Gannon University

Faculty members and staff are in a great position to recognize students who are struggling with the interpersonal, academic, social, and/or financial demands of college.  To help connect students needing help with the help they need, here is some practical information that may assist you and the student in accessing the resources available on campus.

• Marked decline in attendance and/or academic performance, tardiness, or missed tests/assignments.

• Change in interpersonal behavior – increase in aggressive or disruptive actions, or withdrawal from class, group, or peer activities.

• Mood swings, hyperactivity, noticeable changes in appearance, poor hygiene, reoccurring illness, evidence of crying, alcohol on the breath, apathy, or lower tolerance for frustration.

• Increased use of excuses or continually confused/forgetful about assignments.

• Constant references to working, partying, or non-academic activities.

• Problems with concentration, memory, test taking, or ability to learn.

• Less able to adapt and/or find solutions to problems – thoughts, feelings, and behaviors are described in negative terms (can’t, won’t, don’t, never, should/would/could have).

• Frequent references to problems with academic, family, health, social, financial, relationship, legal, or employment situations.

• Decrease or marked increase in the level and quality of communication with peers or faculty.

           Possible interventions for the above stages:

• Choose a way to intervene with the student that is most comfortable for you – request he/she see you after class, or write a note requesting the student schedule a time to meet with you during office hours.  You may choose to limit the focus of the meeting to academic/classroom issues or provide the opportunity to discuss personal issues.  Treat the student with respect and do not make an issue of the student’s behavior in the open classroom.

• Speak to the student in a private setting; explain your reasons for concern (“I’ve noticed you have been coming late to class and you have one assignment overdue.  I’m concerned about how you are handling your responsibility.”).  Listen attentively.  A few minutes of attention can help clarify what is going on with the student.  It also provides an opportunity to give encouragement and provide options on how to resolve the issues the student is facing.

• Listen for and reflect thoughts and feelings (“It sounds like you are having a really tough time getting over the breakup with your girlfriend”), and ask how the student thinks he may deal with the issue (“Have you thought about talking to someone about how you are feeling?” or “What do you think you can do to deal with the situation?”).  Resist telling the student what to do.  Provide options and allow the student to choose for him/herself.  Suggest he/she check out the Counseling Services web site for resource information directed to college related concerns or schedule a time to meet with a counselor.

• Avoid judgments and assumptions.  Give the student the opportunity to explain the situation and come up with possible solutions. Attempt to come to an understanding about what the student will do next to improve the situation.

• Follow up.  Let the student know you notice an improvement or that you still have concerns because the behavior has not changed in a positive direction.

• Suggest the student access University resources to seek solutions to the problem (study skills, tutoring, math center, writing center).

• Refer the student to Counseling Services using the Early Alert Referral System (E.A.R.S.) program or contact a counselor (871-7680).

     What a student may exhibit if he/she is in the crisis stage of emotional distress:

Expression of helplessness, lack of control over emotions (sadness, anxiety, anger), or withdrawal/isolation from faculty and peers. Confused or disturbing communication patterns (incoherent speech, expressing grandiose beliefs, disorganized or rambling communications). Expression (written, verbal, or behavioral) of suicidal or self destructive thoughts/actions. Exhibiting challenging, hostile, disruptive, threatening, or violent behaviors and/or communications toward others. Loss of contact with reality (visual or auditory hallucinations, expression of thoughts or behaviors not consistent with reality).

Possible interventions for a student in crisis:

A student in crisis needs immediate intervention.  The following steps are recommended:

• Remain calm and communicate with the student in a non-threatening manner.

• If necessary, ask that the student wait in a private, safe area (office or classroom).

• Contact Counseling Services by phone or, if appropriate, escort the student to the Counseling Services Office.

• If the student is threatening or despondent, call the Campus Police and Safety Office.

• If the student insists on leaving, allow him/her to do so and contact Counseling Services or the Campus Police and Safety Office.

• Emergency instructions and phone numbers.

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WHEN TO REFER A STUDENT

Refer a student when you are faced with one or more of the following.  Whenever possible inform the student of the reasons for the referral.

The problem is not going away, is getting more serious, or you are feeling less comfortable handling the situation on your own. The student is unresponsive to, or resists, your efforts to intervene.  The student is unwilling or unable to change. The student requests information you are unable to provide. Your schedule, stress level, or willingness to help interfere with your ability to provide an adequate intervention. You may be unable to be objective because of previous dealings with, or knowledge about, the student.

It is not unusual for students to resist the idea of seeking counseling.  If the student chooses not to seek help, he/she cannot be forced.  It is best to continue to show concern and encourage the student to seek help from family, friends, Resident Advisor, clergy, or someone he/she trusts who is in a position to help.  If you are not sure what to do, consider calling a counselor at Counseling Services for a consultation or submitting an E.A.R.S. form. 

      If a student is willing to seek counseling, you can help in the referral process by:

• Letting the student call from your office to schedule a counseling appointment.

• Informing the student you will submit an E.A.R.S. form and a counselor will contact him/her.

• Suggesting the student check out the Counseling Services web site for self-help information.

• Giving the student the phone number and address of the Counseling Services Office and encouraging him/her to schedule an appointment at his/her convenience.

If a student is willing to seek counseling, though wishes to do so off-campus, you can refer him/her to the Community Resources page of the Counseling Services web site or encourage the student to speak with a counselor who can help facilitate the off campus referral.

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SUPPORTING STUDENTS AFTER A TRAUMATIC EVENT

Traumatic events occur on and off the college campus and can often leave students, faculty, and the community feeling uneasy and uncertain of how to respond.  Some events affect only a few students and other events may impact small to large groups of students, or the community as a whole. If a tragic event occurs that has impact on students, it is suggested that some class time be used to allow students the opportunity to vent their emotions and thoughts about the event.  This debriefing can serve as an initial support in the healing process.  Giving students the opportunity to express their feelings can reduce some of the stress of the event and communicates that you are concerned.

 Some guidelines to consider include:

• Express how you are feeling about the event and ask the class how they are dealing with the event.  Emphasize that feeling sad, confused, numb, or overwhelmed is normal after a traumatic event.

• Give students the time to process how they are feeling and share with them that talking about the effects of a trauma can be helpful to both individuals and groups.

• Sharing of personal feelings and thoughts should be voluntary, and students should be encouraged to share only what they feel comfortable sharing.  If no one wishes to share, then let the class know that you are available to meet with them individually and remind them of your office hours, phone number, and email.  Let the class know that Counseling Services and Campus Ministry staff are available to support students affected by the trauma, and encourage them to talk to family and friends who they trust and with whom they feel comfortable.

• Validate students' feelings by responding in general supportive terms: “Thank you for sharing.”  “It is difficult to know how to feel right now.”  “It is difficult to find a way to explain how this happened.”  “There are no answers right now; it is good we can support each other.”

• Help the students understand that different people have different responses to stressful events and that each person copes in ways that make him/her feel most comfortable. 

• Help students to understand that what they are feeling is normal in the wake of a traumatic event and that they have an opportunity to grow from the experience.

• Let students know it is important that they take care of their own emotional, physical, and academic needs during this difficult time.

• If you are concerned about an individual student let him/her know that you are concerned and suggest he/she meet with a counselor for support.

• In the weeks or months after the event be mindful of how the group or individual students are handling themselves.  Do not hesitate to ask a student how he/she is doing or to refer a student for counseling if he/she appears to be struggling.

• Resources for coping with trauma, grief, stress, and anxiety.

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