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University students often encounter a great deal of stress during the course of their
academic experience. While most students cope successfully with the challenges that
these years bring, an increasing number of students find that the various pressures
of life are unmanageable or unbearable. As faculty members and professional staff,
you often encounter these distressed students in your offices or your classrooms.
Many of these students have not sought any psychological intervention. Thus, your
role is a crucial one in identifying and referring students who are in distress. The
following guidelines might be useful.
Signs and Symptoms of a Student in Distress
- Excessive procrastination and very poorly prepared work, especially if this is inconsistent
with previous work.
- Infrequent class attendance with little or no work completed.
- Dependence, e.g., the student who hangs around you, or makes excessive appointments
to see you during office hours.
- Listlessness, lack of energy, or frequently falling asleep in class.
- Marked changes in personal hygiene.
- Repeated requests for special consideration, e.g., deadline extensions.
- Impaired speech or garbled, disjointed thoughts.
- Homicidal threats.
- Behavior which regularly interferes with the decorum or effective management of your
- Overtly suicidal thoughts, e.g., referring to suicide as a current option.
- High levels of irritability, including unruly, aggressive, violent, or abrasive behavior.
- Inability to make decisions despite your repeated attempts to clarify and to encourage.
- Dramatic weight loss or weight gain.
- Bizarre or strange behavior which is obviously inappropriate to the situation, e.g.,
talking to "invisible" people.
- Normal emotions that are displayed to an extreme degree or for a prolonged period
of time, e.g., fearfulness, tearfulness, nervousness.
Guidelines for Interaction
- Talk to the student in private.
- Listen carefully.
- Show concern and interest.
- Repeat back the essence of what the student has told you.
- Avoid criticizing or sounding judgmental. Try not to minimize the student's concerns
- Consider Center for Behavioral Health and Accessibility as a resource and discuss
a referral with the student.
- If the student resists help and you are worried, contact Center for Behavioral Health
and Accessibility to discuss your concerns.
- Involve yourself only as far as you want to go. Extending oneself can be a gratifying
experience when kept within realistic limits.
How to Make a Referral to Center for Behavioral Health and Accessibility
- Suggest that the student call or come in to make an appointment. Give the Center for
Behavioral Health and Accessibility phone number and location at that time.
- If you wish to assist the student directly, call the secretary at Center for Behavioral
Health and Accessibility while the student is in your office in order to assure that
an appointment is made. Write down the appointment information (time, date, counselor,
and location) for the student.
- If the situation is an emergency, follow #2 above, but state that "the student needs
an appointment immediately."
- Sometimes it is useful or necessary for you to walk the student over to Center for
Behavioral Health and Accessibility.
- If you are concerned about a student but are uncertain about the appropriateness of
a referral, feel free to call Center for Behavioral Health and Accessibility for a
After Hours Services
The Crisis Response Team coordinates crisis coverage for campus emergencies when Center
for Behavioral Health and Accessibility is not open. Call the University Department
of Public Safety (651-2911) for contact with the Crisis Coordinator on Call.
Links, Resources, and Brochures