Identifying and Referring the Distressed Student

1. Identifying and Referring the Distressed Student Counseling & Psychological Services Center (CAPS) 106 Lee Hall (540) 654-1053 Tevya Zukor, Ph.D., CGP Director & Licensed Clinical Psychologist

2. Characteristics of Distressed Students • Academic Difficulties • Poor academic performance or declining performance • Excessive absences or tardiness • Chronic indecisiveness or procrastination • Repeated requests for special considerations • Increased worry about grades despite adequate performance • Increased dependence or neediness by the student • Change in Academic Status • Academic Probation or Dismissal

3. Characteristics of Distressed Students • Unusual Behaviors • Changes to classroom behavior • Lack of concentration, Lack of energy, Appearing sad, Lack of care of self including appearance and hygiene • Changes in emotionality • Increased irritability, sadness, or disruptiveness in class • Changes in ability to be clear in speech, organizing thoughts, or having bizarre content to thoughts • Aggressive or threatening behavior • Overt speech or behavior • Covert signs - Clenched jaws, fists, glaring at others • Smell of alcohol or evidence of substance abuse

4. Characteristics of Distressed Students • Traumatic Changes in Students Lives • Loss or impending loss of a significant person through illness or death • Difficulties in personal relationships • Separation, Divorce, Change in custody of children • Loss of job or changes in financial circumstances • Change in personal circumstances • Loneliness, Coming out, Personal illness • Positive events may also be stressful • Marriage, Pregnancy, New job

5. Characteristics of Distressed Students • References to Suicide or Homicide • References to Suicide or Homicide • Indicators of prolonged suffering or unhappiness • Covert references to suicide • “My family would be better off without me.” • Overt statements or references to suicide • Written or stated references to hurting oneself or others • Acquiring means to kill oneself and/or others • Buying a gun

6. Working with Distressed Students • Each employee has a wealth of knowledge about students based on experience and intuition • Trust your observations of overt behavior as well as your reaction to the individual • Talk to the student directly • Early connection and intervention can only help • Clarify your role as a concerned faculty/staff • Listen carefully to what the student is saying or may not be saying • Denying problems while clearly upset • Don’t be afraid to ask direct questions • Asking about suicide does NOT increase risk

7. Making a Referral - When • Student discloses a situation that is beyond your expertise or comfort level • Admits to being suicidal • Student wants a response from you that exceeds your background, training, or availability • Student is reluctant to respond to you because of various concerns • Not wanting to cross boundaries • Gender issues • General discomfort

8. Making a Referral - How • Meet at a time and place where there is privacy • End of class can be a difficult time • Avoid being isolated or alone with a student • Consider leaving the door ajar • Talk directly to the student about your concerns • Be supportive • Avoid criticizing or being judgmental • Prepare to recommend a specific course of action • Referral to counselor, clergy, advocacy group • Student can sign a release allowing follow-up conversation with a treatment professional

9. Emergency Situations • Know how to reach campus security or police • Have a clear emergency protocol in place • Know where to report critical information • Dean of Student Life – Cedric Rucker • Develop “safety” word to be used if needed • “Please call Dr. Armstrong for me.” • Develop list of resources to be used in an emergency • Health, Psychological, Natural disaster

10. Title IX • Federal civil rights law that prohibits discrimination on the basis of sex in ANY education activity that receives federal funding • Title IX is not just about athletics! • Discrimination includes sexual harassment, rape, and sexual assault • Courts have found that even one instance of sexual assault or rape meets this standard • Faculty and Staff MUST report all allegations to Title IX Coordinator • Do NOT promise confidentiality • Can discuss need to protect other members of community • UMW Title IX Coordinator – Leah Cox (lcox@umw.edu) • Required for all public universities • UMW Sexual Misconduct Policy • http://www.umw.edu/judicialaffairs/sexual_misconduct/default.php

11. Questions?