recognizing and helping distressed students
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Recognizing and Helping Distressed Students. Sponsored by: Provost’s Office & Student Health Services April 2nd and 4th, 2013. Overview:. Statistics re: college students and mental health Recognizing warning signs of distress Communicating with a student in distress - PowerPoint PPT PresentationTRANSCRIPT
Communicating with a Student in Distress
Recognizing and Helping Distressed Students
Sponsored by:
Provosts Office &Student Health Services
April 2nd and 4th, 2013
Overview:Statistics re: college students and mental health
Recognizing warning signs of distress
Communicating with a student in distress
Referring students for help
Managing student requests and situationsTop 5 Academic ImpactsMSUB ACHA-NCHA II Fall 2012 (N=588)
1. Stress 26.6%2. Sleep 21.5%3. Work 21.1%4. Anxiety 20.4%5. Depression 13.4%
National Data Spring 2012 (N= 90,666)
1. Stress 29.0%2. Sleep 20.6%3. Anxiety 20.2%4. Cold/Flu/Sore Throat 15.6%5. Work 13.9%
Academic ImpactReceived a lower grade on an exam, or an important project;
Received a lower grade in the course;
Received an incomplete or dropped the course;
Or experienced a significant disruption in thesis, dissertation, research, or practicum workStress and Sleep48% rated their overall level of stress as more than average
63% felt tired, dragged out, or sleepy at least 3 days/week
54% felt they did not get enough sleep to feel rested in the morning at least 3 of the past 7 days
Mental HealthWithin the last 12 months, % of students who said the following has been traumatic or very difficult to handle:
Finances 47%Academics 40%Family problems 33%Sleep difficulties 31%Intimate relationships 29%Career-related issue 29%National Data:
Academics 46%Finances34%Intimate Relationships 32%Family problems 28%Sleep difficulties 26%Other social relationships 25%Mental HealthWithin the last 12 months:
85% felt overwhelmed by all they had to do31% felt so depressed it was hard to function49% felt overwhelming anxiety36% felt overwhelming anger7% seriously considered suicide
* Note: What may be the unintended message we send students when we craft and ask these questions (vs. questions that focus on resiliency)?
National Data:
86% felt overwhelmed by all they had to do31% felt so depressed it was hard to function51% felt overwhelming anxiety37% felt overwhelming anger7% seriously considered suicide
NAMI Survey data64% of students who experience mental health problems end up withdrawing
50% of students who withdrew from school never accessed college mental health services and support
78% believe mental health training very important for faculty/staff
22% learned about college services through faculty or staff
National Alliance on Mental Illness web-based survey August-November 2011 N=765
Recognizing Students in DistressStudents in mild distress 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
Other characteristics that suggest the student is having trouble managing stress successfully Adapted from University of Michigan (2008)
Recognizing Students in DistressStudents in moderate distress may exhibit behaviors that indicate significant emotional distress. They may also be reluctant or unable to acknowledge a need for personal help.
Behaviors include:Repeated requests for special consideration, especially if the student appears uncomfortable or highly emotional.
New or repeated behavior which interferes with effective management of the immediate environment.
Unusual or exaggerated emotional responses that are obviously inappropriate to the situation.
Adapted from University of Michigan (2008)
Recognizing Students in DistressStudents in severe distress exhibit behaviors that signify a crisis and that necessitate emergency care. Behaviors include:Highly disruptive behavior Inability to communicate clearly Loss of contact with reality Stalking behaviors.Inappropriate communications Overtly suicidal thoughts or threats to harm othersAdapted from University of Michigan (2008)
Recognizing Students In DistressSymptoms of DepressionPersistent sadnessFeelings of hopelessness, worthlessness, guiltLack of motivationLack of enjoyment of activities or class material the person previously enjoyedSleep disturbanceSignificant weight gain or lossSuicidal ideation
Recognizing Students in DistressSymptoms of AnxietyExcessive worry that is difficult to controlRestlessnessFatigueDifficulty concentratingIrritabilityMuscle tensionSleep disturbancePanic attacks
Recognizing Students in DistressSymptoms of PsychosisDelusions (false beliefs)Hallucinations (false sensory experiences)Disorganized speechDisorganized behaviorFlat or inappropriate affect (emotional display)Absence of motivationSpeech disturbancesChange in hygiene and appearance
Recognizing Students in DistressCounseling isnt just for mental illness!Time management techniquesStress management techniquesSleep hygieneBalancing work/family/schoolHelp managing significant life events (e.g., break-ups, homesickness, roommate difficulties)Communication and interpersonal skillsRelationship issues
Communicating with a Student in DistressMove the student to a quiet and secure location
Express your concerns in behavioral, nonjudgmental terms
Be direct and specific
Avoid judging, evaluating or criticizing respect the students value system even if you disagree
Listen attentivelyGive student your undivided attention
Communicate understanding by repeating what he/she has told you
Let the student talk
Do not minimize or immediately provide reassurance
Praise student for openness and honestyRemain calm and respond in a soothing manner
Validate the students feelings and experiences
Take the student seriously
Be supportive and express your concern about the situation A Victimized StudentRecognize the student may be vulnerable and experiencing a range of intense feelings, including shame, anger, fear and denialBelieve the studentRespect the students right to make his/her own decisionLet the student know that you must, as a university employee, report any abuse, but it can be reported as a Jane or John DoeRefer to MSUB Student in Distress Guidewww.msubillings.edu/VCSA/PDF/GuideforFacStaff-StudentBehavior.pdf
A Severely Disoriented or Psychotic StudentRecognize that psychotic states can involve extreme emotion or lack of emotion and intense fear to the point of paranoiaRecognize that a student in this state may be dangerous to self or othersCall Campus Police (2222) before you see the student so they can be in the area in case you need themAlert someone else near you that you are seeing a student and may need assistance Speak to the student in a direct and concrete manner regarding your plan for getting him/her to a safe environmentThe Aggressive, Angry or Potentially Violent StudentAssess your level of safety Call 911 or Campus Police at 2222 if you feel in danger (9911 if on campus)
Remain in an open area with a visible means of escape
Explain to the student the behaviors that are unacceptableStay calm and gain control of the situation by setting limits
Use a time-out strategy (that is, ask the student to reschedule a meeting with you once he/she has calmed down) if the student refuses to cooperate and remains aggressive or agitated
The Depressed or Suicidal StudentLet the student know you are aware he/she is feeling down and you would like to provide support and assistance
Ask the student if he/she has thoughts of suicide
Take the students disclosure as a serious plea for help
Express care and concern and assure the student that you will help him/her reach a professionalDistance EducationIf any of the situations discussed here are expressed by your online students, the same communication skills apply. The referral information, however, changes. Mental Health counseling is not available over the phone to students.
You could ask the student if they have ever seen a counselor and suggest he/she call that personYou could look online for resources in the students geographical area and refer themRecommendationsDo not become involved with a student beyond your level of expertise or comfort
Do not ignore comments such as, I wont be a problem much longer
Do not become anxious or overwhelmed yourself
Do not minimize the seriousness of the students behavior
Do not become defensive or get into an argument or shouting match
Do not convey judgment or criticism
Do not act hostile or punitive
Do not make assumptionsReferring a Student For Professional HelpWHEN TO REFERStudent remains distressed following repeated attempts by you and others to be helpful
Student becomes increasingly isolated, unkempt, irritable or disconnected
Students academic or social performance deteriorates
Student behavior reflects increased hopelessness or helplessness
You are doing on-going counseling rather than advising
How to ReferSpeak to student in direct concerned straightforward manner
Be caring but firm in recommending counseling. Be clear about reasons concerned
Be knowledgeable in advance about services and procedures of SHS Counseling or other campus agencies
Suggest student make an appointment and provide phone number for referral
Remind student that counseling is free and confidential
You may need to be more active in assisting student in making appointment, or walk them to Student Health ServicesStudent Health ServicesThe Student Health Services provides high-quality, cost-effective health care and mental health counseling with an emphasis on health education and wellness initiatives to promote and enhance student success.
Hours :University Campus Clinic & CounselingMonday-Friday 8:00a - 5:00p 2nd Floor Petro Hall
City CollegeClinic: Mon, 1p-4:30p; Wed, 9a - 12p; Tue & Thu, 11p - 2p Tech Bldg. 2nd FloorCounseling: Mon, 9a-4p; Wed 9a-12 noon; Thu, 8a - 11a
Phone: University Campus: (406) 657-2153City College Phone: (406) 247-3027
www.msubillings.edu/studenthealth
Campus PoliceFor emergencies dial extension 2222
For Billings Police emergencies and medical emergencies dial 911 (9911 if on campus)
Sign up for MSUB alerts http://www.msubillings.edu/msubalert/
www.msubillings.edu/police/
TRIO and SOSProvides academic support and individualized assistance to first generation, low income or students with disabilities
Services include:Peer mentoring, study groups/tutors, access to cultural events, workshops, financial information, counseling and referral, midterm evaluations, newsletters, assistance in graduation preparation, return to learn and SOS activityclub
Student Opportunity Services/TRIOLibrary, LI 141
Phone: (406) 657-2162Fax: (406) 657-1667Office Hours: 8:00 am to 5:00 pm M-F
www.msubillings.edu/sos/
ASC Academic Support CenterOffers classes in reading, developmental math and developmental reading
Tutoring for math, writing, reading, science, psychology and foreign languages
Services are FREE (prepaid in tuition)
University ASC front desk 657-1641
City College ASC front desk 247-3022
www.msubillings.edu/asc/
DSS Disability Support ServicesWorks with issues related to physical access and issues related to course content
Accessible technology
4 testing rooms
DSS does not offer tutoring, mental health counseling, financial assistance, personal care attendants or mobility equipment
DSS cannot by law contact a student but you can refer
College of Education Room 135 657-2161
City College Room A008 247-3029
www.msubillings.edu/dss/
Managing Student Requests & SituationsSome Key ComponentsLocation
Safety
Thorough Assessment
Problem SolvingReferral
Clear CommunicationAvoid Judgment
Boundaries & Competence
Active Listening & Validation
Supports/Consultation
TAKE CARE OF YOURSELF!
Unconfirmed DiagnosisI think Im bipolar.Im pretty sure I have ADHD.I have test anxiety.
Think about student welfareTake them seriously refer them for diagnosis & treatmentWin-winLet them know about DSS & other supportive programs
Refusal to Work with Medical/ Mental HealthThey dont understand me.They say Im faking it.
Any accommodation should go through some path (e.g., SHS, DSS, etc.)
Acknowledge & validate fears/concerns
Encourage referral
Excessive RequestsCan I do a special study session with you instead of the TA?
Will you change my grade for the last exam? My bipolar was really acting up that day.
My social anxiety is really bad. Can I skip the required presentation for this class?
Excessive Requests (Continued)Here are some UNreasonable accommodations:
Anything that poses a threat to health/safety of others
Substantial change in essential element of curriculum (e.g., dropping presentation requirement for speech course)
Altering course objectives (e.g., waiving the writing element of a course)
Undue financial/administrative burden to institution
For Additional AssistanceStudent Health Services Mental Health Counselors657-2153Linda CrummettJudy SilvermanAmber McDermott (also in Dept of Rehab & Human Services)Kim Waldmann
Department of Psychology657-2242 or 657-2250 (direct #)Marie Schaaf GallagherResourcesHelping Students in Distress--A Faculty and Staff Guide for Assisting Students in NeedUniversity of Maryland Counseling Centerhttp://www.cte.umd.edu/HSID.pdf
Reaching Out Resources for Responding to Students in DistressBoise State University Health and Recreation Counseling Serviceshttp://healthservices.boisestate.edu/resources/materials/reachingOutHandbook.pdf
Student in Distress and Sexual Harassment: A Guide for Faculty and StaffMSU Billingshttp://www.msubillings.edu/VCSA/PDF/GuideforFacStaff-StudentBehavior.pdf
National Alliance on Mental Illness web-based survey August-November 2011 N=765 http://www.nami.org/Content/NavigationMenu/Find_Support/NAMI_on_Campus1/NAMI_Survey_on_College_Students/collegereport.pdf
Discussion:Other Student Requests/Situations?