How to Help a Distressed Student




				Counseling and Psychiatric Service How to Help a Distressed Student

	Home Services Hours / Appointments / Location Links and Resources Frequently Asked Questions Meet the Staff Contact Us Forms Training Opportunities			How to Help a Distressed Student: A Pamphlet for Georgetown University Faculty and Staff Why you are so important: Faculty and Staff members are in an important position to identify and help students who are in crisis or distress. This may be particularly true for students who cannot or will not turn to family or friends. Many of these students have not sought counseling and may be unaware of the services available to them. You may be the first to notice changes or early signs of distress. Anyone who is seen as respected, caring, and trustworthy may be a potential resource in times of trouble. Students are apt to turn to you, especially if they perceive you as available and willing to listen. Your expression of interest and concern may be a critical factor in saving the student's academic career or even his/her life. Possible warning signs of a Student in Distress Academic Deterioration in quality of work Missed assignments or appointments Repeated absences from class or lab Continual seeking of unusual accommodations Essays or papers that have themes of hopelessness, social isolation, rage, despair, death, etc. Lack of engagement in participation-oriented classes or labs Inappropriate disruptions Physical Marked changes in behavior and/or appearance Excessive fatigue or sleep difficulties Visible increase or decrease in weight Frequent somatic complaints Exaggerated personality traits or behaviors (agitation, withdrawal, lack of apparent emotion) Excessive use of alcohol or other drugs Unprovoked anger or hostility Irritability, constant anxiety, or tearfulness Marked changes in concentration or motivation Overtly suicidal thoughts Other Signs Isolation Dependency or seeking a lot of your attention Direct statements indicating family problems, personal losses, break up, etc. Expressions of concern about the student by peers Written notes, emails, or verbal statements that have a sense of hopelessness or finality Your sense, however vague, that something is seriously amiss Consulting with CAPS If you decide to help the student you are concerned about, feel free to contact CAPS (687-6985) to discuss various options on how to handle the situation before you speak with the student. If you are currently speaking with the student and he/she seems to be in extreme crisis, you can request to call CAPS for consultation, at that moment, for your own support on how to handle the situation. In case of emergencies after-hours, you can page CAPS. A clinician will help you: Assess the situation, its seriousness, and the potential for a referral Propose possible interventions Explore resources, on and off campus Find the best way to make a referral, if appropriate Clarify your own feelings about the what is going on and consider ways you can be most effective Discuss follow-up concerns after you have met with the student. Meeting with the Student Converse with the student in private, and when both of you have the time and are not rushed or preoccupied. Be direct, specific, and non-judgmental, and especially when expressing your concern. Avoid judging, evaluating, criticizing, even if the he/she asks for your opinion. Avoid offering advice outside your area of expertise. Listen carefully and sensitively to the student's thoughts and feelings in a non-threatening manner. Give the student your undivided attention. Communicate understanding by repeating back the essence of what he/she has told you. Let the student talk; don't minimize or immediately provide reassurance. Telling them that things aren't that bad, or that he/she has everything to live for will likely discourage further disclosure, and may increase his/her sense of guilt and hopelessness. Praise them for being open and honest with you. Ask specifically about their level of risk (regarding suicidal thoughts). Ask if they have thoughts about suicide. Use the word suicide. This does not increase the risk, and most students are relieved to have someone to talk to about this. "Do you ever feel so badly that you have thought of suicide?" "Do you have a plan?" "Do you know when you would do it (today, next week)?" "Do you have access to what you would use?" Never agree to keep suicidal thoughts in confidence. Suicide can be a scary topic to raise, but it can be a very serious one that needs attention. Ask if the student has ever talked about their concerns with anyone else, including a therapist. Asking the above questions will allow you to determine if the student is in immediate danger, and to get help if needed. If the student is in immediate danger, consider this an emergency. If you feel the student isn't in immediate danger, acknowledge the pain as legitimate and offer to work together to get help. Make sure you follow through. Referring the Student to CAPS Refer the student to CAPS if you feel it is appropriate. Be sure to: Let them know that help is available and problems are treatable. Indicate that seeking help is a sign of strength and courage rather than a sign of weakness or failure, and it is also a sign of good judgment and the appropriate use of resources. Mention that, typically, the earlier problems are addressed, the better the prognosis. Prepare the student for what they might expect if they follow your suggestion, stressing confidentiality and free initial services (see CAPS services for more information). Give the student the CAPS number (687-6985) to make an appointment. You may even encourage the student to call from your office, or you can offer to walk with the student directly to CAPS, particularly if it seems like an emergency. Emergencies Emergencies are likely if the student is exhibiting: Suicidal behavior, attempts, and/or explicit statements Extreme anxiety resulting in panic reactions Severe obsessive thinking Inability to communicate (garbled or slurred speech, disjointed thoughts) Confusion, disorientation, hallucinations, or delusions Highly disruptive behavior (hostility, aggression, violence) Also be aware of the potential for violence, particularly if you notice: Alcohol or drug intoxication Homicidal threats, written or verbal, or attempted assault Paranoia, agitation, hostility, aggression, recent acts of violence or property damage Destruction of property or other criminal acts If there is a potential for violence, remember: Protect yourself. Do not deal with the situation alone; enlist the help of others. Don't provoke violence: be non-threatening and non-confrontational. Speak in a calm and reassuring manner. Avoid touching the student. Be firm, but gentle. If you believe there may be an imminent danger of harm to the student or someone else, immediately call the Department of Public Safety, DPS (687-4343 or 687-HELP) if the student is on campus, or 911 if off campus. Then call CAPS for help in assessing the situation. Following-up: Make sure you follow up. If you're in a position to help, don't assume that your persistence is unwanted or intrusive. Arrange a follow-up meeting, or check in with the student later to see if the referral appointment was kept, to solidify their resolve to obtain appropriate help, and to demonstrate your commitment to help them in this process. If they did go to an appointment, ask how it went, but respect their need for privacy. Please keep in mind that, by law, CAPS cannot inform you that the student has made an appointment or has been seen, or of any content of sessions, treatment plans, or progress, unless he/she signs a written consent form that explains the purpose and content of any disclosures. You can request to the student that the student grant us permission to inform you of their attendance and/or level of safety. If the student agrees, feel free to call us to let us know this, and we will raise this with the student and attempt to get their written permission. (Click here for a printable, 2-page PDF version of this pamphlet.)			Announcements Calendar No events listed.