College students often encounter a great deal of stress during the course of their academic experience. While many students cope successfully with the challenges these years bring, an increasing number of students find the various pressures of life are unmanageable. As members of the faculty and staff, you are in an excellent position to recognize behavioral changes that characterize distressed students.
Thus, your role is crucial in identifying and referring students who are in distress.
Managing Traumatic Stress: Tips for Recovering From Disasters and Other Traumatic Events
| Recognizing students in distress |
| Responding to students in distress |
| How to make a referral |
| What can a student expect |
| Consultation services |
Signs of Distress
In general, consider referring students for counseling if their problems are compromising their ability to take pleasure in life or to function academically, personally or socially. The following examples may be useful in assessing a student:
* Significant changes in student's observed or reported behavior
- Noticeable deterioration in quality of class participation or academic work
- Inability to concentrate
- Repeated absences from class
- Continual seeking of special accomodations (late papers, extensions, etc.)
- Social withdrawal or isolation
- Impulsive behaviors
- Excessive sleep or insomnia
- Significant change in appetite
- Excessive use of alcohol or drugs
*Significant changes in student's emotional state
- Sadness, weepiness, or depression
- Extreme emotional reactivity; expressions of hopelessness or worthlessness
- Anxiety or panic attacks
- Outburst of anger
- Mood swings
- Excessive dependency
*Recent stressful event or trauma
- Death of a loved one
- Break up of a romantic relationship
- Physical or sexual assault
- Change in family relationships
- Serious illness
*Suicidal risk factors
- Expressed feelings of hopelessness, helplessness or lack of control
- Disturbing material in academic assignments
- Someone close to the student has committed suicide
- Reckless behavior
- Giving away possessions
- History of previous suicide attempt(s)
Responding to Signs of Distress
Involve yourself only as far as you are willing to go. At times, in an attempt to reach or help a troubled student, you may become more involved than time or skill permits. It is important to know the boundaries and limitations of your intervention. If you decide to take action, the following suggestions may help you feel more comfortable and facilitate a helpful intervention with the student.
- Talk to the student in private when you are not rushed and are able to give your undivided attention.
- Express your concerns directly, specifically, and honestly. (e.g. "I’ve noticed you’ve been absent from class lately and I’m concerned.") Listen carefully to the student’s thoughts and feelings. Try to convey your understanding by repeating the essence of what the student has said. Avoid judging or criticizing even if the student asks your opinion.
- Respect the student’s perspective even if you do not agree with it.
- Convey the hope that things can get better in the future.
- Refer the student to resource persons on campus, or to family, friends, or clergy.
- Offer to help the student call the Counseling Center (x4565) to arrange an appointment, or offer to accompany the student to our office.
- Trust your instincts if you believe a student is in crisis and immediate professional assessment is needed.
- Tell resource persons if you have concerns about a student's safety.
How to make a referral
As the referring person, you are the first step in the counseling process. Your approach toward the student and your attitude about counseling are of major importance. Many first-time clients have strong apprehensions about counseling. They are concerned about what others may think; they feel they should be able to "handle their own problems;" they are concerned that seeking a counselor might mean that they are crazy. Encouragement from you goes a long way.
What a student can expect
When a student calls or comes to the Counseling Center to make an appointment, she will usually talk with our Administrative Assistant. She will be given an appointment to meet with a counselor as soon as possible. The first appointment, which is called an intake, is usually scheduled within a day or so. If the problem is urgent and needs immediate attention, the student can be seen for an emergency appointment that day. The student will be asked to come 10 minutes early to the appointment to complete paperwork which includes basic information about the student, a brief description of their struggle and any present symptoms.
The session usually lasts 45-50 minutes, during which time the counselor works with the student to set personal goals and formulate an agreeable plan for attaining the goals discussed. During the session the student has the opportunity to describe her difficulty and ask questions. Sometimes the intitial consultation is all that is needed to resolve the presenting issue. However, the student and counselor may also decide that continued counseling is the best route to take. If so, a plan will be made to continue at the Counseling Center or the student will be given a referral to an off-campus provider that may better meet her needs.
Consultation Services
If your are unsure of how to proceed in a specific situation involving a student in distress, we encourage you to consult with a Counseling Center staff member. A brief conversation may help you sort out the relevant issues, explore ways to approach the student, and identify appropriate resources.
We are available to speak with you and advise you regarding specific situations but are unable to provide information regarding a specific student. Only with a student's written permission can we discuss their situation with you in specific terms. You may ask the student whom you are referring to grant written permission for us to acknowledge to you their contact with us and to share information.