For Faculty & Staff
Self-Help Resources
Campus Resources
Center for Counseling & Psychological Services at University Park
Students in Distress: A Guide for
Faculty and Staff Students typically encounter a great deal
of stress during their university years (i.e., academic, social
family work financial). While most students cope successfully
with the demands of university life, for some the pressures
can become overwhelming and unmanageable. Students may feel
alone, isolated, helpless and even hopeless. These feeling can
easily disrupt academic performance and may result in harmful
behaviors such as substance abuse and attempts at suicide. Faculty and staff members are in a unique
position to identify and help students who are in distress.
This may be particularly true for students who cannot or will
not turn to family or friends. Anyone who is seen as caring
and trustworthy may be a potential resource in times of trouble.
Your expression of interest and concern may be a critical factor
in helping struggling students reestablish emotional equilibrium,
thus saving their academic careers or even their lives. The purpose of this is to help you recognize
some of the symptoms of student distress and to provide some
specific options for intervention and for referral to campus
and community resources available to assist you with problem
situations and to consult with you on whether to intervene with
a particular student. Tips For Recognizing Distressed Students
At one time or another, everyone feels
depressed or upset. The following may help to identify some
symptoms which, when present over a period of time, suggest
that the problems with which the person is dealing are more
than the "normal" ones. Marked change in academic performance
or behavior References to Emotional or Life Stressors
References to Suicide, Homicide or
Death What can you do? If you choose to approach a student you
are concerned about, or if a student reaches out to you for help
with personal problems, here are some suggestions which might
make the opportunity more comfortable for you and more helpful
for the student. TALK to the student in private
when both of you have the time and are not rushed or preoccupied.
Give the student your undivided attention. It is possible that
just a few minutes of effective listening on your part may be
enough to help the student feel cared about as an individual
and more confident about what you do. If you have initiated the contact, express
your concern in behavioral, nonjudgmental terms. For example,
"I've noticed you've been absent from class lately and
I'm concerned," rather than "Where have you been lately?
You should be more concerned about your grades." LISTEN to thoughts and feelings in
a sensitive, non-threatening way. Communicate understanding
by repeating back the essence of what the student has told you.
Try to include both content and feelings, ("it sounds like
you're not accustomed to such a big campus and you're feeling
left out of things.") Let the student talk. AVOID judging, evaluating, and criticizing
even if the student asks your opinion. Such behavior is apt
to push the student away from you and from the help that he
or she needs. It is important to respect the student's value
system, even if you do not agree with it. MAINTAIN clear and consistent boundaries
and expectations. It is important to maintain the professional
nature of the faculty/student or staff/student relationship
and the consistency of academic expectations, exam schedules,
etc. You may be able to help a student understand their options
related to a deferred grade, late drop or withdrawal from the
semester. If a student seems to feel overly distressed about
making a decision about options, personal assistance can be
facilitated. REFER in making a referral, it
is important to point out that: 1) help is available; and, 2)
seeking such help is a sign of strength and courage rather than
a sign of weakness or failure. It may be helpful to point out
that seeking professional help for other problems (medical,
legal, car problems, etc.) is considered good judgment and an
appropriate use of resources. If you can, prepare the student
for what they might expect if they follow your suggestion. Tell
them what you know about other campus and community options.
TIMING it is important to be aware
that options for referral vary depending on the time of day.
The Personal Counseling Office is open Monday through Friday
from 8:00 a.m. to 5:00 p.m. for appointments and crisis intervention.
After hours and on weekends, students who are in crisis are
advised to contact their Residence Life Coordinator on duty
who will mobilize appropriate emergency support. Students may
also contact Police and Safety at 898-6101. FOLLOW-UP Arrange a time to meet
with the student again to solidify their resolve to obtain appropriate
help and to demonstrate your commitment to assist them in this
process. Check later to see that the referral appointment was
kept and to hear how it went. Provide support while the student
takes further appropriate action or pursues another referral
if needed. CONSULT When in doubt about the
advisability of an intervention, contact the Persona
Counseling staff at 898-6504. After
hours and on weekends, Police and Safety can be contacted at
898-6101 and will mobilize appropriate emergency support. The
Erie County Crisis Services program, available twenty-four hours a day for consultation regarding mental health emergencies,
can be contacted at 456-2014.
Unusual Behavior or Appearance
GIVE hope. Assure the student that things can get better.
It is important to help them realize there are options, and
that things will not always seem this hopeless. Suggest resources:
Friends, family, clergy, coaches, or other professionals on campus.
Recognize, however, that your purpose should be to provide enough
hope to enable the student to consult a professional or other
appropriate person and not to solve the student's problems.