Student in Distress
What to do?
As the instructor of an introductory mathematics class, you have noticed that one of your students has missed several classes. The student also was late turning in the last assignment. There is a test scheduled for next week, and you are concerned that the student is experiencing personal issues and that the issues might affect the student's performance.
What do you do?
Faculty and staff are in a unique position to watch for signs of students in trouble. You regularly interact with students and can notice obvious distress or more subtle signs such as consistent lateness in turning in assignments, a pattern of missed classes, and more. These can be signals that the student is experiencing or on the border of experiencing more serious mental health issues. While you cannot provide counseling, you can provide a safe place for them to share, and you can steer them to someone who can help them.
It is helpful to have a sense of what do say and/or do in these situations. The information and links on this page are here to help you.
Starting a Conversation
Pose the Question
Rather than saying, "I think you need psychological help," you can frame the referral in terms of stress, which is a topic that is less stigmatizing and which most students feel more comfortable discussing. For example, you could say "From what we've talked about, it sure sounds like you have been under a lot of stress. The Counseling Center here on campus has people who have been specifically trained to listen to students and help them deal with stress. I'd be willing to help you get an appointment. Would that be okay?" If you feel comfortable, you might offer to take the student to the Counseling Center (231-A Hardway Hall) to make an appointment in person. Assure the student that the Counseling Center services are free and confidential. Try to instill hope that the problems can be resolved.
After initiating a conversation with a student about whom you are concerned, listen to the student in a warm, accepting, non-judgmental way and express your concern for her or him. If you believe that it might be helpful for the student to be evaluated or to receive therapy by a mental health professional, suggest that she or he go to the Counseling Center. Below are more tips.
__________________
Adapted from http://www.counseling.uci.edu/resources/
Student Responses
If the student says "Yes," call the Counseling Center at (304) 534-7878. Let the receptionist know that you are with a student who would like to make an appointment. You can give the phone to the student to allow her/him to make the appointment. Our office will take care of the rest!
Sometimes a student will say "No" to the referral or will say "I need to think about it." In these instances, please write down the Counseling Center’s phone number and say, "I hope you'll give this a try, at least once." Framing the appointment as a "one-time consultation" can sometimes reduce the stigma that is still associated with seeking help. We also always need to remember that counseling is a personal choice, except when the student is a danger to himself or to the lives of others. Not all students whom you approach out of concern for them will be receptive. However, for many students, your willingness to extend yourself in this way will be life-changing or even life-saving for them.
You may want to arrange a follow-up meeting with the student to solidify his or her resolve to seek help and to demonstrate your commitment to assist in the process. If an appointment was made, you may want to check with the student if the referral appointment was kept. However, keep in mind that students have the right to privacy regarding their mental health and their treatment. The student may or may not want to share this information with you.
Disruptive Behavior
In some cases the student’s behavior not only presents concern about her or his welfare, but the behavior also may be disruptive to other students and be a violation of the student code of conduct. In these situations faculty and staff must be careful not to address the welfare concern while forgiving the conduct violation concern. For example, treatment can be recommended or mandated, but the student cannot be forced into treatment. Whether the student takes part in treatment is up to the student. So, if the student elects to forgo treatment and you have dismissed any code violations, you may miss an opportunity to monitor the student’s behavior and provide administrative solutions to the conduct problem. Even if the student takes steps to remedy his or her situation with treatment, the administrative monitoring will provide documentation for the fact that the problem was indeed addressed.
Assisting Students in Distress
These handouts have more tips about how to assess and reach out to a student in distress.