For more information about UNCG Cares, please contact:
Dr. Jen Day Shaw
Dean of Students
(336) 334-5514
jdshaw@uncg.edu
Amy Jones
Assistant Dean of Students
(336) 256-0289
aljones9@uncg.edu
How to Recognize and Assist Students in Distress
A Guide for Faculty and Staff
The college years are times of personal and intellectual development that can be difficult and produce anxiety. Students may be struggling with learning disabilities, alcohol abuse, eating disorders, depression, or other serious concerns. Some of these students are disruptive in class while others seem to drift away.
Students value faculty and staff opinions, and thus you are an ideal source of information about the helping systems already in place at UNCG. You are not expected take on the role of counselor, but following these steps will help you identify students in distress and assist them while maintaining your professional role.
1. Be alert to signs of difficulty
Academic Indicators
• Deterioration in quality of work
• A drop in grades
• A drop in classroom performance
• Missed assignments
• Repeated absences from class or work
• Disorganized or erratic performance
• Continual seeking of special provisions (late papers, extensions, postponed examinations)
• Essays or creative work that indicate extremes of hopelessness, social isolation, rage, fear, or despair.
Emotional Indicators
• Direct statements indicating distress, family problems, or other difficulties
• Unprovoked anger or hostility
• Sudden change in personality traits (more withdrawn or more animated than usual)
• Excessive dependency
• Tearfulness
• Expressions of hopelessness, fear, or worthlessness
• Expressions of concern about a student by his or her peer
• Your hunch that something is wrong
Physical Indicators
• Deterioration in physical appearance
• Lack of personal hygiene
• Excessive fatigue
• Visible changes in weight
• Coming to class or work bleary-eyed, hung over, or smelling of alcohol
Safety Risk Indicators
• Any written note or verbal statement which has a sense of finality or a suicidal tone to it
• Essays or papers which focus on despair, suicide, or death
• Statements to the effect that he/she is “going away for a long time”
• Giving away prized possessions
• Self-injurious or self-destructive behaviors
2. Take these signs seriously.
Don’t disregard what you’ve observed. If you are unsure, consult with the Student Affairs Office or the Dean of Students Office at 334-5514.
3. Meet privately with the student.
Allow sufficient time for the meeting and remember that talking about a problem or crisis does not make it worse. This is the first step toward resolving any difficulty.
4. Point out specifically the signs you’ve observed.
Say you’re concerned, and ask what’s wrong. Example: “I want to talk with you because I’m concerned about you. I’ve noticed that you no longer participate in class, and you seem troubled. Would you like to talk about it?”
5. Listen to the student’s response.
Be open-minded about what you hear.
6. Refer.
Talk with the student about seeing an appropriate professional on campus. Call the Counseling and Testing Center for the student if he or she wishes.
7. Follow UNCG procedures.
Especially in the case of disruptive students, keep notes and records of actions. Record only what you are willing to have a third party review. If you are unsure of procedure, contact the Student Affairs Office or the Dean of Students Office at 334-5514.
8. Recognize an urgent situation.
An “urgent” situation is one in which the student’s basic safety or that of others is jeopardized. Examples are suicidal intentions, eating disorders, chemical addiction, or a serious threat from another person (including a dating partner).
If you have concerns about a student’s immediate safety, stay with the student and call the Counseling and Testing Center or Campus Police immediately. Suicidal intent means a student has stated an intention to die or cause harm to him/herself, has reported that he/she made a suicide attempt or self-inflicted injury in the recent past, or has left you with an uneasy feeling with respect to his or her safety or that of the community.
9. Set expectations.
Students need clear, stated expectations for behavior in and out of class. Our syllabus can be a valuable resource in conveying such expectations, providing the basis to address “problem” behavior early in the semester.
10. Respect confidentiality.
It is important to respect the confidentiality of students by not discussing student’s names or problems in public areas. Consulting with health or other support services in Student Affairs does not violate student confidentiality and is an appropriate method to gain assistance. When talking with the student, avoid making sweeping promises of confidentiality. Students who are suicidal need swift professional intervention and pledges of absolute confidentiality may make this more difficulty.