The young adult years are a period of change, growth of independence, challenges in decision-making, and furthering development of one’s identity and values.  Developmentally, it’s a time of transition, growth, and self-definition that can be both exhilarating and anxiety-provoking.

As faculty or staff on our campus you may encounter a student who is openly distressed or observe one who quietly evokes your concern.  Many students who may profit from professional intervention may not have asked for counseling support.  They may not even know that confidential counseling services are available to them on campus without fee.  You may be in an excellent position to encourage them to seek counseling help.

Below, you will find information on the following areas, including:
A.  Indicators of distress
B.  What faculty and staff can do
C.  Student Affairs’ response
D.  If you choose to talk to students
E.  Additional links

A.  Indicators of Distress:

Below is a list of indicators that may suggest that a student is in trouble. An individual may show only a few or multiple indicators of distress.  They may signal a short-term transient state or be signs of a more serious concern.

Warning Signs:

• Depressed or withdrawn demeanor
• Marked change in affect, appearance and/or personality
• Poor hygiene
• Decreased social interaction and classroom participation
• Frequent lateness or absence from class
• Diminished attention and concentration; disorganization
• Decreased motivation
• Poor academic progress
• Easily agitated; irritable
• Disrupted sleep and eating patterns (significant weight gain or loss)
• Decreased pleasure in daily activities
• Inordinate anxiety
• Expressions of hopelessness and/or excessive guilt
• Abuse of alcohol, drugs (caffeine and tobacco included) and/or food
• Disruptive behaviors in the learning environment
• Verbally or physically aggressive behaviors
• Frequent references to death or direct expressions of suicide or homicidal thought
• Distortion of reality (e.g., auditory, visual or kinesthetic hallucinations; paranoia)
• Disruption of previous cognitive functioning
• Excessive or retarded physical movement and/or speech
• Grandiosity
• Excessive involvement in pleasurable activities with a high likelihood for negative consequences (e.g., unrestrained spending sprees, sexual indiscretions)
• Multiple losses or changes in one’s life.

Universities are seeing more students on campus with psychological conditions than ever before, but it is important to note that while individuals may evoke some concern because of unusual behavior, this may not mean that they represent a danger to self or others.  While it is important to pay attention to students who may be in distress, a student who presents in an unusual manner may have a developmental disorder or other psychological condition that interferes with their social interactions.  It is very difficult to predict violent behavior. 

In order to function well, we all need a foundation of support from important people in our lives as well as strong internal resources to maintain wellbeing.  When an individual shows distress, their coping strategies may not be very effective.

Following is a list of factors that may help to alleviate stress:

• Integration in a positive social milieu
• Supportive network of family and friends (i.e., someone to talk to)
• Commitment to family, pets, school, job, etc.
• Commitment to short-term and long-term goals (e.g., finishing a course paper, semester completion, degree plan)
• Spiritual faith; regular use of ritual, prayer or meditation
• Regular exercise
• Adequate sleep and nutrition
• Positive intrapersonal coping styles such as using problem-solving techniques, creative artistic expression, etc.

B. What Faculty and Staff Can Do

• Talk with the student.  If a student is comfortable, ask questions in a sensitive manner to gather more information.  If the issues appear to be more complicated than you would prefer to address, it’s time to encourage the student to take action. 

• Refer the student to Counseling and Disability Services (C&DS).  Offer to call C&DS while the student is there with you.  We make every effort to see distressed students as soon as possible.  If we are occupied and don’t answer our phones, leave a voicemail message.  If it is an immediate crisis, the Student Affairs office or Security can contact us by cell phone.

• Offer to walk the student over to C&DS.  Having an instructor or staff member facilitate an initial connection with a counselor can make the process more comfortable for a student. Students might feel trepidation when coming to a counseling office for the first time.

• Inform students about both areas of the C&DS department.  An individual may qualify for intervention for a disability.  This in itself may be enough to mitigate some obstacles for the student.

• Let others know. Depending on your level of concern and the nature of the problem, you may elect to alert your department chair and the student’s academic advisor.  Contact the Dean of Students and the Vice President for Student Affairs and Enrollment Management, especially when disruptive behaviors or personal safety are involved.  The Dean of Students and the VPSA/EM can be contacted by cell phone through the Department of Student Affairs or Security if you feel the matter is urgent and they are not readily available in their offices.

• Consult Counseling and Disability Services.  The department can be reached at 713-525-3162 or 713-525-6953 and is available for consultation and assistance.  Sometimes a quick consultation with you may help counselors determine what approach to take to address a situation.  Confidentiality is a guiding principle for C&DS, though; professional ethical and legal guidelines limit counselors’ ability to share information.  It is possible that C&DS may have had previous contact with a student about whom you are concerned; however, the department might not be able to relate that to you.  C&DS is only able to share information the student has given written permission to disclose, but will inform you of a referred student’s contact if he/she has given consent.  After referring a student you may want to check back with that individual to see if they have followed through with your suggestion. 

• Alert Campus Security at 713-525-3888 if needed.  Provide information about the nature of the situation and as much identifying information as possible.

• Call 911 for emergency situations when there is imminent danger of physical harm to self or others, and medical emergencies.

C. Student Affairs Response:

• There are a variety of policies that influence/dictate how Student Affairs will respond in a given situation.  You may refer to the Student Handbook for policies and procedures.  Action taken by the Division of Student Affairs may include:

• referral for counseling or medical assessment
• disciplinary conferences
• behavioral contracts
• interim suspension
• administrative or medical withdrawal
• eviction from residence halls

• The Student Handbook, the Code of Student Conduct and Residence Life Policies and Procedures support the mission of the University and are guided by best practices in the field of Student Affairs as well as federal and state mandates such as the Family Educational Rights and Privacy Act (FERPA).   

D. If You Choose to Talk with Students:

Best practices for university and college counseling centers indicate that faculty and staff can be helpful to students and often may be one of the first people to be aware of a student’s distress.  For example, a student’s frequent requests to submit assignments late or an emotional reaction in the business office may be a reflection of their need for professional counseling support.  If you are comfortable talking on a more personal level with a student, reviewing the following points may be a useful guide. 

• Be aware of your own level of comfort talking about sensitive matters.  If it is bothersome to you or just not your style, help the student to talk with someone else.  You may need to refer him/her immediately to Counseling and Disability Services.
• Be aware of your personal and professional limitations.
• Present yourself as approachable to students, but stay mindful of your professional boundaries.  Sometimes in an effort to be helpful, we may step too far beyond our role. 
• Be mindful of any prejudices you may have.
• Listen with an open and accepting stance without judgment of the student.
• Validate the individual’s feelings.
• Accept the significance of a specific event or stressor.  Its importance to the individual is what’s critical.
• Avoid negative attitudes such a labeling behavior as “lazy”.
• As noted earlier, if a student is comfortable, ask questions in a sensitive manner to gather more information.  If the issues appear to be more complicated than you would prefer to address, it’s time to encourage the student to take action. 
• It is okay to ask a student if he/she has had recent thoughts of death or suicide.  Contrary to popular belief, inquiry about suicidal thoughts does not encourage someone to consider it.  Having a responsible adult directly ask about suicide, may be the opening someone needs to disclose his/her level of distress.

E. Additional Resources:

Here are some additional useful resources from other institutions:

http://www.smu.edu/healthcenter/counseling/ct_parents-trauma.asp

http://www.counseling.txstate.edu/

http://helping.apa.org/articles/article.php?id=151

http://www.magellanhealth.com/news/spotlight/WarningSigns.pdf

http://www.nostigma.org/students_facts.php