more regularly like you would if they were in your own home. That can be really tough when you know your students having a hard time.
Speaker 2:No, absolutely. So especially as the family and supporter orientation coordinator, I work with a lot of families and supporters, over the multiple years now, who are coming in with their new students and trying to understand, especially if they're a first generation, so they themselves don't have a college degree, or any experience with colleges, to understand what's this all about. So very much to your points, Olivia, about how big the campus can be, managing a distance. So we have a large contingency of students who are out of state and even international students as well. So that can be really hard.
Speaker 2:But even if, you know, you only live an hour or so away from your student, that distance can be hard as well. So I know I was alluding to it in my other response about the students too, but family supporters feel a lot of that same struggle of stress, trying to learn that new dynamic, trying to understand resources, especially for their first year students. If you think about from the parent lens, you'll hear the term, I'm sure a lot of your families listening have heard it before, but the empty nesters. Right? So you may have had a student who you, your child, for example, could be, that you've worked with or, you've been taking care of for so long, for all of K through 12 and whatnot.
Speaker 2:But now there's this new dynamic, and now they might be going off somewhere or they're not going to be there, right? As Olivia, as you had noted, right? They're not going to be right beside you. So when you ask them a question or you're trying to figure out something, they're not there. And that can be a challenge to try to navigate and understand, which is why I always suggest, you know, setting expectations early as one of those key pieces of the transition because it's so important to be on the same page there.
Speaker 2:But even beyond, you know, the parent lens, the empty nest lens, also for our transfer students and even students who are still living in the same area or in the same household, responsibilities still look different. A lot of the time commitments look different. So even then, if the distance isn't completely changed or in a different place, so they're not living on campus, a lot of those transitional feelings and emotions, which are very valid and very understandable during a difficult right? Any transition is difficult and new and can be. So it's very, very important to understand that which might be going through even as a transfer family or a partner or anyone in a student support system.
Speaker 2:It could look very different. So those were some of the key points I definitely wanted underscore. And then the final one just being that uncertainty sometimes that you can feel because you're not, especially as a family and supporter, going through that experience, but you want the best for your student and the person you care for and you just don't know yet. Right? Like, what's that going to look like?
Speaker 2:And even if you've been in college before, this experience is going to be different from your college experience. And understanding that can be a lot to wrestle with. So, lot of emotions and things like that for family supporters on that end also going through.
Speaker 6:I'm so glad you mentioned some of those pieces, Raven, because I just wanted to add. I think it's hard for families and supporters when you feel like you don't know how to help. Like something's up, but maybe I experienced college differently, or maybe I don't have a college experience, so I don't know what to say in this moment, or how to be there. And yeah, that can be a really challenging thing.
Speaker 4:Building off of what was just said, our next question is, how can families and supporters recognize early signs that their student might be struggling and what steps should they take?
Speaker 6:It's a great question. This can obviously vary in terms of how much contact with your student, if your student is still living at home with you, or your proximity to them. But this is kind of something I share across campus with folks just to kind of help people look out for one another, you know, and be aware of some of the signs that folks might be struggling. So, one of the big things is any drastic changes in mood and behavior. You know, some change is there's some change that makes sense.
Speaker 6:You know what I But if you see anything that's really drastic and concerning, that's something to keep an eye on. It could be normally you talk once a week, and that's consistent, and your student's really lively, but all of a sudden they are canceling a lot, you don't hear from them for a couple of months, and when you do talk to them, things are really low and not a lot of verbal responses. That would be a change, a pretty significant change from what you are used to. Maybe that could be an indicator. Similarly, like social isolation, you know, if you hear that your student's withdrawing maybe from you, from their peer group, friends haven't heard from them in a while.
Speaker 6:And then another indicator, I think this is the one that most people look out for, so that's why I'm putting it last, because I don't necessarily think it's the only indicator, but a decline in academic performance. So, if you notice that the student's not attending class, or their grades are suffering, that could be something. But I'll just say I know a lot of students who do really well in school, but they're not doing well, like mentally. So I think with any of these signs, don't take them into account. Like they don't happen in a vacuum, maybe is what I'm trying to say.
Speaker 6:So, it's important to kind of look at the whole picture, but these are some things to look out for.
Speaker 3:Thank you for sharing those tips and signs. How does CAP support students during these transitions, and how can family and supporters encourage your students to seek help?
Speaker 6:Yes, I love this question, because I get to talk about all the work CAPS does and how it can be helpful. And I think every year I encounter students who are like, Oh, I didn't know you existed. So, the more we get the word out, the better. So CAPS has a range of offerings to support students through these transitions, including one on one therapy and group therapy. But folks who are maybe not sure about an ongoing counseling or treatment relationship, Maybe they just need a one time support meeting, or they just want to know their options before really committing to that.
Speaker 6:We also have an embedded consultation service for situations like that. So CAPS counselors actually go to 20 different locations on campus every year during fall and spring semester. And this is an opportunity for students to just stop by to learn about resources or get one time support. So as an example, this year I set up in the Engineering Building on Tuesday afternoons. Again, students can kind of come by in between class and, you know, share if they're struggling about a one time issue or get connected to ongoing resources.
Speaker 6:So, it's a way to just try and make things more convenient and make CAPS feel less of like this elusive, you know, group that's sort of off in one area on campus. So, we really try to be visible in that way. Some great things to, as families and supporters, to keep in mind when you're encouraging students to seek help. I've got a few here for you. One is that our counseling services are free.
Speaker 6:Let me say that again. Our counseling services are free. So, students can access us and get mental health support at no charge. It's included in their tuition. Our services are also confidential and separate from their academic record.
Speaker 6:This is a big thing, I think, for a lot of students, just knowing that what they're sharing in a mental health treatment relationship will not be shared with anyone unless they give written permission. So, again, with students who are 18 years and older, this is kind of where this applies. Those of you who have maybe younger students who are joining there, there still can be a level of strong confidentiality here. We kind of talk about this with them. But again, on the whole, these are confidential services, and so sometimes that helps students feel more comfortable reaching out, knowing that their professors won't hear or that not just anybody can call and ask about their counseling experience.
Speaker 6:We also offer in person and virtual appointments. So that's something to tell your students. We try to make it convenient and match their preference. So if your student goes home for the summer in between sessions and they're still in the state of Michigan, they can still do virtual counseling with us. And so a lot of people aren't aware of that offering.
Speaker 6:And then if for some reason the issue a student is coming in with is best served by another service, office, or off campus provider, we will help that student get connected. I think it's important for people to know that if you do get in touch with us, if you don't actually end up getting served by us on an ongoing basis, we're not just going to abandon you. We're going to make sure you get connected to the thing supports you and that helps you. We do have referral coordinators who are really great at that and are great at finding resources in a student's home, state, or country. I would say those are the big things to remember.
Speaker 5:Alright, so following that, in what ways do campus community resources and peer support complement the services offered by CAPS and possibly the Spartan Resilience Center?
Speaker 6:Yeah, so we at CAPS are not under the illusion that we're the keepers of mental health on campus, okay? Because I think it takes all of us. These other resources and offices and even our peer support options on campus, all those help contribute to student well-being. And I'm thinking of ways that they support belonging, physical wellness, academic wellness. All these contribute to the holistic thriving of students and has then an impact on mental health.
Speaker 6:Furthermore, some students may be opposed to therapy or uncomfortable with it at first for a variety of reasons, and so sometimes peer support can help bridge that gap. Right now, MSU is contracted with a free virtual peer support community. It's called Together All, And CAPS is hoping to expand in person peer support on campus next year, too. So, we're hoping to have a program where students can support student mental health and one on one sorts of conversations. So, I think that's an exciting thing that we're hoping to do, because we know that sometimes, students don't need a therapist.
Speaker 6:They need a really positive peer presence or a supportive ear in that regard.
Speaker 2:I also want to jump in too with a few, on the family and supporter side because we also, again, you know, we're all Spartan family here and we're all part of the Spartan community. So, one of the resources I want to plug for families and supporters, if you all have not seen already or read about it, Spartan Family Connections is our family engagement office on campus, and it supports the biological and chosen families of Spartan students and is a key resource for questions, community, and assistance. So, they are one of the best places to connect with other families and supporters. Olivia talked about from the student lens how key peers are from the family and supporter lens. We know that you all want to talk to other families who have, you know, have four times Spartans and are just gone through the process or other families who themselves too are first generation or whatnot.
Speaker 2:So that is one of the key places you would actually contact. And again, we plug a lot of their information, as well as their Spartan family Facebook page and group where you can get connected with other families and supporters. And another key part of that too, is that you can really just drop in to that Facebook group and ask questions to get feedback and hear about experiences. And that can be really helpful for you to understand your transition as your student is going through something or things. So that is not to say, you know, put all your students' information out there.
Speaker 2:That's not what I'm saying. But you can still, especially from your angle, whatever your role is in your student's life, to understand, you know, oh, I'm trying to, you know, help my student with this or trying to guide them through maybe an issue I'm having or I am trying to work on, you know, stepping back and just listening. How have you all done this? Because I've never encountered that. And that can be a really good space to hear from your other peers in that regard.
Speaker 2:And then, of course, like I said, Spartan Family Connections is that key family engagement piece. And they have community, especially like one of their events they have is family weekend, where you can even if you need more community support, just to even beyond, you know, having maybe a problem you're trying to navigate or things like that, but just building that community, which can really go a long way to help you as well as your Spartan. They're one of those key places for that. So I really wanted to make sure to plug them. And then another space that I wanted to plug, which I know was mentioned in the question as well, but the Spartan Resilience Center is open and has some courses and learning opportunities open to staff, faculty, leaders, alumni, retirees, and family members.
Speaker 2:And I know before in the past, the Spartan Resilience Center, has partnered with Spartan Family Connections, for some family sessions. So they are another place to really look out for helpful resources that help you as you're transitioning and looking for ways to build resilience. So that's one of the key resources I definitely wanted to plug to have for all families and supporters to consider.
Speaker 4:So moving on to the last plan question of the day. What one piece of advice would you give to families and supporters to help them effectively support their student during this transition?
Speaker 6:It's a great one. You really had me thinking with this one, y'all. I guess where I landed is try your best not to make assumptions. Instead, be curious and keep communication lines open. I got a couple examples here.
Speaker 6:But again, sometimes students are doing really well in school, like academically, but are struggling in some other domain or are afraid to seek help. And sometimes the resource or person that you think is best suited to support your student may not be what the student prefers or needs. Right? And so, I think we all have assumptions based on our own histories and our own caring approach. But the more that we can be curious about a student's experience and keep those communication lines open, I think the more that we can support them effectively.
Speaker 2:No, that's very helpful and very similar to what I would also give to families and supporters, given the experiences and, things that I've learned, working in family engagement, as well, is understanding your student is learning how to be, independent, to use their agency, but also they're maintaining interdependence with you, with their peers, with resources on campus. So, it's really important to just listen because sometimes too, your student just wants to be heard. They just want to talk about something or share something they're going through. And don't just jump in to fix the issue or as Olivia was saying, right, prescribe how you would fix the issue and where you would go and this needs to be done right now. Understand like this is your students' experience.
Speaker 2:And like, yes, there might be resources you might direct them towards, but ultimately they're going to make those decisions of what's going to work best for them. And a lot of times too, that might not be what they're requesting from you because again, they might just want to be heard and they might just want to talk about the experiences that they're having. So that's my key piece of advice. And then I think that can really go throughout some of the ways you even engage with your student. Like I know we've talked about check ins and those expectations, but being very gentle in those check ins, what you do.
Speaker 2:And again, listen, but don't try to fix anything or just jump in to take control of that situation, which is hard and it's a lot to learn, especially at the beginning for everyone, right? Your student and yourselves as family and supporters included. But that's really key for students to build up that agency and learn going forward the independence that they're dealing with. Thank you for joining us today, and we can't wait for you to join us in our next Family Fridays episode on supporting your students' success. In the meantime, please check out our student episodes and keep a lookout at our new student orientation communications.
Speaker 2:Go Green!
Speaker 7:Thank you for listening to this episode of the Spartan orientation station on impact eighty nine FM. Let us know what you think by connecting with us on Facebook, Twitter, or Instagram at MSU underscore NSO.