2. Self Care
Recognizing Symptoms & Indicators of Student Stress and How to Engage
Q & A with Discussion
Agenda

3. Think marathon and not sprint – for both ourselves and students.
In the same boat
Same vulnerabilities and needs as our students
Not special – no resources for managing our own suffering that differ from those of students. May have more skills/tools from past experiences
Culture prizes individuality and self-reliance
Depending emotionally on other people can be healthy and more adaptive than excessive self –reliance!
Think marathon and not sprint – for both ourselves and students.

4. Take care of yourself Before, During, and after
Easy to lose sight of self care when responsible for others
Multiple demands for faculty and staff in crisis/disaster
Can result in increased vulnerability to stress-related symptoms, burnout, and compassion fatigue
Knowing yourself and own strengths and limits matters
Everyone is different – no comparisons!

5. Self care
How do you know when you need to back off, take a break, take care of yourself? What have you done/not done as a result of HARVEY?
Cognitive
Emotional
Social
Physiological
Other?

6. Some ways to “do” self-care
Talk to someone or spend time with others.
Do distracting activities that are helpful.
Eat well and rest sufficiently.
Insofar as possible, maintain normal schedule, with breaks!
Focus on practical things that can be done right now to better manage the situation.
Use relaxation skills.
Seek help as needed (e.g., colleagues for student and related issues; counselor, clergy, or trusted person for personal concerns).
Exercise in moderation. If you don’t “formally” exercise, then move.

7. What not to do Alcohol, caffeine, nicotine, other drugs and substances
Extreme avoidance of thinking or talking about event or resulting/ongoing impacts
Over/undereating and over/under sleeping
Get into unnecessary conflict
Blame
Work too much
Withdraw from family/friends
Generally don’t take care of self

8. Distressed Students
College, both for graduate and undergraduate students, can be stressful.
Emotional distress interferes with academic performance.
You may be the first to recognize something is wrong.

9. Common reactions
Intrusive reactions –impinge on our daily lives, sometimes unexpectedly (e.g., distressing thoughts/images, upsetting emotional/physical reactions to reminders, flashbacks Avoidance/withdrawal reactions—avoid talking, thinking, or having feelings about, or being reminded of event; that involve emotional numbness; tat involve social withdrawal or feelings of estrangement/detachment from others; that involve loss of interest in usually pleasurable activities Physical arousal reactions– constantly being on the lookout for danger, startling easily; irritability or angry outburst; difficulty falling or staying asleep; problems concentrating or paying attention Trauma/loss reminder reactions—can be distressing mental images, thoughts, emotional/physical reactions

10. In class, may look like… Poor work quality Procrastination
Problems with attendance/tardiness
Repeated requests for special consideration
Disruptive behavior (perhaps more with undergraduates)
Problems with peers
Evidence of fatigue
Essays, s, journals that communicate problems

11. May also see Odd appearance/behavior Dramatic weight change
Emotional extremes
Depressed or anxious mood
Unexplained crying
Irritability/angry outbursts
Hyperactivity or very rapid speech
Dramatic weight change
Indecisiveness
Lethargy
Poor hygiene/dress
Speech that is hard to follow
Other strange/bizarre behaviors

12. If you are concerned . . . Don’t wait.
Talk directly and privately to student about concerns.
If you are not comfortable meeting with student alone, consult with supervisor or department chair. Pairs/teams can be good!
If unsure about how to proceed, call the UCC. Staff can coach you through.

13. AT RISK

14. The How to . . . Describe concerns behaviorally and specifically.
Let student know you are concerned for him/her.
Listen and explore options.
Listen carefully without judgment and without necessarily agreeing/disagreeing.
Strive to understand issue from student’s point of view.
Do NOT promise confidentiality, especially on the front end.
Provide resources
Promote hope

15. Keep communication lines open
Normalize help-seeking.
Validate* (confirm/verify/authenticate) – you are not validating a wrong behavior but a person. Do not invalidate (negate or dismiss/weaken/ nullify/reject) .
Reassure student that help-seeking is a strength rather than a weakness or failure.

16. *A note about validation
At highest level with highly distressed people, a complex skill.
Minimal level of validation can be very helpful.
Careful listening and observing, staying aware and tuned in to student. Words may not be necessary.
Accurately reflecting/restating what a student says.
If you are comfortable/skilled at so doing, observing and stating the unspoken. Can be stated as a question.

17. Threatening/dangerous behavior
If student behavior is threatening towards self or others, contact University Police Department (x4444).
Make report to ICARE (
If something about the student makes you uneasy, don’t meet with the student alone or in an isolated place.
Consult with and/or notify supervisor/department chair.

18. Other contacts
Islander Help Call Center, x 9999;
Dean of Students (Ann Degaish), x 2612
Disability Services x 5816
Rec Sports
Health Center Nurse Line x 2601
Career Services
Housing
Izzy’s Pantry
Personal resources: friends, family, clergy)

19. Q & A; Discussion