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SWAN
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student
wellness
advisory
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When to Use EARS (Early Alert Referral System)
and When to Use SWAN
If
you are concerned about a student and are interested in connecting the
student to appropriate resources, here are some guidelines on how to refer
a student. We encourage you to use the method that works best for you,
and remember, it is always better to refer when the behaviors first become
a concern, rather than waiting until the behaviors escalate to a more
troublesome level.
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Early Alert Referral
System (EARS)
is designed to help identify students who are experiencing difficulties
that may hinder their academic and/or personal performance. Generally,
the issues of concern are related to academic performance, attendance,
college major/career choice, or personal concerns. The student’s
behavior has risen to the level of concern, though is not viewed as an
urgent or crisis situation. Faculty are encouraged to discuss the
referral with the student prior to forwarding the EARS form.
Click
here to access the
EARS form.
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Direct contact with a
student development administrator. If you have a specific concern, and believe it can be best handled by
a specific student development administrator, then you can call or email
that person for advice and guidance on how to handle the situation.
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Student Wellness
Advisory Network (SWAN)
is designed to intervene in cases that have become more troublesome,
threatening, or out of control, and there is a need for a stronger
intervention. You may contact any of the SWAN members listed below and
they will be able to assist you and recommend an appropriate
intervention.-
Anonymous Referrals
If you have immediate concern for the safety of student, self or others,
call Campus Police and Safety at 871-7690.
History/Purpose
The Student Wellness Advisory
Network (SWAN) was created in the spring of 2008 through the collaboration
of the Student Development Division, Campus Ministry, and Campus Police
and Safety. Its purpose is to review student behavior and development
issues that are of a concern to the Gannon community and to serve as a
core Student Development unit to address crisis issues that may arise.
This interdisciplinary team will meet on a weekly basis to review cases
and make recommendations for appropriate interventions. SWAN will be a
resource for the Gannon Community and will support the existing University
offices that are currently working to promote student growth and learning.
SWAN will serve as a resource for the
Student Development Division, faculty, staff, and students, facilitating
completion of some or all of the following activities designed to promote
wellness:
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Review SWAN member
concerns regarding student behavior issues.
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Refer SWAN members,
faculty, or staff to appropriate university offices as a means of
managing the student behavioral issue.
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Consult with faculty,
administration, staff, and students involved in, or affected by, a
situation.
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Advise the Student
Development Division regarding student behavior issues or in response to
a crisis.
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Make recommendations
to faculty and administration on appropriate action to take, consistent
with university rules and policies.
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Develop strategies to
promote student wellness on-campus.
At the request of the Dean of Student
Development, SWAN will act as a think tank to address trends in student
development and make recommendations for programming or policy changes,
i.e., millennial student issues, gambling, self injury, Asperger's
Syndrome.
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Confidentiality
SWAN members may provide each other or faculty, staff, students, or
outside parties involved in a particular case with information as is
necessary to protect the health, safety, and privacy of the student or
other persons and to generate a recommendation for a course of action in
accordance with applicable legal and professional standards of
confidentiality (FERPA).
If a student involved in a case review
is already a client of Counseling Services, the Chaplin’s Office, and/or
the Health Center, information about that student’s relationships may not
be obtained by SWAN members without the written consent of the student in
question. Counseling Services and Health Center staff are bound by state
law and professional standards governing confidentiality, privacy, and
releas e of information (HIPPA, PA state law, professional ethics code).
SWAN Members (Referrals can be made to any of the members listed
below.)
If you have immediate concern for the safety of student, self or others,
call Campus Police and Safety at 871-7690.
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Questions
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How can you identify student
behavior that may be of concern?
It is important for faculty and staff
to focus on observable behavior that is exhibited over time and
refer the student when that behavior is noticeably interfering with
the student’s ability to function within the classroom, workplace,
or with other people. The goal is to use your observations to make
an appropriate intervention so the student can address the concern,
make healthy adjustments, and develop as a person and student.
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Should you talk to the student
about your concerns?
Faculty and staff have regular
student interaction, and if you feel comfortable talking with the
student about your concerns, then it is advised you do so. When
engaging the student, let him/her know that you are concerned.
Focus on the observed behavior and ask what the student thinks
he/she can do to remedy the situation (“I noticed you have been late
for the last four classes and I am worried it may affect your
grade. I am wondering what is going on and what you think you can
do to get to class on time.”). If you are not comfortable
approaching the student, then you can discuss the situation with
other faculty or Student Development staff to explore ways to get
the student the help he/she needs.
When you talk with a student, do not give
the assurance of confidentiality. A student who appears to be at risk
(academically, interpersonally, or psychologically) may be in need of
assessment and assistance. The role of advisor and mentor is a powerful
force in students’ lives, and your willingness to engage the student about
your concerns is often the supportive step a student needs to address the
issues that are troubling him/her.
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What if you have serious concerns about a
student’s behavior?
Know that you have experienced
colleagues to help you address the student’s concerns, and the
sooner the student’s behavior is addressed, the more likely a
solution can be identified. When a student’s behavior is disruptive
or threatening, it is best to intervene immediately, and support is
available through the following offices: Counseling Services,
Student Living, Dean of Student Development, or Campus Police and
Safety. Early intervention and a cooperative effort will provide
the best opportunities for the student to identify and change the
behavior of concern.
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Signs/Symptoms of a Student who May Be Distressed
Sudden emotional, personality, or behavioral changes
that persist or reoccur over time may be indicators that a student is
distressed. Early recognition and intervention can help the student to
address the possible problems and develop solutions before the problems
become unmanageable. Signs/symptoms can include one or more of the
following:
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Poor emotional control or mood swings, persistent
feelings of sadness, hopelessness and/or apathy, unreasonably demanding
of self/others, frequent crying, or unwarranted hostility or
belligerence.
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Worry, anxiety, or stress that interferes with
concentration, studying, test taking, or coping with daily
responsibilities.
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Poor attendance at school/work, a drop in academic
performance, increased requests for extensions on tests or assignments,
or persistent problems learning course material.
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Increased talk about, or evidence of, the use of
drugs and alcohol.
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Concerns about sleeping or eating habits, or poor
hygiene.
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Expresses concern about family, relationship,
career/major choice, financial, or legal problems.
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Suicidal thoughts/gestures, evidence of previous
attempts, or talking/writing about death/suicide.
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Frequent psychosomatic complaints, unnatural
preoccupation with health, unexplained aches and pains, frequent
requests or visits to see a doctor.
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Evidence of social isolation, withdrawal from
normal daily routines, or struggles with fitting in.
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Inability to concentrate or make decisions, not
thinking, speaking, or behaving in a coherent manner.
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Unusual/bizarre behavior that raises the concern of
others, or disoriented or paranoid behavior.
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Physical or verbal aggression towards others, or
problems with authority.
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How to Interact with a Student Who May Be Distressed
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Communicate your concern to the student, that you have noticed some
changes in his/her behavior; be willing to listen and help explore
solutions. Early intervention can lead students to develop healthier
coping skills. -
Communicate to the student that stress, anxiety, and emotional times can
be difficult to deal with and encourage him/her to talk with someone who
can help. -
Provide support to handle the immediate situation and make referrals
when support isn't enough. Do not get involved beyond what seems
comfortable and appropriate. Consult with colleagues or Student
Development staff to develop appropriate strategies for intervention. -
For serious concerns, contact a member of SWAN listed on reverse side. -
For academic, attendance, career, or financial concerns, you can refer
the student by using an Early Alert Referral System (EARS) form, or
contact the appropriate support office. -
For interpersonal or psychological concerns, call Counseling Services at
814-871-7680 and consult with a counselor.
If you have immediate concern for the safety of student, self or others,
call Campus Police and Safety at 871-7690.
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Student Referral
At one time or
another, students may feel stressed, depressed, or upset. However, there
are levels of student distress which, when present over a period of time
(days to weeks or longer), may suggest the problems are more than the
“normal” student issues, and an early and appropriate intervention may
help the student get back on track. The following Levels may be helpful
in guiding you when you are concerned about a student and want to make a
referral.
LEVEL 1
Although not
disruptive to others, these behaviors may indicate that something is
wrong.
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Struggling with the class material,
late with assignments, poor test performance.
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Coming late or missing class.
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Moodiness, withdrawn, detached,
anxious, stressed, or sad some of the time.
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Sleeping in class, conflicts with
school and work.
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Focus on the “party” aspect of
college (alcohol/drug abuse).
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Marked changes in behavior or
attitude – extreme makeover.
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Not fitting in, immature or unusual
behavior – being different brings on negative attention from others.
LEVEL 2
These behaviors may indicate increasing distress or a
reluctance/inability to manage stress.
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Persistent problems with classmates
or faculty.
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Significant drop in grades or change
in class attendance.
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Repeated incidents of
attention-seeking or acting-out behavior.
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Physical or verbal aggression toward
others, or problems with authority.
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Negative attitude towards
self/others, feelings of inadequacy or self hatred.
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Unnatural preoccupation with health
or unexplained aches and pains.
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Often pushes the limits, or is
unaware of how his/her behavior affects others.
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Depressed mood, isolated from others,
agitated/angry much of the time.
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Loner, does not seem to fit in or
connect with classmates.
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Unusual or exaggerated emotional
response.
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24/7 focus on things other than
school (alcohol/drugs, partying, computer games, gambling, sports, or
exercise).
Levels 1 and 2 - What to Do to Help
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Talk with the student about your
concern, identify options to address your concern, and offer suggestions
if appropriate - “Have you ever thought of trying…” “A student last year
found it helpful to…”
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Remind the student of campus
resources (Academic Advising, CAAP, Tutoring Services, Counseling
Services, Health Center, Career Development).
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Refer the student using the Early
Alert Referral System (EARS) which can be accessed on the Academic
Advising site at
www.gannon.edu/departmental/advising/default.asp.
Level 3
These behaviors
usually show that the student is struggling and may be in crisis. The
behaviors may surface as a result of increased stress or have escalated
over time.
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Highly disruptive behavior –
hostility, aggressiveness, anti-social or anti-authority, history of
discipline problems.
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Difficulty communicating clearly –
garbled/slurred speech, disjointed thoughts, little to no communication
or interaction with others.
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Appears
sad or angry most of the time, excessive worry or anxiety, negative
interactions with others, does not seem to fit in, alienated from
others.
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History of family, relationship,
alcohol/drug, academic, mental health, discipline, or legal problems.
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Expresses suicidal thoughts, threats
towards others, or focuses on death, occult, or violence.
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Unusual/bizarre behavior that raises
the concern of other students, disoriented or paranoid behavior.
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Unwillingness to make changes or
seek help.
Level 3 - What to Do to Help
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If you are comfortable, talk to the
student privately and express concern about the observed behaviors. Let
the student know you would like him/her to seek help and that your
concern is such that you need
to report your concern to a member of SWAN.
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If you are not comfortable
approaching the student, you may consult with a SWAN member and develop
an appropriate intervention with the student.
If you have immediate concern for the safety of student, self or others,
call Campus Police and Safety at 871-7690.
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top
Back to Counseling Services
Updated
12/16/08
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