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Faculty and staff play an important role with students struggling with personal and/or psychological issues. Your ongoing and frequent contact with students means you may be the first responsible person exposed to signs and symptoms of a potential problem long before the student presents at the Wellness Center. You are by no means expected to provide “counseling” to students; however, a student with whom you have developed a trusting relationship may approach you for advice or support. For this reason it may be helpful for you to be able to recognize the signs and symptoms of a potential emotional or psychological difficulty and develop confidence and skill in making a referral for counseling services at the Wellness Center.
The following verbal and behavioral signs may suggest a potential problem:
- Excessive absences or tardiness
- Repeated requests for special academic considerations
- Aggressive or threatening behavior
- Behavioral issues in class
- Social withdrawal or changes in social behavior
- Marked changes in personal hygiene
- Preoccupation with weight, food, or exercise
- Dramatic weight loss or gain
- Excessive crying, emotionality, or mood changes
- Marked changes in energy level (hyperactivity or listlessness)
- Noticeable changes associated with alcohol or drug use
- Increase in pessimism, hopelessness, or helplessness
- Change in academic habits (e.g. typically hard working student who does not seem to care about school work anymore)
- Bizarre behavior (paranoia, strange speech patterns, not oriented to time and place)
- References to suicide or death
- Raise your concerns as soon as they become apparent, having the conversation in a private
- Keep your expressions soft or neutral. Avoid expressions that may convey judgment, frustration, impatience, etc.
- Acknowledge the difficulty of the conversation you are about to have but that you feel you must do this out of concern for your student.
- Describe what you see as your student’s strengths, skills and potential.
- Describe the behaviors you have seen in the student that are concerning.
- Describe any statements your student has made that give you concern.
- Describe any attitudes or body-language that raises concern.
- Describe any other observations you may have made, relevent to your concerns.
- State how you see these behaviors, statements, attitudes/body language seem to be interfering with the student’s goals, responsibilities, etc.
- Reassure that you are there for their support, not for judgment or punishment.
- Givethe student the opportunity to respond, allowing him or her to speak as much as you speak and to complete their thoughts.
- Listen
- Reflect back what you have heard from the student and ask for clarification where needed.
- If a student acknowledges difficulties and seems receptive to your help, problem solve with them regarding their options for getting help.
- State in a gentle but firm manner that you understand they might not enjoy the prospect of seeking help but that easy solutions usually don’t work well or for very long.
Know your limits. It is always appropriate and often necessary to refer a distressed student for professional help.
If you have any concern that a student’s safety may be at risk connect them with a helper immediately by calling Public Safety or by bringing them to the Wellness Center during business hours.
Remember: Emotional or psychological issues are unlikely to go away if ignored.
- Expect students’ responses to be as varied as the students themselves. Remain open to whatever may come your way.
- Emotional reactions may include anger, confusion, sadness, fearfulness, hopelessness, relief, anxiousness, etc. Avoid letting the possibility of negative emotions inhibit your efforts but also don’t expect they will immediately feel good about themselves, you, or your discussion with them.
- Attitudes and behaviors may also be varied and you might see tearfulness, agitation, suspiciousness, defensiveness, gratefulness, resentment, indifference or they may seem to suddenly go numb or become overwhelmed.
- A student’s reaction may not be what you would have predicted, or what you would have chosen. Do not try to change this. Do not take it personally.
- Know the facts.
- Students will most likely be curious about cost (counseling services are free to all students), how to make an appointment (call Sue at ext. 1600 or stop by the Wellness Center during business hours and Sue will assist students in setting up an appointment), and location (the little red house next to Woodward House).
- Explain how the Wellness Center can assist the student with his/her problem.
- Confidentiality, having an objective listener, talking with someone experienced in helping people get through difficult times, and the fact that seeking help is a sign of strength vs. weakness and failure are often important points for students to hear about the counseling process.
- Contact the Wellness Center at ext.1600. Speak to a staff person about your concerns and helping alternatives for the student.
- Walk the student over to the Wellness Center to speak with a staff person and schedule an appointment.
- Be patient.
- Students are often hesitant to follow through with counseling, but just by planting a seed you may be greatly helping when they are ready to follow through in the future.
- If you are concerned about imminent danger to a student or someone else respond in a clear, assertive manner by calling public safety (ext. 1888).
State and federal laws as well as professional ethical codes require mental health professionals to protect the privacy and confidentiality of clients and the information they disclose in counseling. There are exceptions to confidentiality such as concern of imminent danger to self or others; however we work to preserve and respect students’ confidentiality. Please understand that while we must respect and honor students’ confidentiality we appreciate your referrals, we are happy to listen to your concerns, and we respect the relationships you have with students.
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