Faculty and Staff as Helpful Resources

University students frequently experience a great deal of stress (i.e., academic, social, financial) during their college careers. Many students successfully cope with these pressures, but some find themselves overwhelmed. Because emotional distress typically interferes with a student's academic performance and/or social interactions, faculty and staff are often in good positions to recognize students who are in trouble. You will not be able to spot every such student, nor will every student you approach be willing to accept your assistance. Nevertheless, by communicating interest and concern to a distressed student, you may play an important role in helping that student regain the emotional balance needed to cope with stress.

Characteristics of Troubled Students
Tips for Helping Troubled Students
Referrals
Student Life Counseling Services
Confidentiality
Emergency Assistance and Referrals

CHARACTERISTICS OF TROUBLED STUDENTS

It is not unusual for a person to feel depressed, confused, or upset at various times throughout life. When these feelings persist, however, it is an indication that the person may be experiencing problems that are more distressing than typical frustrations. Below are three categories of student behavior, each of which suggests that a student would benefit from some kind of intervention.

Level 1

• These behaviors may not be troublesome to others, but they may signal that the student is upset about something:
• extremely poor academic performance, or a change from high to low grades
• excessive absences, especially if prior class attendance was good
• unusual or noticeably changed interaction patterns in the classroom
• depressed or apathetic mood, excessive activity or talkativeness, evidence of crying, noticeable change in appearance and hygiene, alcohol on the breath, missed tests, or inability to remain awake in class.

Level 2

• These behaviors may signify a high amount of emotional distress that needs to be addressed on a personal, as well as academic level:
• repeated attempts to obtain deadline extensions or postpone tests
• new or continuous behavior which disrupts your class or student interactions
• inappropriate or exaggerated emotional reactions to situations, including a lack of emotional response to stressful events.

Level 3

• These behaviors usually indicate that a student is in crisis and needs emergency care:
• violent or other extremely disruptive behavior (hostile threats, assault)
• obvious loss of contact with reality (seeing/hearing/feeling things not apparent to others, thoughts or behavior inconsistent with reality)
• disturbed speech or communication content (incoherent speech, grandiose beliefs, disorganized or rambling thoughts)
• suicidal or other self-destructive thoughts or actions (any reference to suicide as a current possibility
• homicidal threats

Level 3 behaviors are the most obvious and the easiest for you to address because there are specific guidelines to follow when you encounter a student in crisis: 1) remain calm, 2) call the appropriate agency (make sure someone is with the student while calls are being made), and 3) stay with the student until help arrives. (Follow the link below for resources.)

When you encounter students who are experiencing Level 1 or 2 distress, you have several options. You may decide not to address the problem behavior in any way; you may limit your response to classroom/coursework problems; or you may choose to approach the student on a personal level.

If you choose to try to help a distressed student, or if a student approaches you to talk about personal problems, you may find that the following tips will help you make that interaction more beneficial to both of you.

Arrange to talk to the student at a time when both of you can focus on the problem in a private setting. It is not necessary that you set aside a large portion of your time, but it is important that you give the student your undivided attention. It's likely that even a few minutes of attentive listening will provide encouragement; you may also be able to provide some direction for the student that will enable him or her to resolve the problem or to seek appropriate professional help.

Listen to the student and try to ascertain both thoughts and feelings about the problem. Reflect or repeat the essence of the student's message, trying to include both content and feeling (e.g., "It sounds like you're feeling pretty overwhelmed by the pressure your parents are putting on you to make good grades."). If you have asked the student to come talk to you, approach the issue in specific behavioral terms that avoid making erroneous assumptions or accusations (e.g., "I've noticed that you've been falling asleep in class lately, and I'm concerned about you," rather than, "If you didn't stay up partying half the night, you wouldn't need to sleep in my class.") By expressing your concern in a non-judgmental way, you allow the student to speak to you more easily.

Help the student to become aware of possible alternative solutions to the problem. Have the student discuss the pros and cons of each option, so that he or she can make an informed decision. Refrain from making unsolicited assessments of the student's behavior or proposed solution: if you are perceived as judgmental or disapproving, the student is likely to back away from you and other potentially helpful resources. It is important to remember that a student's belief and value systems are probably different from yours, and what works for you won't necessarily work for her or him (and vice versa!). You cannot make decisions for the student no matter how much experience you have in a certain area, nor how well-intentioned you are. You are helping just by making yourself available to the student.

Even though you may be genuinely concerned about students, and interested in helping them, you may find yourself in situations where it would be better to refer them to other resources. Circumstances that might necessitate a referral include:

• the problem is more serious than you feel comfortable handling
• you are either extremely busy, or are experiencing stress in your own life, and are unable or unwilling to handle other requests for help
• you have talked to the student and helped as much as you can, but further assistance is needed
• you think your personal feelings about the student will interfere with your objectivity
• the student admits that there is a problem, but doesn't want to talk to you about it
• the student asks for information or assistance that you are unable to provide.

Some students may resist the idea of seeking professional help. Even though you may think it important that they meet with a professional, you cannot force them, nor should you trick them, into utilizing the counseling services or any other agency. Usually, you will get the best results by being honest and straightforward. Let the student know your reasons for making a referral (e.g., lack of time, conflict of interest, limited training), and emphasize your concern that they do get help from an appropriate source. It may help them to know that you support their desire to seek help.

Many people believe that counselors only work with "crazy" people, so your referral might be interpreted as a comment upon the severity of the problem. Reassure the student that counselors work with people who have a wide range of concerns, from roommate or relationship problems, to depression, career choice, and academic concerns, with many other types of problems in-between. It also may help them to know that they don't have to be able to pinpoint what's wrong before they seek assistance. For example, a student may feel down or nervous most of the time, but not know why - or a normally calm student may begin to overreact to any frustration encountered.

The referral you make will depend on the type of problem that is described to you. If it seems to be minor and is not affecting the student too adversely, you may suggest that he or she talk to friends, family, R.A., or clergy. When the problem is more serious, it probably would be more appropriate to refer the student to the counseling services, other campus offices, or community agencies. Share whatever information you have about the referral resource, so that fear of the unknown doesn't keep the student from utilizing it. For example, providing information such as location, phone number, or office hours can be helpful. If possible, call the resource and relay pertinent information to the counselor or other agency personnel. Because of confidentiality requirements under the code of ethics and State law, they will be unable to speak to you specifically about your student once they have seen or spoken to her or him.

The counseling services is part of the Student Life office and is located in Engineering Hall, room 102 and at the South Campus in the counseling office. It is open from 8:00 a.m. until 4:30 p.m., Monday through Friday. To make an appointment, currently enrolled students may call (406) 496-4477, or come by the Student Life Programs Office.

Initial appointments can usually be scheduled within a week, depending on the time of year. In emergency situations however, students may be seen almost immediately. If you believe the situation requires immediate attention, please inform Margie Pascoe. Students are encouraged to make their own appointments.

The student will then talk to a counselor who will evaluate the situation and determine how counseling can best meet the needs of the student. Occasionally, students who need long-term care, who require substance abuse counseling, or who are clearly in an imminent harm situation will be referred to other agencies. Otherwise, the student may be scheduled for regular fifty-minute appointments.

If the student is reluctant to come to the Student Life Programs Office, or if the crisis occurs between 4:30 p.m. and 8:00 a.m., or on the weekend, you might suggest that he or she contact the Crisis Line (723-7104), or St. James Healthcare.

Staff members at the Student Counseling Center are also available to discuss with you any questions you may have about how best to deal with a student or situation. We can help you assess the problem and determine the best course of action. This might include giving you information about available campus and community resources.

We treat all of our contacts with students confidentially and in accord with Montana state law. This means that we cannot release information about counseling unless the student signs a specific release of information authorizing us to do so. This includes verifying whether or not a student has come for counseling. We could only release information without a student's written consent in response to imminent danger to the student or to others, child or elderly abuse, or a duly issued subpoena.

*Please note : Students exhibiting Level 3 behavior (threat to self or to others), or acting very strangely with possible loss of contact with reality, need immediate attention. Remain calm and call the appropriate agency; have someone stay with the student at all times until help arrives .

Student Life Programs Office
Consultation, emergency evaluation, referral, and treatment
Engineering Hall, room 102
496-4477

Suicide Crisis Line
(406) 723-7104
1-800-221-0106

St. James Healthcare
723-2500

Students exhibiting Level 1 or 2 behavior (emotional or physical distress not of a crisis nature) can be referred to the Student Life Programs Office. Level 3 students may be referred to either agency, or directly to the emergency room of St. James Healthcare.

*From the University of Washington Student Counseling Center, with their permission.

Contact Student Life
Engineering Hall, Room 102
406-496-4477 or e-mail