FACULTY AND STAFF GUIDE TO WORKING WITH STUDENTS IN DISTRESS

POSSIBLE SIGNS OF EMOTIONAL DISTRESS

Emotional / Interpersonal Indicators:

• Poor self-esteem / worthlessness
• Pessimism / hopelessness
• Persistent sad mood
• Crying
• Irritability, restlessness, mood swings
• Overreaction
• Anxiousness or intense fearfulness
• Isolative behavior
• Withdrawal
• Loud, fast, or inappropriate speech
• Poor judgment
• Inappropriate social behavior (obnoxious, provocative, or intrusive behavior)
• Sudden paranoia or rage
• Delusions or hallucinations
• Preoccupation with death & dying (often indicated in writing or artistic assignments)
• Any noticeable change in behavior

Academic Indicators:

• Poor attendance
• Excessive tardiness
• Deterioration in academic performance
• Often requiring special consideration, extensions on work, etc.

Physical Indicators:

• Changes in personal appearance
• Difficulty concentrating, remembering, or making decisions
• Disorientation / Confusion
• Lethargy (may be falling asleep in class)
• Extreme weight gain or loss
• Psychosomatic complaints, such as recurrent headaches, stomach aches, or pains
• Self-abusive behavior (noticeable cuts, scratches, burn marks, welts, etc)
• Signs of physical abuse (often students will attempt to cover up with clothes and/or make-up)
• Smell of alcohol; possible drug usage
• Consistently red, glazed eyes
• Shaking

HOW TO WORK WITH STUDENTS IN DISTRESS

The stresses of life for students, whether financial, social, or familial, are often exacerbated when compounded with the stress of academia. Although it is not your duty to provide counseling for students, you are often the first person – and sometimes the only person - students confide in. In addition, daily or weekly contact with students affords you the opportunity to notice when they are in distress. Faculty members who are concerned about a student should meet with the student in their office (or in another private setting) to discuss, in behavioral terms, their observations about the student that are causing concern. For example, “I’ve noticed that you’ve been late every day this week and that you appear exhausted in class. Is everything alright?” Avoid judging the student, and simply note behavioral observations. Hopefully, this exchange will open the door for discussion regarding the student’s problem(s). If it does not, the faculty member can simply state, “If at any time you need to talk to someone, we have a professional counselor in the Equity Center, NTB 106, who can offer support and guidance.” If the student does begin to open up regarding his/her problems, you can convey that you are not a counselor, and that it would behoove the student to speak with someone experienced in these matters. You can provide information on the Equity Center, or if the situation warrants, you may want to walk the student to the Equity Center to ensure his/her needs are met. If you are concerned that there may be a potential for suicide, please make sure that you personally escort the student to the Equity Center or call the counselor at 531-3518. If the counselor is not available in case of emergency, contact the College Health Center at 531-3257, the Campus Police at 531-3205/3208, or the United Way Helpline at 2-1-1.

If, at any time, you have questions regarding a particular student, please call 531-3518, or stop by NTB 106 for counsel. Many times you will notice that the simple act of listening is enough to help the student. Usually, students will respond favorably to your concern. However, you cannot force help upon someone who is not interested in or ready for help. If you are faced with this situation, unless it is an extreme case and a student intends to harm him/herself or another, it is alright to simply impart information regarding Equity Center services so that the student will know where to go when the time is right.

For additional referral options, you may consult the Student Resource Guide, Low-Cost Counseling Resources in the Community, or the United Way Community Assistance Directory.

Written by Stacie Williams, M.S., LPC, LMFT