Students in Distress

Students in Distress: A Guide for Faculty & Staff

College students typically encounter a great deal of stress during their university years (i.e., academic, social, family, work, financial). While most students cope successfully with the demands of college life, for some the pressures can become overwhelming and unmanageable. Students may feel alone, isolated, helpless, and even hopeless. These feelings can easily disrupt academic performance and may result in harmful behaviors such as substance abuse or suicide attempts.

Faculty and staff members are in a unique position to identify and help students who are in crisis. This may be particularly true for students who cannot or will not turn to family or friends. Anyone who is seen as caring and trustworthy may be a potential resource in times of trouble. Your expression of interest and concern may be a critical factor in saving students' academic careers or even their lives.

The purpose of this page is to help you recognize some of the symptoms of student distress and to provide some specific options for intervention and for referral to campus resources. The University Counseling Center is available to assist you with problem situations and to consult with you on how to intervene with a particular student. 491.6053 or www.counseling.colostate.edu.

Tips for Recognizing Distressed Students

In everyone’s life there some a time when he or she feels depressed or upset. The following list identifies symptoms that, if consistent or severe may suggest that he or she could benefit from assistance.

Marked Change in Academic Performance or Behavior

• Poor performance and preparation
• Excessive absences or tardiness
• Repeated requests for special consideration (especially when this represents a change from previous functioning)
• Unusual or changed pattern of interaction
• Avoidance of class participation
• Domination  of class discussions
• Excessive anxiety when called upon
• Disruptive behavior
• Problems with peers or family members
• Exaggerated emotional response that is obviously inappropriate to the situation

Unusual Behavior or Appearance

• Depressed or lethargic mood
• Hyperactive or rapid speech
• Swollen or red eyes
• Change in personal hygiene or dress
• Dramatic weight loss or gain
• Strange or bizarre behavior indicating loss of contact with reality

References to Suicide, Homicide, or Death

• Feelings of helplessness or hopelessness
• Severe psychological pain.  Overt references to suicide
• Overt references to suicide
• Isolation from friends or family
• Homicidal threats

Any of these may occur in students' verbal or written statements.

What Can You Do?

If you choose to approach a student you are concerned about or if a student reaches out to you for help with personal problems, here are some suggestions which might make the opportunity more comfortable for you and more helpful for the student.

• Talk to the student in private when both of you have the time and are not rushed or preoccupied. Give the student your undivided attention. It is possible that just a few minutes of effective listening on your part may be enough to help the student feel cared about as an individual and more confident about decision-making.
• If you have initiated the contact, express your concern in behavioral, non-judgmental terms. For example, "I've noticed you've been absent from class lately and I'm concerned," rather than "Where have you been lately? You should be more concerned about your grades."
• Give Hope. Assure the student that things can get better. It is important to help the student realize there are options, and that things will not always seem hopeless. Suggest resources: friends, family, clergy, or professionals on campus. Recognize, that your purpose is to enable the student to consult appropriate resources, not to solve the student's problem.
• Avoid judging, evaluating, & criticizing even if the student asks your opinion. Such behavior is apt to push the student away from you and from the help he or she needs. It is important to respect the student's value system, even if you disagree.
• Maintain clear and consistent boundaries and expectations. It is important to maintain the professional nature of the faculty/student or staff/student relationship and the consistency of academic expectations, exam schedules, etc.
• Refer. In making a referral, it is important to point out that: 1) help is available, and 2) seeking such help is a sign of strength and courage rather than a sign of weakness or failure. It may be helpful to point out that seeking professional help for other problems (medical, legal, car problems, etc.) is considered good judgment and an appropriate use of resources. For example, "If you had pneumonia, you would go to a doctor rather than trying to tough it out." If you can, prepare the student for what he or she might expect if your advice is taken. Tell the student what you know about the University Counseling Center.
• Follow-Up Arrange a follow-up meeting with the student to solidify his or her resolve to obtain appropriate help and to demonstrate your commitment to assist in the process. Later check with the student to see if the referral appointment was kept and to hear about the experience. Continue to provide support while the student takes the appropriate actions.
• Consult When in doubt about the appropriateness of an action, call the University Counseling Center 491-6053. A student whose behavior has become threatening, violent, or significantly disruptive may need a different kind of approach.