LAURA HUTCHINSON, DEAN OF STUDENTS OFFICE Students in Crisis

Some common signs in an advising session High levels of frustration/negativity Lack of engagement Unkempt, poor hygiene—change in appearance Poor attendance Incongruent ability/performance Crying, anxiety about performance, parental or faculty expectations Chronic illness—colds, “I was sick” with no clear end in sight On some occasions, student is behaving in bizarre manner—not rational, inappropriate ‘affect’, appears incoherent or altered

Events/Issues that might trigger distress Homesickness/Transition Problems Depression Anxiety Substance Abuse/Misuse Excessive socializing Relationships Disordered eating Financial or academic pressures  Financial difficulty generally; loss of scholarship(s) specifically  Uncertainty regarding major/career goals  Poor performance in qualifying courses in 1 st /2 nd year that may prevent moving on/certifying in the major or college

Guidelines for Intervention with a Distressed Student STEPS: Before You Meet with the Student While You are Meeting with the Student After You Meet with the Student

Before You Meet with the Student Be prepared  Referral Sheet—Student Health, Counseling, DSS/DRC, Tutoring/Academic Assistance, SSS, OMA/OMSS  Involve yourself to the extent you are comfortable and qualified  Identify possible resources for referral based on what is being shared.

Before You Meet with the Student Check your information  Advising file information  Academic potential vs real performance  Declared disability?  NMS, special scholar, NCAA status?  Personal data/previous advising notes  Faculty information  Attendance  Performance

While You are Meeting with the Student Appropriate setting—give your undivided attention to the student. Listen carefully—and ask questions. Share your observations, perceptions, and concerns of the student’s behavior/situation. Acknowledge inappropriate or strange behavior in a nonjudgmental manner.

During the Meeting Help the student to identify the problem. Identify and connect the student to appropriate resources, including his/her natural support systems. De-stigmatize seeking help. “Everyone needs to talk with someone sometimes”, “There is no harm in giving it a try”, “Many students struggle with X class/course”, etc. Conclude the interaction with the student having a clear short term plan of action with a focus on resolution of the problem. Follow up—schedule another appointment or an agreed upon time frame for the student to get back to you.

Be Alert and Flexible! Have a plan if the student escalates  Give them time to just be upset or frustrated  Slow it down; sit back and just listen  Consider whether they are able to compose themselves or if they need more help. Ask if they would be willing to walk to the Counseling Center or the Dean of Students office.  It’s ok to let them know that you’re not sure what to do but you know someone who is  Alert a colleague/staff member to call ahead Follow up!

After the Meeting Consultation with other professionals may be helpful:  Your University Counseling and Testing Center  Dean of Students/Student Affairs staff Document and communicate with:  Department Chair/Associate Dean  Director of Advising/Student Affairs office Follow up with the student about seeking counseling or other support. Don’t be the last to know…

Things to Remember Master your institution/office/college expectations; know your support resources Familiarize yourself with institutional crisis/care procedures and the key responders before you have a student in crisis in your office Contact numbers should be on quick-dial or on a list near the phone

You don’t have to be a counselor; just someone who cares Be careful not to promise confidentiality Be engaged but not “over-involved”; your role is to make the handoff, not to resolve the personal issue Take care of yourself as well

Questions/Discussion? Laura Hutchinson, Assistant Dean of Students  208/  With thanks to Dr. Sharon Fritz, Licensed Psychologist University of Idaho Counseling and Testing Center