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Fordham University: The Kim and Steve Bepler Chair in Chemistry - Fordham University · Institute for Basic Science(IBS): Associate Director Position o...
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scripts they can use to begin conversations. Such training, however, doesn’t mean that faculty or other department members become therapists. “There are professional limitations and personal boundaries that should not be crossed,” UMN’s Buhlmann emphasizes. He was a pilot trainee in a now-expanding effort at UMN to train mental health advocates within each academic unit. The advocates are taught a “4R” approach: recognize when people are in trouble, assume the role of listener, respond by giving them options, and direct them to appropriate resources. Additionally, Buhlmann brought in UMN mental health services staff to train graduate student teaching assistants to recognize the signs of stress and mental health problems in chemistry undergraduates and how to direct them to appropriate help. These skills could also transfer to interactions with peers. At Harvard, Lennox arranged for the school’s mental health services to conduct mental health awareness training this spring for the lab group administrators within her department. These administrators might be physically present in labs and see members in person more often than faculty do, Lennox says. Lennox is also working with mental health services to develop a mental health curriculum to add to the department’s routine training for students and postdocs. She’d like to include topics such as signs of mental distress, suicide risk awareness, and campus resources. As part of an overall campus approach, schools should also ensure that on-campus clinicians are trained in suicide prevention response and how to implement measures that can quickly ensure someone’s safety, Labouliere says. Those interventions include determining how to restrict access to whatever method someone has chosen to use to attempt suicide. One of the reasons someone is suicidal is an impaired ability to solve problems. Consequently, once someone has a suicide plan, he or she is unlikely to change it when faced with a barrier. Another intervention is safety planning, which involves talking through and writing down what actions to take when suicidal thoughts take over. “Suicidal thinking does not last forever,” Labouliere notes. In the moment, people might find their pain unbearable, but if they can get through that crisis, then they likely can engage in therapy, consider their options, and work to address whatever factors led to the situation. She adds that it’s important to tell people in crisis that effective, research-supported treatments are available. “A lot of folks that feel suicidal are so

hopeless and feel that their problems are so intractable that the message that there are treatments can be very powerful,” she says. If someone does die by suicide, it’s important for the department and school to step up actions to pay attention to their community. Cerel’s research suggests that after someone dies by suicide, as many as 30 people might have their lives majorly disrupted. “It’s not just a handful of close family members whose lives are changed,” she says. Also, “I think that suicides can really hit science departments hard because

they’re not used to talking about feelings,” she says. Since Buhlmann has started bringing up the topic of mental health in his department, “there’s been tremendously positive feedback from other faculty,” he says. “Anyone who’s been a chemistry professor long enough knows students in their group or department who have severely struggled,” he adds. “There are so many good people out there who want to help but don’t know how. When you start to talk about it, everyone engages.” ◾

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