Embedded Files
How you go about helping a student will depend on several factors: their level of distress, the nature of your relationship, the type of setting you are in, and your comfort level. The following includes the continuum of distress, warning signs, and suggestions on how to help.
Mild Distress
Mild Distress
Students may exhibit behaviors that do not disrupt others, but may indicate something is wrong and that assistance is needed.
Behaviors may include:
Serious grade problems or a change from consistently passing grades to unaccountably poor performance.
Excessive absences, especially if the student has previously demonstrated consistent attendance.
Unusual or markedly changed patterns of interaction (e.g., avoidance of participation, excessive anxiety when called upon, domination of discussions, etc.)
Other characteristics that suggest the student is having trouble managing stress successfully (e.g., a depressed, lethargic mood; very rapid speech; swollen, red eyes; marked change in personal dress and hygiene; falling asleep during class).
Moderate Distress
Moderate Distress
Students may exhibit behaviors that indicate significant emotional distress. They may be reluctant or unable to acknowledge a need for personal help.
Behaviors may include:
Repeated requests for special consideration, such as deadline extensions, especially if the student appears uncomfortable or highly emotional while disclosing the circumstances prompting the request.
New or repeated behavior which pushes the limits of decorum and which interferes with effective management of the immediate environment.
Unusual or exaggerated emotional response that is inappropriate to the situation.
Severe Distress
Severe Distress
Students may exhibit behaviors that signify an obvious crisis and that necessitate emergency care.
Behaviors may include:
Highly disruptive behavior (e.g. hostility, aggression, violence, etc.).
Inability to communicate clearly (garbled, slurred speech; unconnected, disjointed, or rambling thoughts).
Loss of contact with reality (seeing or hearing things which others cannot see or hear; beliefs or actions greatly at odds with reality or probability).
Stalking behaviors.
Inappropriate communications (including threatening letters, e-mail messages, harassment).
Overtly suicidal thoughts (including referring to suicide as a current option or in a written assignment).
Threats to harm others.
Guidelines for talking with a student with any level of distress
Guidelines for talking with a student with any level of distress
Accept and respect what is said.
Try to focus on an aspect of the problem that is manageable.
Avoid easy answers such as "Everything will be alright."
Help identify resources needed to improve things.
Help the student recall constructive methods used in the past to cope; get the person to agree to do something constructive to change things.
Trust your insight and reactions.
Let others know your concerns.
Attempt to address the student's needs and seek appropriate resources.
Do not promise secrecy or offer confidentiality.
Encourage the student to seek help.
Respect the student's value system, even if you don't agree.
How to help students experiencing mild/moderate distress
How to help students experiencing mild/moderate distress
Address the behavior/problem directly according to classroom protocol.
Allow the student to speak freely about their current situation and the variables that may be affecting their distress.
Consult with a colleague, department head, Dean of Students Office professional, or a campus counseling professional.
Refer the student to one of the university's resources.
How to help students experiencing severe distress
How to help students experiencing severe distress
Remain calm and know whom to call for help, if necessary. Find someone to stay with the student while calls to the appropriate resources are made. See referral information in next section.
Remember that it is NOT your responsibility to provide the professional help needed for a severely troubled/disruptive student. You need only to make the necessary call and request assistance.
When a student expresses a direct threat to themself or others, or acts in a bizarre, highly irrational or disruptive way, call 911 or Campus Police at 919-515-3000
If you are worried about a student's safety
If you are worried about a student's safety
When called for, let the person know you are worried about their safety and describe the behavior or situation that is worrisome to you.
If you are concerned the student may be feeling hopeless and thinking about ending their life, ask if they are contemplating suicide. It is important to remember that talking about suicide should be taken seriously and not ignored.
Offer yourself as a caring person until professional assistance has been obtained.
After the student leaves your office, make some notes documenting your interactions.
Consult with others on your experience.
Warning signs for when to refer a student for further assistance
Warning signs for when to refer a student for further assistance
Manifests a change in personality (goes from being actively involved to quiet and withdrawn, or goes from being quiet to more agitated or demanding).
Begins to display aggressive or abusive behavior towards self or others; exhibits excessive risk-taking.
Shows signs of memory loss.
Shows loose or incoherent thought patterns, has difficulty focusing thoughts, or displays nonsensical conversation patterns.
Exhibits behaviors or emotions that are inappropriate to the situation.
Displays extreme suspiciousness or irrational fears of persecution; withdraws, does not allow others to be close; believes she/he is being watched, followed, etc.
Exhibits signs of hyperactivity (unable to sit still, difficulty maintaining focus, gives the impression of going "too fast," appears agitated).
Shows signs of depression (no visible emotions or feelings, appears lethargic, weight loss, looks exhausted and complains of sleeping poorly, displays feelings of worthlessness or self-hatred, or is apathetic about previous interests).
Talks about unusual patterns of eating, not eating, or eating excessively.
Shows signs of injury to self, cuts, bruises, or sprains.
Experiences deteriorating academic performance (extended absences from class, incapacitating test anxiety, sporadic class attendance).
Begins or increases alcohol or other drug use.
Makes statements regarding suicide, homicide, feelings of hopelessness, or helplessness.
Page updated
Report abuse