1. 4/12/2010
Common Concerns: Today’s College Campus | CLC
CENTRAL
LAKES
COLLEGE
ANXIETY DISORDERS, BORDERLINE PERSONALITY
& SCHIZOPHRENIA

2. 2
Anxiety Disorders
Mental Heath America, About.com
It is normal to feel stressed and anxious in college. Between exams, roommates, and social life, it is
hard to find time to relax. However, sometimes students experience more extreme forms of fear,
worrying, and even panic that may be signs of an anxiety disorder. Anxiety disorders are more common
than you probably think. According to the National Institute of Mental Health, more than 40 million
American adults (18% of the population) are affected by anxiety disorders each year.
 Seven percent of college students have an anxiety disorder. (NIMH, 2000)
 About one-third of college students (32 percent) report that stress impedes their academic
performance.
 Fifteen percent report that depression and anxiety are impediments to their academic performance.
(ACHA, 2004)
So how do you know when it’s more than just stress? People with anxiety disorders may experience a
variety of symptoms, including:
• Excessive (and often irrational) worry
• Tension and irritability
• Fear surrounding certain situations
• Physical symptoms, including headaches, digestive problems and muscle tension
• Difficulty concentrating or making decisions
• Increase in avoidant behaviors, like drinking or drug use, or social withdrawal
These disorders can arise suddenly, and the feelings of anxiety can happen over and over again. The
good news is that treatment is available. The earlier you get help, the sooner you can get some relief.
While there are a number of anxiety disorders, the more common disorders found on the Brainerd and
Staples campuses of Central Lakes College are described below.
Generalized Anxiety Disorder: is continual, extreme worry and tension. Usually this intense worry is
accompanied by other symptoms, like fatigue, headaches and muscle tension. Sometimes the source
of the worry is hard to identify specifically and instead takes the form of a constant feeling of dread.
Social Anxiety Disorder: People with social anxiety disorder (SAD) have an irrational fear of being
watched, judged or evaluated, or of embarrassing or humiliating themselves. The anxiety and
discomfort becomes so extreme that it interferes with daily functioning. SAD is one of the most
common mental disorders with up to 13% of the general population experiencing symptoms at some
point in their life. With proper treatment, symptoms can be managed and quality of life can greatly
improve.
Panic Disorder: often closely associated with Anxiety Disorders, is when someone experiences
repeated panic attacks. These attacks include feelings of terror combined with physical symptoms such
as a pounding heart, chest pain, sweating, trembling, and shortness of breath, numbness and fear of
dying. Panic attacks happen fast and appear out of the blue. There is usually no logical or visible cause
for these attacks, although they can have certain triggers.

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Symptoms of Generalized Anxiety Disorder include: Symptoms of Social Anxiety Disorder
include:
• Continued excessive (and often irrational) worry
• Extreme tension and irritability
• Fear surrounding certain situations
• Physical symptoms
headaches, digestive problems and muscle tension)
• Difficulty concentrating or making decisions
• Increase in avoidant behaviors, like drinking or drug use, or
social withdrawal
 Intense fear of social situations
 Fear of being judged
 Fear of embarrassment or humiliation
 Fear your symptoms will be noticed
 Fear and /or dread of events weeks in
advance
Physical symptoms may include:
 pounding heart
 chest pain
 sweating
 trembling
 shortness of breath
 Muscle tension
 Blushing
Causes of SAD
The disorder usually begins in the teenage years although it may start in childhood. It is believed that SAD is
the result of a combination of factors, both genetic and environmental. Several environmental factors may
increase your risk of developing SAD. These include but are not limited to:
 having an overly critical, controlling or protective parent
 being bullied or teased as a child
 family conflict or sexual abuse
 a shy, timid or withdrawn temperament as a child
Coping with SAD
In addition to receiving professional treatment, you can do a number of things to help cope with SAD:
 Practicing relaxation exercises
 Getting enough sleep
 Eating a well-balanced diet
It is important not to avoid the situations that make you anxious. Although in the short term, avoidance may
reduce your anxiety, in the long term it will make things worse. If you find yourself feeling anxious it may help to
remind yourself that you can get through the situation, that your anxiety is usually short-lived, and that your
worst fears are not likely to come true.

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October 29, 2008
Anxiety Disorders Among College Students
by C Bolden
College life is a stressful time for almost all students. Getting along with roommates, dealing with new social
pressures, being exposed to alcohol or drugs, managing finances, meeting academic demands - all while
being away from home for the first time and without familiar sources of support - can leave many students
feeling overwhelmed, confused and stressed out. While much of the stress and anxiety that college students
experience is normal and even healthy, some will experience chronic, relentless anxiety that may be a sign of
an anxiety disorder.
In fact, according to a new study from the ADAA, colleges and universities across the 50 states are seeing a
major increase in students requiring mental health services for anxiety disorders. Some students may have
experienced symptoms before college that became worse upon leaving home, while others may be
experiencing such symptoms for the first time (the college years are often when mental health problems such
as anxiety disorders manifest themselves).
Whatever the case, it is important for college students - and their parents - to understand the symptoms,
available treatment options and ways to find help for an anxiety disorder. Because of the unique changes and
challenges that college students experience, leaving an anxiety disorder untreated during this crucial time in
their lives can have serious consequences on their futures. This makes it of the utmost importance for students
with an anxiety disorder to be treated for their condition. Read on to learn more about recognizing - and finding
help for - an anxiety disorder in your college-aged child.
Anxiety disorders are a unique group of illnesses that fill people's lives with persistent, excessive and
unreasonable anxiety, worry and fear. They include generalized anxiety disorder (GAD), obsessive-compulsive
disorder (OCD), panic disorder, posttraumatic stress disorder (PTSD), social anxiety disorder (SAD) and
specific phobias. Although anxiety disorders are serious medical conditions, they are treatable.
Anxiety disorders are the most common mental health disorder in children, adolescents and adults. 40 million
American adults - over 18 percent of the population - suffer from an anxiety disorder each year. According to
the National Institute of Mental Health (NIMH), almost 75 percent of those with an anxiety disorder will
experience their first episode before they are 22 years old, making awareness of these disorders among
college-aged students and their parents essential.
For many of the individual anxiety disorders, the age of onset often falls during the college years. The median
age of onset for OCD is 19, agoraphobia is 20, and PTSD is 23 years of age. As mentioned above, students
are faced with emotional, physical, financial and other life changes during college. While the stress of these
events do not cause anxiety disorders, they can serve to make the symptoms of an anxiety disorder worse or
can trigger an anxiety disorder in someone who is pre-disposed.
In addition to these challenges, many aspects of a student's lifestyle changes once he or she is away from
home - which can also affect his or her mental health. Unhealthy and irregular eating and lack of adequate
sleep - along with increased use of caffeine - can exacerbate anxiety problems.
Alcohol and substance use - extremely common among college students - may trigger anxiety symptoms and
panic attacks, interfere with medication a student may be taking for anxiety or lead a student to alter the use of
his/her medication as he/she sees fit (i.e., "I want to drink tonight, so I'm not going to take my medication").
This can be a dangerous habit. Parents should help educate students about the effects their lifestyles can have
on their anxiety disorder, as well as the complex issues surrounding anxiety disorders and alcohol/substance
use.

5. Borderline Personality Disorder
Mental Health America
About.com
The symptoms of borderline personality disorder (BPD) can cause a person to have difficulty following through
with life plans and goals. A person with BPD may enroll in classes every fall full of good intentions, only to stop
going to class or doing the work well before the semester ends.
The BP student may be just as baffled as her friends and family by her lack of success in completing the
school term. "She is intelligent, capable, and was really looking forward to the start of classes." "She was doing
well in class and clearly understood the material."
While the Borderline Personality (BP) student may start off doing well, things may take a turn:
 They seem to suddenly lose interest.
 They become overwhelmed by the possibility that they would not be successful, and becomes paralyzed by
anxiety.
 They feel that teachers and classmates do not like them or want them in class, making it unbearable for
them to continue.
There are many possible causes for a person with borderline personality disorder to have difficulty succeeding
in educational pursuits; such as lack of a cohesive sense of self, impulsive self-destructive behaviors, intense
unstable relationships, and fears of abandonment -- are possible contributors, as well as symptoms of
depression and anxiety.
Whatever the cause, interest in studies can suddenly wane once the course work or instructors fail to
immediately gratify the BP student. Quitting, whether on purpose or by default, can seem like the only option.
After an unsuccessful term, a BP student may plan to jump into a rigorous class load, possibly registering for
as many classes as possible for the next term. The BP may hope to complete the coursework as quickly as
possible to catch up.
Planning for Success
 It is important to plan realistically. This focus on “hurrying up and finishing” can set anyone up for
failure. Creating a realistic plan can increase the possibility of success.
 Instead of taking as many classes as possible, register for one or possibly two classes that are not too
rigorous. Part time attendance still moves you towards your goal, and you can always increase your
load in later school terms.
 Focus on creating a supportive living environment that will help you be successful in classes.
 Keep everything in perspective. Decisions that you make to be successful one term can be
reevaluated each subsequent term. It is better to plan to take something slowly and in the safest and
most secure manner, rather than risking a repeat of not succeeding.

6. Symptoms of Borderline Personality Disorder include:
Intense/unstable interpersonal relationships
 Fearing abandonment
 “Dysfunctional” relationships (excessive/random fighting, neediness, love/hatred, etc)
Splitting (Emotional Instability)
 Frequent shifts in self-worth
 Experiencing intense negative feelings in reaction to day-to-day situations
 Feeling intense sadness, irritability, or anger that may last for hours
 Frequent and intense mood changes (for example, going from feeling okay to feeling totally
despairing in a matter of minutes or hours)
Impulsive self-damaging behavior
 Engaging in impulsive behaviors, such as going on spending sprees, having promiscuous sex,
driving recklessly, abusing drugs or alcohol, binge eating, or breaking the law
Chronic Feelings of Emptiness
 Often feeling empty
 Feeling no emotions or feeling as if there is nothing inside
Inappropriate Anger
 Feeling intense anger that is stronger than the situation warrants
 Having difficulty controlling anger (for example, often yelling at others, being sarcastic, breaking
things, or getting into physical fights)
Stress-induced Paranoia or Dissociation
Having some or all of the following experiences in response to stress:
 Feeling that others are picking on you or are trying to cause you harm
 Having a feeling that people or things are "unreal" or experiencing episodes of feeling "zoned out"
or "numb"
 Feeling emotionally dead inside

7. 7
An Example of BPD in College
From Erin Johnston, L.C.S.W, former About.com Guide
Updated: August 24, 2007
About.com Health's Disease and Condition content is reviewed by the Medical Review Board
The following is an example of how borderline personality disorder (BPD) symptoms can manifest, or appear,
in a college/school setting.
Martha
Having taken the last year off, Martha is planning on returning to college in the fall. Her break came as a result
of not participating in classes the previous term. Martha just seemed to quit in the middle of her last semester;
she stopped going to class, only turned in some of her assignments, and started partying. Threatened with
academic probation, she decided to sit out for a year and regroup.
This was not the first time that Martha had problems in college. In high school, she was always a capable and
focused student. When she started college, her future seemed planned and clear. Always one for a cause,
Martha initially planned to start and run a non-profit foundation for teenage girls. Once she started school,
however, her plans began to get a bit hazy. Martha began changing majors and plans.
When Martha took her break, she had already changed her major three times in two years and was thinking of
changing again. She had starting going out to bars until the wee hours of the morning, often drinking in her
dorm room before she went out. It was not uncommon for her to wake up not knowing where she was or who
she was with.
Through all of this, she still managed to participate in classes just enough to keep her head above water. But in
her last semester, she just stopped going or doing much of anything.
Martha’s last semester had started with a level of enthusiasm that rivaled her first entree to college. She was
finally able to register for a class taught by a noted professor at the university. She would pour all of her efforts
into assignments for the class and even stopped going out as much. She felt that she was really connecting
with her classmates as well.
Martha was devastated when her papers were not singled out as being exceptional. The professor did not
seem to see her as a superior student. To Martha, it seemed like the professor did not like her at all.
When Martha mentioned this to her fellow students, they would assure her that the professor was treating all of
the students the same. Their lack of validation was intensely frustrating and felt like an additional rejection.
Martha felt alone and angry when she thought of class.
She stopped going to this class. Perhaps she thought the lack of her valuable contributions would be missed.
Or, maybe she was angry and did not want to be where she was not wanted, or she wanted everyone to know
how hurt she was. Soon she stopped going to her other classes as well.

8. 8
Schizophrenia
Mental Health America
Schizophrenia is a serious disorder which affects how a person thinks, feels and acts. Someone with
schizophrenia may have difficulty distinguishing between what is real and what is imaginary; may be
unresponsive or withdrawn; and may have difficulty expressing normal emotions in social situations.
Contrary to public perception, schizophrenia is not split personality or multiple personality. The vast majority of
people with schizophrenia are not violent and do not pose a danger to others. Schizophrenia is not caused by
childhood experiences, poor parenting or lack of willpower, nor are the symptoms identical for each person.
What are the early warning signs of schizophrenia?
The signs of schizophrenia are different for everyone. Symptoms may develop slowly over months or years, or
may appear very abruptly. The disease may come and go in cycles of relapse and remission.
Behaviors that are early warning signs of schizophrenia include:
 Hearing or seeing something that isn’t there
 A constant feeling of being watched
 Peculiar or nonsensical way of speaking or
writing
 Strange body positioning
 Feeling indifferent to very important
situations
 Deterioration of academic or work
performance
 A change in personal hygiene and
appearance
 A change in personality
 Increasing withdrawal from social situations
 Irrational, angry or fearful response to loved
ones
 Inability to sleep or concentrate
 Inappropriate or bizarre behavior
 Extreme preoccupation with religion or the
occult
What are the different types of schizophrenia?
 Paranoid schizophrenia -- a person feels extremely suspicious, persecuted, or grandiose, or
experiences a combination of these emotions.
 Disorganized schizophrenia -- a person is often incoherent in speech and thought, but may not have
delusions.
 Catatonic schizophrenia -- a person is withdrawn, mute, negative and often assumes very unusual
body positions.
 Residual schizophrenia -- a person is no longer experiencing delusions or hallucinations, but has no
motivation or interest in life.
 Schizoaffective disorder--a person has symptoms of both schizophrenia and a major mood disorder
such as depression.

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Symptoms of Schizophrenia include:
Positive symptoms: Are disturbances that are “added”
to the person’s personality.
 Delusions -- false ideas--individuals may
believe that someone is spying on him or her, or
that they are someone famous.
 Hallucinations –seeing, feeling, tasting, hearing
or smelling something that doesn’t really exist.
The most common experience is hearing
imaginary voices that give commands or
comments to the individual.
 Disordered thinking and speech -- moving
from one topic to another, in a nonsensical
fashion. Individuals may make up their own
words or sounds.
Negative symptoms: Are capabilities that are “lost”
from the person’s personality.
 Social withdrawal
 Extreme apathy
 Lack of drive or initiative
 Emotional unresponsiveness
Referrals
Brainerd
Counseling Office: 218-855-8019
Sarah Rach-Sovich: 855-8013
Suzie Karsnia: 855-8015
Christina Kavanaugh: 855-8018
Mary Devahl / Tashana Husom: 855-8012
Staples
Counseling (Information Desk): 218-894-5100
Steve Jennissen: 894-5177
Website:
www.clcmn.edu/counseling

10. 10
Schizophrenia common among college students
By Lisa Hoffman
Daily Staff Reporter; On September 17th, 2001
Abilities like holding a conversation, blocking out distractions and showing emotion seem like trivial tasks, but
for people coping with schizophrenia, these everyday actions can be almost impossible.
Schizophrenia, a mental disorder that affects 6 percent of the population, occurs most frequently in people
ages 16 to 25 and is affected by stress.
"The research shows that stressful conditions don’t really play a part in the origins of the disease, but any
number of stressors can exacerbate the symptoms," said Counseling and Psychological Services interim
Director Todd Sevig."This typically starts during the college years, so a lot of times we’ll see students at early
stages of schizophrenia." Symptoms, including paranoia, impairment of mental functions, delusional thoughts
and a lack of enjoyment, are caused by a "split" in the brain between emotion and thinking.
"What is common and typical is to go through some symptoms, like delusion, hallucination and withdrawal,
which cuts off the usual support system, making it even harder to ask for help," Sevig said. Though research
has found no direct link between the origins of the disease and environmental conditions, factors including
stress and drug abuse can greatly worsen the symptoms.
"It’s not a death sentence, but it is the most serious mental disorder," said psychiatry Prof. Rajiv Tandon.
"Drugs don’t seem to cause schizophrenia, but they can adversely affect it," Tandon said. "Drug use can make
the disease manifest earlier. It makes it more difficult to treat and relapse more probable. In adolescents with
substance/alcohol abuse, early onset diagnosis can be impossible to differentiate."
The similarities between behaviors of drug abusers and schizophrenics are the reason people need to be
assessed by an expert in schizophrenia before diagnosis. Acute symptoms must be present for at least a
month, and behavioral symptoms, including poor self hygiene, isolation and unusual behavior must be present
for six months prior to diagnosis."Schizophrenia is an illness that really affects awareness, so what makes it
doubly hard to diagnose is people don’t realize something is wrong or don’t believe something is wrong," Sevig
said. "Our usual ways of support don’t always work."
In hopes of improving living conditions for those affected with schizophrenia, health professionals are using a
multi-dimensional approach to treatment, which includes support groups, medication, therapy and educational
presentations for the general public.
Student groups on campus, like the nonprofit organization Mentality, are also trying to create a more
understanding environment for peers with schizophrenia and other mental illnesses."Mental illness is so
pervasive on campus, but nobody talks about it," said Anita Bohn, a staff member of the Office of Community
Service Learning.
"The mission of Mentality is to erase the stigma around mental health issues and concentrate on awareness on
campus."Despite the severity of the disease,” Sevig stressed “that it is treatable.”"There are people all over the
country who are going to college. There are success stories," he said.
Printed from www.michigandaily.com on Mon, 22 Mar 2010

11. 11
The Anxious Student
Anxiety is a normal response to a perceived danger or threat to one's well-being. For some students, the cause
of their anxiety will be clear; but for others, it is difficult to pinpoint the source of stress. Regardless of the
cause, the resulting symptoms may include rapid heart palpitations; chest pain or discomfort; dizziness;
sweating; trembling or shaking; and cold, clammy hands. The student may also complain of difficulty
concentrating, obsessive thinking, feeling continually "on the edge," having difficulty making decisions, or being
too fearful/unable to take action. In more rare cases, a student may experience a panic attack in which the
physical symptoms occur so spontaneously and intensely that the student may fear s/he is dying. The following
guidelines remain appropriate in most cases:
Do:
 Encourage the student to discuss his/her feelings and thoughts, as this alone often relieves a great deal
of pressure
 Provide reassurance without being unrealistic
 Remain calm
 Be clear and directive
 Provide a safe and quiet environment until the symptoms subside
Don't:
 Minimize the perceived threat to which the student is reacting
 Take responsibility for the student's emotional state
 Overwhelm the student with information or ideas to "fix" his/her condition
Getting Help – Anxiety Disorders
Anxiety Disorders Association of America (ADAA)
www.adaa.org
Living with Anxiety
http://www.livingwithanxiety.com/
Freedom From Fear
www.freedomfromfear.org
Obsessive-Compulsive Foundation
www.ocfoundation.org
Substance Abuse and Mental Health Services Administration (SAMHSA)
http://mentalhealth.samhsa.gov/
National Institute of Mental Health (NIMH)
www.nimh.nih.gov

12. 12
The Student in Poor Contact with Reality
These students have difficulty distinguishing fantasy from reality, the dream from the waking state. Their
thinking is typically illogical, confused, or irrational; their emotional responses may be incongruent or
inappropriate; and their behavior may be bizarre or disturbing. They may experience hallucinations, often
auditory, and may report hearing voices. While this student may elicit alarm or fear from others, they are
generally not dangerous and are more frightened and overwhelmed by you than you are by them. If you cannot
make sense of their conversation, they may be in need of immediate assistance.
Do:
 Respond with warmth and kindness, as well as with firm reasoning.
 Remove extra stimulation from the environment (turn off the radio, step outside of a noisy room)
 Acknowledge your concerns and state that you can see they need help.
 Acknowledge their feelings or fears without supporting the misperceptions ( e.g. "I understand you think
someone is following you, but I don't see anyone and I believe you're safe.")
 Acknowledge your difficulty in understanding them and ask for clarification or restatement (e.g. "I’m not
sure I understand what you're trying to tell me, can you try to explain it more clearly?")
 Focus on the "here and now." Ask for specific information about the student's awareness of time,
place, and destination
 Speak to their healthy side, which they have. It's OK to laugh and joke when appropriate
Don't:
 Argue or try to convince them of the irrationality of their thinking as this commonly produces a stronger
defense of the false perceptions
 Play along with or encourage further discussion of the delusion processes (e.g. "Oh yes, I hear the
voices (or see the devil).")
 Demand, command, or order
 Expect customary emotional responses
Getting Help – Borderline Personality & Schizophrenia
Borderline Personality Disorder Resource Center
http://bpdresourcecenter.org/
BPD Central
http://www.bpdcentral.com/sitemap.shtml
Borderline Personality Disorder
http://www.psycom.net/depression.central.borderline.html
National Institute of Mental Health (NIMH)
www.nimh.nih.gov
Schizophrenia.com
http://www.schizophrenia.com/family.php
Mental Health America – Schizophrenia Resources
http://www.nmha.org/go/information/get-info/schizophrenia/schizophrenia-resources