Identifying a Student experiencing mental health concerns

1. Identifying a Student experiencing mental health concerns Appearance Behavioral Markers Interpersonal Markers

2. How might you Identify a student with a problem given limited contact? • Student shares information freely (for example: “I need to drop this class because I haven’t been going to classes for the past few weeks”) • Student’s situation (for example: decrease in GPA, or academic performance that has led to seeking assistance from advisor) • Who encouraged them to come to the Advisor (For example: their prof told them to see you because of concerns) • Your observations (for example you notice student is communicating in a flat tone without eye contact, or you may have noticed this student looks much more tired and withdrawn than when you saw them in September, or student is tearful when talking to you).

3. Appearance • Bloodshot or swollen eyes • Deterioration in grooming or hygiene • Dramatic weight loss or gain • Radical change in clothing • Monotone tone of voice • If you have not met student before you may not be able to assess changes in their appearance – sometimes students will volunteer this information.

4. Behavioural Markers • Reporting poor or erratic attendance/tardiness to class • Presentation: Anxious,depressed, irritable, angry, sad • Presentation: Lethargic or reporting that they are perpetually tired • Through conversation with you they reveal: • Lack of interest in meeting class requirements • Indications of hopelessness or helplessness

5. Behavioural Markers • Through conversation with you they may share: • That their academic performance has declined • Excessive anxiety about class performance • Inappropriate tearfulness or intense emotion • Evidence of self-destructive behaviours • Expressions of harm to self or others

6. Interpersonal Markers • Excessive requests for time/assistance • Poor relational boundaries (e.g., inappropriate disclosure) • Student’s comments or behavior seem unusual or concerning to others (e.g. how they interacted with reception, or how they acted in waiting area) • Through conversation with you they may share that they are avoiding professor or peers

7. Responding to Signs • Discuss concerns directly with the student • Refer the student to a resource on campus • Student Success Centre • SU Wellness Centre • Consult with others • Associate Dean or Department Head • Student Conduct Office (Shawna Bava) • Student at Risk Response Team (Shawna Bava contact info at end) • Counselling Centre (contact info at end)

8. When Responding to Concerns DO DO NOT Ignore the issue/behaviour Promise privacy or to keep something secret Assume that the student is aware of your concerns Offer more help then you are willing or qualified to provide Say “you do not need help” • Pay attention to worrisome feelings and observations • Consult with others • Discuss your concerns directly with the student (if appropriate) • Consider the language you use in conversation or reports • Normalize seeking help

9. Use People-First and Neutral Language Avoid Alternative Doug has a mental illness. Chris is experiencing depression. Sue has bi-polar disorder. People with schizophrenia … Ming died by suicide … Alex has anorexia. He has a substance disorder. • Doug is mentally ill. • Chris suffers from depression. • Sue is bi-polar. • Schizophrenics are … • Ming committed suicide … • Alex is anorexic. • He is an addict.

10. Talking to the Student • Demonstrate care and concern for the student

11. When to Consult • You are not sure how to handle a situation or approach a student that you are concerned about • The student keeps coming back and you are uncertain if they have acted on information you have provided and/or accessed resources. • Note no change or increased severity in worrisome behaviours

12. Consult • Counselling Centre • SU Wellness Centre403-210-9355slaverty@ucalgary.ca • Shawna BavaManager Student ConductStudent Services403-220-4923snbava@ucalgary.ca

13. When to Refer • When you are doing more “counselling” than feels appropriate • The problems or requests made by the student are outside the scope of your role • After some effort, you feel like you are not making progress in helping the student

14. How to Refer • Ask “Who can you talk with about your situation?” • Express your concerns directly to the student and focus on objective behaviors versus personality characteristics or diagnostic labels • Let the student know that the issues they are discussing with you are not your area of expertise • Encourage the student to contact resources to make his or her own appointment • Follow up with the student to check on status and follow-through

15. Example Statements • “I wanted to touch base with you because I’ve noticed _________ and I just wanted to see how you’re doing.” • “Maybe one of the things we can do is get you some support, to help you with what you’re going through right now.”

16. Example Statements • “I know that there are services on campus to help you sort out your feelings and help you deal with personal and academic concerns. I can help you connect with these resources as they are experienced in talking with students and can help you develop strategies to support your success as a student.”

17. Dealing with Ambivalence • It can be difficult forstudents to utilize services: • Feeling depressed often leads to a loss of motivation to seek the very help that could alleviate the depression • Research indicates most people are ambivalent about starting counselling • Expect that the student may rebuff your first effort to offer support; helping the student may be a process, not a “one-and-done” effort • Assist student in making the phone call • More likely to utilize services when they have an appointment • Not excessive hand holding, but an appropriate amount of assistance

18. What to expect… • Student may or may not follow up on referral. It is appropriate to ask the student if he or she followed through with the referral. • It is important to balance the rights of student with rights of the community. Mandating services is not a typical response on campus.

19. Opportunities for Learning • Community Helpers Program: offers opportunities to learn more about mental health issues and training to strengthen helpers’ support skills. The intent of the program is to build a bridge between the informal and formal support for youth in the community and to provide awareness of existing supports and services in the community. • Contact Adriana Tulissi, Coordinator for the Community Helpers Program at 403-220-5465 or artuliss@ucalgary.ca • Responding to At Risk Students: This interactive workshop is designed for Faculty and Staff members who wish to develop greater understanding and skills for responding to students who are experiencing and exhibiting distress. Offered November 19 by Teaching and Learning Centre: http://commons.ucalgary.ca/node/567

20. Reading • Hefner, J. & Eisenberg, D. (2009). Social support and mental health among college students. American Journal of Orthopsychiatry, American Psychological Association,, 79 (4), 491-499. DO1 10.1037/a0016918. http://onlinelibrary.wiley.com.ezproxy.lib.ucalgary.ca/doi/10.1037/a0016918/pdf • Stone, D., Patton, B. & Heen, S. (1999). Difficult conversations: How to discuss what matters most. New York: Penguin.