GUIDELINES FOR STUDENTS IN CRISIS
Overview
In your role as Faculty or Staff, you may become aware of students experiencing difficulty and question how you can intervene in this sensitive situation.
A student may confide that they are dealing with a crisis or significant life event. Common problems are stress, self doubt, relationship issues, financial strain and work obligations compounding the stress of academic life. Death of a family member, illness, or recovery from traumatic events can overload a student’s usual coping skills and create an immediate crisis. Without support, the student may be at academic risk due to the nature and degree of difficulty.
You may notice behavior within the classroom that suggests the student is having difficulty coping and question when and how to intervene to begin a dialogue with the troubled student.
Be observant for changes in a student’s normal behavior.
Common indicators of psychological distress are:
- Withdrawal from social interaction and participation within the classroom
- Withdrawal from academic work: missed or late assignments, unexplained absences and missed exams
- Aggressive, disruptive behavior in class
- Repeated requests for last minute special consideration. This suggests difficulty adhering to demands of curriculum without prior acknowledgment of a need for assistance and accommodations through Health & Wellness Centre or Centre for Students with Disabilities
- Noticeable change in energy level or concentration: may be observed as lethargy, inattention, sleeping throughout class, or hyperactivity and loss of ability to control impulses. Student may speak excessively, laugh or comment inappropriately
- Changes in personal hygiene and dress which suggests neglect of personal needs
- Crying and retreat from classroom, or angry aggressive outbursts
- Expressed feelings of hopelessness, helplessness, verbally or through art work.
Crisis Situations
Self Harm:
If a student speaks about self harm, an immediate referral to a health care provider is required. Regardless of the circumstances or context, any reference to ending one’s life must be taken seriously. It is not your role to determine the seriousness or possible lethality of the remarks. Immediate referral to Health & Wellness or after hours crisis services is required.
(See list of Mental Health clinics attached.)
Harm to Others:
Behavior that poses a threat to others or seriously disrupts the classroom must be dealt with immediately by calling OCAD University Security at 416-977-6000, Ext. 511 (white phone in hallway).
Disordered Eating:
If a student shares concerns regarding excessive dieting, binge eating and induced vomiting after eating, this signals a need for referral to the Health & Wellness Centre. A complete assessment of the student is required from a physical and psychological standpoint.
Delay in seeking treatment can place the student at increased risk.
Drug and Alcohol Misuse:
If a student appears to be under the effects of alcohol or recreational drugs on campus, it is helpful to attempt to refer the student for assistance to Health & Wellness. Drug and alcohol misuse can compromise academic success and is often an indicator of psychological distress.
In the case of an apparent overdose or drug reaction, call 511 immediately.
How To Intervene
Listen:
Assure a private setting for this interaction. Allow the student to speak uninterrupted while you listen attentively. Listen without offering any judgment or advice.
Acknowledge:
Acknowledge the student’s concerns by showing care and attention. Summarize and reflect back to them what you have heard (e.g. “It sounds as though you are having difficulty adjusting to your living situation and feel overwhelmed”).
Express Concern:
Clearly state what concerns you. “I notice you have been crying in class and have left class on a number of occasions I am concerned about you.”
Offer Hope:
Reassure the student that things CAN improve. Professional help is available on campus and off campus (if that is their preference). There are options and resources to help with any difficult situation.
Remember:
Your role is to provide enough hope to enable the student to seek professional help through the Health & Wellness Centre or their family physician.
You are not entrusted with the role of solving the student’s problem.
Making a Referral To Health & Wellness Centre
Communicate the message that seeking professional help for one’s problems is a sign of courage and strength. Normalize this by saying, "If you had a broken arm, you would see a professional rather than try to deal with it yourself. Your student fees cover health and counselling services. The service is entirely confidential and no academic faculty or staff has access to any information in your health file."
Provide the student with the Health & Wellness information flyer and Counselling brochure, or see Health & Wellness website for information. If the student is receptive, suggest that they make their own appointment by calling Health & Wellness at 416-977-6000, Ext 260.
How To Help a Student Who Is Defensive Or Reluctant
- Restate your concern and recommendation that they access support services. Acknowledge that you understand any fears about going for help. Explain that it takes courage and commitment and maturity to acknowledge the degree of difficulty one is having. This is often the most difficult step toward improving one’s situation.
- Offer to meet with the student again once they have taken time to think this over.
- In non-emergency situations, it remains the right and responsibility of the student to access professional help. Be aware of the fact that students may access care once but later refuse to access counselling even in the most complex situations. It is their right to refuse treatment.
Some possible helpful steps:
- You may offer to call Health & Wellness Centre while the student is in your office. If the student consents to this, it can be an important bridging step. Explain to the Assistant. "I am calling on behalf of ----, who is with me now…." or offer to make a confidential space available to student to make the initial call to Health & Wellness.
- Consult the Health & Wellness staff when the above steps have failed and you remain concerned about a student. Health & Wellness clinicians are available to discuss your concerns and offer strategies for dealing with students at risk. You may call and present your concerns without giving the name of the student.
Boundries
Keeping clear boundaries and healthy limits:
When supporting students in difficulty, it is important to be aware of your comfort level in terms of involvement, skills, and appropriateness of your involvement. Maintain clear boundaries by stating,
"I realize that you are dealing with great difficulty, I support your decision to seek professional help."
Plan a Follow Up Meeting
Offer to set a time to meet again to follow up. At follow-up, inquire if they were able to access support services and once again, express your support for the student. Do not explore details or delve into personal matters. Do not offer opinions on treatment approaches or medication. This will only serve to further engage you in matters which are not within your expertise.
Document
Formally document your initial and any follow-up encounter with the student in regard to their problem/concern so that you have a written reference in case of future questions.
Details should include:
- student’s name/number
- date of encounter
- student’s concerns/faculty concern with student
Plan of action (e.g. refer to Health & Wellness, refer to family doctor, follow up meeting etc.).
Last Modified:1/24/2012 12:57:26 PM
