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Counseling Services can provide workshops to train faculty and staff in identifying, intervening and referring students who appear to be in distress for any number of reasons. These workshops can be made available to any department which requests them. We will be willing to arrange the workshop during a regular departmental meeting time, if given enough advance notice. Presentations can be between 15 minutes to discussions that last about one hour. Referring a Student to COUNSELING SERVICES When To Make a Referral
The simplest way is to offer the student information and recommend whatever services you or they think may be appropriate.
If You or the Student Consider the Situation a Crisis or Emergency:
After the Referral:
The student may feel rejected or abandoned by you. (The way you make the referral - i.e., in a caring, compassionate way - can help defuse this possibility). The student may have stated that she or he only wants to talk to you and no one else. (Emphasize why Counseling Services staff may be better trained to handle their concerns, and why it would be in her/his best interests to get help from the most qualified source AND information shared is strictly confidential). The student may be afraid or reluctant to go to Counseling Services. (Remind the student that both undergrad and graduate SU students use Counseling Services representing all ages and majors. Offer to help the student make the initial contact. If you are willing to do so, offer to accompany him/her on the initial visit to Counseling Services, which is located in the Wellness Center in Racey Hall). The student may agree with the idea of going to Counseling Services, but then fail to follow through. (Offering to call Counseling Services while the student is still in your office may help. It is important to follow-up and ask the student how it went - without prying for details). You may not know enough about various referral resources to be able to give the student a recommendation. (This is a good reason to familiarize yourself with available student support services before a need arises). You may limit your recommendations to referrals that you would use, rather than inform the student about all of her/his options. (e.g., even if you have never benefitted from counseling yourself, try to be open to the possibility that counseling may be helpful to this student). You may not believe that anyone else can help the student but you. (This is often a warning sign of a unhealthy dynamic that may be going on. In this case, it may be especially important to get another person or office involved). When in Doubt, Consult If you are concerned about a student, but unsure of an appropriate course of action, Counseling Services staff is happy to consult with you (phone: 540-665-4530; email: nschulte@su.edu). Confidentiality Except for certain rare legal situations (e.g., threat of harm to self or others), all information about student clients, including the fact that a student made an appointment at Counseling Services, is confidential and cannot be released to anyone else without the student's permission. If the student gives us authorization to release information, we are happy to do so. Calling ahead, BEFORE the student comes to Counseling Services, to tell us that you would like to know if the student made and kept an appointment alerts our staff to seek permission from the student when we see her or him. Suggestions for What to Say Although it is best to use your own wording and style, it is often helpful to say things like: "It may help to talk with a mental health professional at Counseling Services about the things that are bothering you. Did you know that counseling is confidential?" "I'm worried about you because you seem so distressed. I'd like to call Counseling Services to make an emergency appointment for you to be seen as soon as possible, okay?"
Please click here to view Guidelines for Faculty and Staff in Responding to Students in Distress: Guidelines for Faculty and Staff in Responding to Students in Distress YOUR ROLE As a faculty or staff member, you are in an excellent position to recognize behavioral changes that characterize the emotionally troubled student. A student’s behavior, especially if it is inconsistent with your previous observations, could well constitute a “cry for help.” Your ability to recognize the signs of emotional distress and courage to acknowledge your concerns to the student are often noted by students as the most significant factor in their successful problem resolution. You can have a profound effect by openly acknowledging your awareness of their distress, expressing your concern, and willingness to help them explore alternatives. Whenever possible, speak directly and honestly to a student when you sense academic and/or personal distress. • See the student in private--this may help minimize embarrassment and defensiveness • Acknowledge your observations and perceptions of their situation and express your concerns • Listen carefully to the student’s issue and try to view his or her perspective without necessarily agreeing or disagreeing and also explore alternatives • Attempt to identify the student’s concern as well as your own concerns or uneasiness • Strange and inappropriate behavior should not be ignored--Comment directly on what you have observed • Involve yourself only as far as you want… In an attempt to help a troubled student, you may become more involved than time or skill permits, so a referral to Counseling Services is appropriate. Call 540-665-4530 from your office to have the student connect to us or walk the student over to the Wilkins Wellness Center. The university counselor, Nancy Schulte, can also come to your office to meet the student. Please note that Counseling Services provides free and confidential services to all. Signs Of Distress • Inability to Concentrate • Confusion • Persistent Worrying • Social Isolation • Increased Irritability • Missed Class/Assignments • Procrastination • Restlessness • Disheveled Appearance • Mood Swings • Indecisiveness • Depression or Anxiety
Cross Cultural Communication SU is such a richly diverse community that each day most of us work with a student who comes from a background and culture quite different from our own. In this sense many of our interactions and much of our communication is cross-cultural. Communicating across differences can be a key factor in a staff or faculty member’s ability to teach, support and guide students. DO • Respect cultural differences – whenever possible, ask and listen for the student’s cultural framework and perspectives, and take time to learn more about specific cultures • Be thoughtful about how your style of communication might be interpreted by a student from another culture • Consider how a history of racism, oppression, discrimination and stereotyping could affect how a student perceives SU and your attempts to help them • Validate and acknowledge the student’s plight and pain – this need, while important for all students, is often accentuated in students who see themselves as culturally different • Offer to help in specific ways – consider a direct and personal intervention in the case of system difficulties. For example, make a phone call to help a student connect with another department or faculty member. Consider going with a student to introduce them to another department, office or faculty member • Explore with a student the wisdom of also seeking help within their more familiar cultural framework. For example, ask them if it might help to talk with elders, family members, and/or religious leaders • Familiarize yourself with culturally focused support services: The International Cross-Cultural Center – 540-665-1293 DON’T • Automatically judge a student and their problems based on your own cultural norms – for example, a lack of eye contact in some cultures shows respect while in others may communicate avoiding the truth – forceful, loud and expressive language in some cultures is intended to invite a strong and respectful dialogue; in other cultures it can be viewed as hostile or disrespectful. • Make assumptions based on a student’s cultural background The Verbally Aggressive Student Students usually become verbally abusive in frustrating situations that they see as being beyond their control. Anger and frustration become displaced from those situations to you. These students often feel they will be rejected and, therefore, reject you first. They often realize the drama and intimidation behind their anger and are aware of their impact, yet they feel they have nothing to lose. DO • Acknowledge their anger and frustration, e.g., “I hear how angry you are.” • Rephrase what they are saying and identify their emotion, e.g., “I can see how upset you are because you feel your rights are being violated and nobody will listen.” • Allow them to vent, get their feelings out, and tell you what is upsetting them • Reduce stimulation; invite the person to your office or other quiet place if this is comfortable • Consider keeping your office door open or inviting another faculty or staff member to join you • Tell them that you are not willing to accept their verbally abusive behavior, e.g., “When you yell and scream at me that way, I find it hard (impossible) to listen.” • Tell them they are violating your personal space and to please move back (if they are getting physically too close), e.g., “Please stand back; you’re too close.” • Help the student problem solve and deal with the real issues when they become calmer
DON’T • Get into an argument or shouting match • Become hostile or punitive yourself, e.g., “You can’t talk to me that way.” • Press for explanation or reasons for their behavior – “Now I’d like you to tell me exactly why you are so obnoxious.” • Look away and not deal with the situation • Give away your own rights as a faculty or staff member • Hesitate to call Campus Security 540-678-4444 if the situation escalates.
The Violent or Physically Destructive Student Violence, because of emotional distress, is very rare and typically occurs only when the student is totally frustrated and feels there are no other options. DO • Prevent total frustration and helplessness by quickly and calmly acknowledging the intensity of the situation, e.g., “I can see you’re really upset and really mean business and have some serious concerns on your mind.” • Explain clearly and directly what behaviors are acceptable, e.g., “You certainly have the right to be angry, but screaming, hitting (breaking things) is not O.K.” • Get necessary help such as other staff, Campus Security 540-678-4444 • Stay in an open area • Divert attention and when all else fails, e.g., “If you hit me, I can’t be of help.” DON’T • Ignore warning signs that the person is about to explode, e.g., yelling, screaming, clenched fists, statements like, “You’re leaving me no choice.” • Threaten, dare, taunt, or push into a corner • Touch The Substance Abusing Student Given the stresses of university life, students are especially susceptible to drug abuse. A variety of substances are available that provide escape from pressing demands. The only problem is that these drugs soon create their own set of problems in the form of addiction, accident proneness and poor health. The most abused substance is alcohol. DO • Be on the alert for signs of drug abuse (preoccupation with drugs, inability to participate in class activities, deteriorating performance in class, periods of memory loss or blackouts) • Share your honest concern for the person--Encourage him/her to seek help • Get necessary help in instances of intoxication, Call Counseling Services 665-4530 and/or the Blue Ridge Area Intergroup 24 hour hotline 1-800-835-6130 DON’T • Ignore the problem · Chastise or lecture · Refer to your personal use of substances • Encourage the behavior The Student in Poor Contact with Reality These students have difficulty distinguishing fantasy from reality. Their thinking is typically illogical, confused, disturbed; they may coin new words, see or hear things which no one else can, have irrational beliefs, and exhibit bizarre or inappropriate behavior. Generally, these students are not dangerous and are very confused, frightened and overwhelmed. DO • Respond with warmth and kindness, but with firm reasoning • Remove extra stimulation of the environment and see them in a quiet atmosphere (if you are comfortable in doing so) • Acknowledge your concerns and state that you can see they need help, e.g., “It seems very hard for you to integrate all these things that are happening and I am concerned about you, I’d like to help.” • Acknowledge the feelings or fears without supporting the misperceptions, e.g., “I understand you think they are trying to hurt you and I know how real it seems to you, but I don’t hear the voices).” • Reveal your difficulty in understanding them (when appropriate), e.g., “I’m sorry but I don’t understand – could you repeat that or say it in a different way?” • Focus on the “here and now” – switch topics and divert the focus from the irrational to the rational or the real • Speak to their healthy side, which they have – it’s O.K. to joke, laugh, or smile when appropriate · Refer the student to Counseling Services, 540-665-4530 DON’T • Argue or try to convince them of the irrationality of their thinking for it makes them defend their positions (false perceptions) more • Play along, e.g., “Oh yeah, I hear the voices (or see the devil).” • Encourage further revelations of their distorted thinking • Demand, command, or order • Expect customary emotional responses The Suspicious Student Typically, these students complain about something other than their psychological difficulties. They are tense, anxious, mistrustful and loners. They tend to interpret minor oversights as significant personal rejection and often overreact to insignificant occurrences. They see themselves as the focal point of everybody’s behavior and everything that happens has special meaning to them. They are overly concerned with fairness and being treated equally. Feelings of worthlessness and inadequacy underline most of their behavior. They seem capable and bright. DO • Express compassion without intimate friendship – suspicious students have trouble with closeness • Be firm, steady, punctual, and consistent • Be specific and clear regarding standards of behavior you expect DON’T • Assure the student that you are his/her friend; agree you’re a stranger, but even strangers can be concerned • Be overly warm and nurturing • Flatter or participate in their games; you don’t know the rules • Be cute or humorous • Challenge or agree with any mistaken or illogical beliefs • Be ambiguous
The Depressed Student Epidemiological studies show that at any given time, seven percent of the general population is clinically depressed. These students show a multitude of symptoms, e.g., guilt, low self-esteem, feelings of worthlessness, and inadequacy as well as physical symptoms such as a change in appetite, difficulty staying asleep, early awakening, low interest in daily activities. DO • Let the student know you’re aware he/she is feeling down and you would like to help • Reach out more than halfway and encourage the student to express how she/he is feeling. Depressed students are often initially reluctant to talk, yet others’ attention helps the student feel more worthwhile • Tell the student of your concern, refer to Counseling Services 665-4530 and or the National Foundation for Depressive Illness, 1-800-239-1265
DON’T • Say, “Don’t worry,”“Crying won’t help,” or “Everything will be better tomorrow.” • Be afraid to ask whether the student is suicidal if you think he/she may be The Suicidal Student Suicide is the third leading cause of death among college students. The suicidal student is intensely ambivalent about killing himself/herself and typically responds to help; suicidal states are definitely time limited and most who commit suicide are neither crazy nor psychotic. Sometimes a recent loss may trigger thoughts of death with no real interest in taking one’s life. High risk indicators include feelings of hopelessness, helplessness, and futility; a severe loss or threat of loss; a detailed suicidal plan; history of a previous attempt; history of alcohol or drug abuse; and feelings of alienation and isolation. Its more than depression, it’s a feeling of complete giving up of life and all of its routine tasks. Suicidal students usually want to communicate their feelings and the inability to do so results in a rage or anger directed toward themselves. DO • Take it seriously – 75 percent of all people who commit suicide give some warning of their intentions to a friend or family member • Be willing to listen – even if professional help is needed, a student will be more willing to seek help if you have listened to him or her • Voice your concern – take the initiative to ask what is troubling the student and let them know how concerned you are
• Get professional help immediately – If occurs during office hours (9am-5pm) bring the student to the Wilkins Wellness Center to see the Counselor --If after hours, call 911 and/or encourage them to call the local 24 hour crisis line at Winchester Crisis Care, 540-536-8152 at Winchester Medical Center --They can also contact the National Suicide Prevention Lifeline, 800-273-8255 DON’T • Assume the situation will take care of itself • Be sworn to secrecy • Act shocked or surprised at what the person says • Challenge or dare • Argue or debate moral issues The Anxious and Stressed Student Most of us live, work, teach and learn in a complex and stressful world. Epidemiological studies indicate that at any given time 17 percent of the general population is suffering with clinical levels of anxiety.
DO • Listen and let them express their feelings and thoughts – sincere listening alone often relieves a great deal of pressure • Be clear and explicit with what your expectations are for your class • Remain calm • Encourage the student to attend a stress management workshop or make an appointment to see the Counselor in the Wilkins Wellness Center • Visit the Counseling Services web site and listen to relaxation audio www.su.edu/studaffs/wellness/counseling.htm Other Stress management and emotional wellness links: http://healthyminds.org/collegementalhealth.cfm DON’T • Minimize the severity of anxiety symptoms • Argue about how bad things are or tell them they will “snap out of it” soon • Get frustrated when your suggestions are resisted
The contents of this handout are adapted from San Diego State University and are the product of the combined efforts of Counseling Centers who comprise the Organization of Counseling Center Directors in Higher Education (OCCDHE).
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 Wilkins Wellness Center:
General
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