College Students & Stress Jenny Miller, Ph.D., LP CSB/SJU Counseling and Psychological Services

What is stress?  An automatic response of the body to a demand; different for each person.  Two types of stress: Eustress Eustress Distress Distress  Yerkes-Dodson Law  Holmes & Rahe research

Small group activity

Other stressors  Family issues: divorce, affairs, GLBT issues, change of home or jobs  Finances: loss of loan, threats from parents to stop payment, car problems, job problems, gambling/AOD use  Relationships: rejection of friends, break- ups, acquaintance rape  Health: injury or illness, chronic diagnosis, health of family member  The future: ?????

Other stressors, cont.  High school vs. college performance  Cultural, racial, religious, etc. differences in norms/values  Time constraints/juggling roles  Time management/procrastination  Grief/loss  Identity/self-esteem  Pre-existing or emerging mental health concerns  The Big Three (sleep, nutrition, exercise)

Strengths of students  Resilience  Intelligence  Openness to experience  Ability to access established support networks and/or quickly enhance support system  Ability to find and utilize a mentor  Spiritual grounding and/or goal orientation  Self-awareness, self-care  Ability to multitask  Ability to let go of perfectionism

Physical symptoms of stress  Heart palpitations  Headaches  Sweaty palms  GI distress  Skin outbreaks  Shortness of breath  Insomnia/hypersomnia  Sore, tight muscles  Loss of energy/fatigue  Change in work/school attendance, performance

Emotional symptoms of stress  Moodiness/irritability  Depressed or anxious feelings  Loss of sense of humor  Abrasiveness or hostility toward others  Nervousness  Being overly sensitive/emotional  Withdrawal from others  Apathy

Mental symptoms of stress  Forgetfulness  Loss of concentration/focus; selective attention  Displaying poor judgment  Being disorganized  Confusion, having fuzzy perception  Lack of interest  Errors in calculations  Negative self-talk, decrease in self-esteem  Thoughts of death or suicide

How to handle stressed students  If a student approaches you: Reinforce his/her decision to talk with someone Reinforce his/her decision to talk with someone Acknowledge his/her distress Acknowledge his/her distress Be accepting, objective and nonjudgmental Be accepting, objective and nonjudgmental Try to help student clarify his/her concerns Try to help student clarify his/her concerns Refer to appropriate resources Refer to appropriate resources

How to handle stressed students  If you are concerned about a student: Assess level of relationship, your level of comfort and sense of responsibility Assess level of relationship, your level of comfort and sense of responsibility Find a private, “safe” place to talk undisturbed Find a private, “safe” place to talk undisturbed Discuss your observations of any changes Discuss your observations of any changes Listen to the student’s response to your concerns, and clarify what you’ve heard Listen to the student’s response to your concerns, and clarify what you’ve heard Gently but directly encourage him/her to seek additional resources for assistance; offer to help if willing/able Gently but directly encourage him/her to seek additional resources for assistance; offer to help if willing/able

Resources  CSB Counseling and Health Education (x5605) or SJU Personal and Professional Development Center (x3236) Free and confidential Free and confidential Emergency vs. normal referral Emergency vs. normal referral  CSB Campus Security (x5000) or SJU Life Safety (x2144)  CSB Dean of Students, Jody Terhaar (x5601) or SJU Dean of Campus Life, Jason Laker (x3171)