Recognizing Students in Crisis CMS Guidance Department March 2012

AGGRESSIVE STUDENT Feelings of - frustration, - inadequacy - being out of control Passive-aggressive Violent outbursts Verbally aggressive May see you as trying to control them Angry at his/her world; lashes out

DEPRESSED STUDENT Feelings of - self anger - guilt - worthlessness - helplessness - hopelessness Difficulty concentrating, remembering Changes in appetite Sleep disturbances

ANXIOUS STUDENT Feelings of - worry - fear - anticipation of misfortune, doom Panic attacks -Symptoms may include: sweating, dizziness, choking, chest pain, and cold, clammy hands Difficulty concentrating Memory distortions

STUDENT UNDER THE INFLUENCE Susceptible to peer pressure Irresponsible or unpredictable behavior Health and social impairments - hygiene - consciousness - ability to function Changes in academic performance.

STUDENT BEING BULLIED Skips school or is often too sick to go to school Has unexplained bruises Has experienced a slip in grades Is reluctant to talk about school Lower self-esteem Feelings of anger, depression, and anxiety Is missing belongings Frequently requests money to replace “lost” money Comes home in dirty clothes (from fights) Roman, T. (1997). Bullies are a pain in the brain. Free Spirit Publishing. Roberts-Pittman, B. (2009)

STUDENT BEING ABUSED Excessively withdrawn, fearful, anxious Shows extremes in behavior (extremely passive/aggressive) Frequent bruises or unexplained injuries Injuries appear to have a pattern (handprint, belt) Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days Poor hygiene

STUDENT BEING ABUSED Cont. Is frequently late or missing from school Does not want to go home Displays knowledge or interest in sexual acts inappropriate to his or her age, or even seductive behavior.

GRIEVING STUDENT Escape by engaging in drugs, sex, etc. Decrease of normal inhibitions and increased risk taking Hyper-aggressiveness Defiance Anger at parent or the person who died. Suicidal thoughts. Fear of close relationships. Low self-esteem. Guilt. Difficulty with long-term plans. Short attention span. Decline in school work. Leming, M., & Dickerson, G. (1983). Understanding death, dying, and bereavement. Hotl, Rinehardt and Winston.

SUICIDAL STUDENT Previous threats of attempts at suicide. Support for an important role model who committed suicide. Feelings of being a failure. Radical personality changes. Withdrawal from family, friends, and regular activities. Noticeable changes in eating or sleeping habits. Neglect in personal appearance.

SUICIDAL STUDENT (cont.) A decline in the quality of school work. Violent or rebellious behavior. Drug or alcohol abuse. Verbal hints (e.g., “I will not be a problem for you much longer, “ or “Nothing matters”). Giving away favorite possessions. Suddenly becoming cheerful after a prolonged depression (which may indicate that a decision to commit suicide has been made. Opalewski, D., & Roberston, J. C. (2007). Confronting death in the school family. National Center for Youth Issues.

SUICIDE ASSESSMENT SLAP METHOD S – How SPECIFIC is the plan? The more specific the details, the higher the degree of risk L – How LETHAL is the proposed method? How quickly could the person die if the plan is implemented? A –How AVAILABLE is the proposed method? If the tool to be used is readily available, the level of suicide risk is greater P – What is the PROXIMITY of helping resources? Generally the greater the distance the person is from helping resources, the greater the degree of risk Opalewski, D., & Roberston, J. C. (2007). Confronting death in the school family. National Center for Youth Issues.

WHAT YOU SHOULD DO Refer student to counselor - Sign a pass for the student - Tell student he/she can fill out a slip in guidance office - counselor  Refer student to nurse  Refer student to administrator  Follow corporation guidelines for reporting child abuse/neglect.