Faculty and Staff Guide to Assisting Students in Distress SMU Talks: Faculty and Staff Guide to Assisting Students in Distress

1 in 5 Canadians experience a mental health problem or illness in any given year Young people between ages 15-24 are most at risk of developing a mental illness Suicide is the second leading cause of death for Canadian youth between 10-24 years of age Anxiety and depression are the most common concerns students seek assistance for from the Counselling Centre.

Click topic to skip ahead to certain sections. Overview Click topic to skip ahead to certain sections. Mental Health and Mental Illness Is the Student in Distress? (Warning Signs) Red Flags!!! How you can Help and Making a Referral Student Reluctance to Help and Follow-Up Resources (On and Off Campus)

Your everyday interactions with students already put you in an ideal place to notice behavioural and academic changes in students that may be of concern. You may be approached by a student experiencing personal or emotional difficulties. You can help. Increased awareness and understanding = increased confidence in supporting students and effectively directing them to the help they need. With many mental illnesses, the sooner treatment begins, the better the prognosis. How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.

Mental Health vs. Mental Illness We all have things we can do to support our mental health, like we support our physical health. Mental Health vs. Mental Illness The capacity to feel, think and act in ways that enhance one’s ability to enjoy life and deal with challenges (Public Health Agency of Canada) A student with good mental health often feels able to get to class and complete assignments A term used to describe a range of mental disorders affecting thinking, mood and behaviour Mental health problems which develop into symptoms that persist over time can lead to a professional diagnosis of a mental illness and require specialized treatment Example objectives At the end of this lesson, you will be able to: Save files to the team Web server. Move files to different locations on the team Web server. Share files on the team Web server. Note: A student with poor mental health does not necessarily have a mental illness. A student with a mental illness can have good mental health and perform as effective academically and socially

Is the Student In Distress?- Warning Signs Behavioural Signs - A change in behavior can be the first indicator of poor mental health since it is more difficult to deduce a person’s thoughts and feelings. Disruptive behaviour and/or mood swings Dependency on faculty member – asking for more and more accommodation Unusual or changed pattern of interaction Avoiding or dominating discussions Social isolation References to suicide Inappropriate response to situations Homicidal threats Skip ahead to Red Flags!

Is the Student In Distress?- Warning Signs Physical Signs Psychological Signs Disheveled appearance, change in appearance- including weight changes or changes in appetite Complaining of illnesses, aches or pains Extreme fatigue Irritability Excessive anxiety Persistent worrying about unrealistic events Feelings of helplessness or hopelessness Tearful/crying Academic Signs Poor academic performance and preparation Missing classes and deadlines Inability to concentrate, confusion, indecisiveness Repeated requests for special consideration

Student Life Cycle – some typical concerns September Excitement, homesickness, loneliness, anxiety about roommates, classmates and professors January “Fresh start” mentality sets in with new term, consequences of first semester grades, homesickness, graduation (career concerns) October “Do I fit in here?”, Mid-term exams, roommate conflicts arise February Seasonal Affective Disorder (SAD) sets in with winter, potential increase in alcohol and other substance use, loneliness and isolation over Valentine’s day, excitement/disappointment over spring break plans. November Academic realities set in as midterm grades returned, exam anxiety, cold & flu season March Mid-term exam stress, anxiety over physical and emotional changes from the year, summer employment concerns December Excitement and/or anxiety about going home (or not) for the holidays, final exam anxieties April Revisiting decisions on major, final exam anxiety, Relationship disruptions, concerns over summer plans

Red Flags!!! - immediate action situations Refer to Counselling Centre Folder: Red Flags!!! - immediate action situations Explicit mention of a wish or plan to hurt another individual University Security Emergency Line… (902) 420-5000 Explicit mention of suicide The Counselling Centre…………………… (902) 420-5615 (After Hours) Mobile Crisis Line ……… (902) 429-8167 Student is incoherent or unintelligible Student Health Services………………..… (902) 420-5611 or………………….. (902) 496-8778 Student cannot be calmed Contact:

How can you help? Support + Normalize Refer Approach Listen Your role is NOT to diagnose or counsel the student. You are NOT a Counsellor BUT you may be the only person this student confides in and the best means in assisting the student in getting the help they need. Support + Normalize Refer Approach Listen

Approach showing care and concern Reach out, make contact Seek a quiet, safe location when you have time to speak. If there is a safety concern ask someone else to be present as well. Be specific and non-judgmental about the behavior that worries you. “I’ve noticed you’ve been absent from class lately and I’m concerned” ‘You seem to be under a lot of stress. How’s everything going?” “I haven’t seen you around the last few weeks. Are you doing OK?” “You were crying in class and I want to help if I can”

Listen and use language that helps Allow space for student to name what they need “What would be helpful?” Do not make assumptions or judgements. “Help me understand” “I want to understand what is going on with you.” “What I hear you saying is ________.” “It sounds like you have been feeling very overwhelmed/anxious/ stressed/ alone.” “That sounds like it is hard to deal with.”

Support and Normalize Getting Help Offer hope and reassure the student that you are concerned and want to help. “I am glad that you’ve told me this. I want to help you.” “It is not uncommon to feel this way. You are not alone.” Point out that help is available and that seeking help is a healthy way to work through difficulties. Normalize: We go to the doctor to get checked out for physical concerns. Similarly mental health concerns also need to be checked out. We have The Counselling Centre on campus to do just that.

How to Make a Referral “Have you thought about talking to someone about this?” “This sounds like a lot to deal with on your own.” “There are some great resources on campus to help you” “I know of some people who can help” Asking for help is an act of courage and normal. Provide the student with RESOURCES. Offer to make the call with the student and/or accompany them to the Counselling Centre for support if they want. This shows it is normal to reach out and you care.

Student Reluctance Follow-Up If student appears reluctant: Offer to contact resource on their behalf while they are with you OR Walk with them to The Counselling Centre Note: Students have to make their own appointment BUT There is no charge for using student services. Follow-up with the student. “Did you get an appointment?” However, don’t insist on knowing what the student has done.

Useful Tips Be prepared to have your advise ignored (politely) Accept the response the student gives, they can make their own choices. Simply by offering support you have made a positive impact that you may not see. They may reach out to you again. Say what you see and be patient. Always trust your instincts Keep the door open “I see you upset in class but I respect your choice not to seek help right now. If I can be helpful, I am here.”

Resources The Counselling Centre Located: 4th floor, Student Centre email: counselling@smu.ca phone: 902-420-5615 Emergency Services: 911 University Security Emergency Line .………………………….…..902-420-5000 Morneau Shepell- Student Support Program (24/7 Counselling) ………………. 1-855-649-8641 Non-Emergency Line .………………………….…..902-420-5577 Student Health 24/7 Nurse ……………………………….902-471-8129 Refer to Counselling Centre Folder: