1. Taking Action: How to Assist Students in Distress Megan Metzcus, MA, LPC-I, NCC 2016 New Directions in Student Development Conference Megan Metzcus, MA, LPC-I, NCC 2016 New Directions in Student Development Conference

2. Learning Objectives  Define stress and the difference between “eustress” and “distress”  Signs and symptoms of distressed students  Effective ways to assist students using collaboration, communication techniques, and resources  Define stress and the difference between “eustress” and “distress”  Signs and symptoms of distressed students  Effective ways to assist students using collaboration, communication techniques, and resources

3. What is STRESS?  Our body’s reaction to changes in life  Stress can be positive or negative  Examples of positive stress? Negative?  Stressors affect us differently  Our body’s reaction to changes in life  Stress can be positive or negative  Examples of positive stress? Negative?  Stressors affect us differently

4. Internal and External Stressors  Internal: Personal thoughts and beliefs  Placing high expectations on ourselves, negative self-talk  External: Outside events or circumstances  Failing a test, loss of relationships, accidents  Internal: Personal thoughts and beliefs  Placing high expectations on ourselves, negative self-talk  External: Outside events or circumstances  Failing a test, loss of relationships, accidents

5. Believe it or not, there is such a thing as “good stress”  Eustress-think “euphoria”  Motivates, energizes, keeps us “on track”  “Good stress”  Distress-suffering that affects the mind/body  Not functioning to the best of our ability, high anxiety  “Bad stress”  Eustress-think “euphoria”  Motivates, energizes, keeps us “on track”  “Good stress”  Distress-suffering that affects the mind/body  Not functioning to the best of our ability, high anxiety  “Bad stress”

6. No Stress Distress https://www.brocku.ca/health-services/health- education/stress/eustress-distress

7. Stressors Students May Encounter  Students have multiple roles (parent, employee, caregiver, student, etc.)  Time management  Adjustment to school environment  Test Anxiety  Finances  Relationships  Students have multiple roles (parent, employee, caregiver, student, etc.)  Time management  Adjustment to school environment  Test Anxiety  Finances  Relationships

8. Distressed Students  Stress becomes too much, heightened anxiety  “No end in sight”  Academics, relationships, behavior, personality is affected  May not know how to cope with certain stressors  Leads to poor decision making and negative coping strategies  Stress becomes too much, heightened anxiety  “No end in sight”  Academics, relationships, behavior, personality is affected  May not know how to cope with certain stressors  Leads to poor decision making and negative coping strategies

9. Signs of a Distressed Student  Change of behavior over time (physical, emotional)  Tardiness/Missing class and assignments  Repeated requests for accommodations (extensions, grade adjustments, etc.)  Withdrawal from social activities in class  Increased anxiety around exams/deadlines (more than usual)  Disruptive behavior  Suspected intoxication in class  Suicidal/homicidal statements or writings  Change of behavior over time (physical, emotional)  Tardiness/Missing class and assignments  Repeated requests for accommodations (extensions, grade adjustments, etc.)  Withdrawal from social activities in class  Increased anxiety around exams/deadlines (more than usual)  Disruptive behavior  Suspected intoxication in class  Suicidal/homicidal statements or writings

10. Now that I know what to look for, where do I go from here?

11. I refer the student to someone who can help…right?  Don’t immediately refer student to someone else until you’ve talked to the student  If they confide in you then they trust you enough to discuss what is going on  If you refer immediately, this could impact your relationship  Don’t immediately refer student to someone else until you’ve talked to the student  If they confide in you then they trust you enough to discuss what is going on  If you refer immediately, this could impact your relationship

12. When to Refer  When a student presents a problem or a request for information which is beyond your level of competency  When you feel that personality differences (which cannot be resolved) between you and the student will interfere with his or her effective progress  If the problem is personal and you are uncomfortable discussing it because you know the student too well on another basis (friend, neighbor, work-study, etc.)  If the student is reluctant to discuss his or her problem with you for some reason  If, after a period of time, you do not believe your work and communication with a student has been effective https://scs.tamu.edu/?q=node/97  When a student presents a problem or a request for information which is beyond your level of competency  When you feel that personality differences (which cannot be resolved) between you and the student will interfere with his or her effective progress  If the problem is personal and you are uncomfortable discussing it because you know the student too well on another basis (friend, neighbor, work-study, etc.)  If the student is reluctant to discuss his or her problem with you for some reason  If, after a period of time, you do not believe your work and communication with a student has been effective https://scs.tamu.edu/?q=node/97

13. Follow Your Instincts  Trust your gut. If you suspect a student is distressed, communicate your concern to him/her.

14. Communicating with a Distressed Student

15. Talk in Private  Only talk in private if you feel safe and comfortable.  Provides a safe opportunity for you and the student to discuss your concerns.  Don’t make a scene if at all possible-could embarrass or anger the student.  Only talk in private if you feel safe and comfortable.  Provides a safe opportunity for you and the student to discuss your concerns.  Don’t make a scene if at all possible-could embarrass or anger the student.

16. Express Concern  Explain in detail what you have noticed about student-helps for clarification.  Do not swear secrecy or confidentiality.  Explain in detail what you have noticed about student-helps for clarification.  Do not swear secrecy or confidentiality.

17. If you are mandated to report…  You must report if a student discloses certain information. (Title IX)  Mental health providers and clergy are bound by confidentiality.  May interrupt student to inform of your job.  You must report if a student discloses certain information. (Title IX)  Mental health providers and clergy are bound by confidentiality.  May interrupt student to inform of your job.

18. Go into Listening Mode  Be open to listening to the student  Listen to the student’s response without judgment  Repeat to the student what you heard him/her say so you are both in an understanding  Be open to listening to the student  Listen to the student’s response without judgment  Repeat to the student what you heard him/her say so you are both in an understanding

19. Discuss Options  Address needs and resources  Encourage help  Avoid easy answers such as “everything will be fine”  Talking about suicide is a cry for help  Address needs and resources  Encourage help  Avoid easy answers such as “everything will be fine”  Talking about suicide is a cry for help

20. Call 911 for Emergency Services  If a student is a danger to self or others-call for help!  Verbal or physical threats, use of a weapon, etc.  If a student is a danger to self or others-call for help!  Verbal or physical threats, use of a weapon, etc.

21. After Talking with the Student  Make notes of your discussion (CYA)

22. Consult & Collaborate You don’t have to do this alone!

23. Consult with Others  Let others know your concerns  Before or after you speak with the student  Consult with others on your experience  Every situation is unique  Let others know your concerns  Before or after you speak with the student  Consult with others on your experience  Every situation is unique

24. Collaboration  Know your campus and what student services are available.  Work with other services to better help your students.  Know your campus and what student services are available.  Work with other services to better help your students.

25. Collaboration & Resource Referrals  Mental health providers (counselors, psychologists, social workers, case workers, etc.)  TRIO programs (Student Support Services)  Career/Transfer services  Disability services  Health services  Community resources  Mental health providers (counselors, psychologists, social workers, case workers, etc.)  TRIO programs (Student Support Services)  Career/Transfer services  Disability services  Health services  Community resources

26. Mental Health Services  If you are not a mental health provider, do not try to provide mental health services to students.  Have your campus mental health provider’s number handy (or memorize it!)  You must have a positive view of counseling and promote how it will benefit the student.  Be open to walking them to the counseling center and/or helping them make the call.  If you are not a mental health provider, do not try to provide mental health services to students.  Have your campus mental health provider’s number handy (or memorize it!)  You must have a positive view of counseling and promote how it will benefit the student.  Be open to walking them to the counseling center and/or helping them make the call.

27. Promoting a Healthy Campus  A healthy campus is necessary if we want them to reach out for help-if they don’t feel safe, they will not seek help  Be open and willing to help students in need  Direct them to appropriate resources-don’t give them the run around and send them to multiple people  This creates a safe, supportive, and educational environment for student success  A healthy campus is necessary if we want them to reach out for help-if they don’t feel safe, they will not seek help  Be open and willing to help students in need  Direct them to appropriate resources-don’t give them the run around and send them to multiple people  This creates a safe, supportive, and educational environment for student success

28. Questions?? Megan Metzcus mmetzcus@tcl.edu 843.525.8288 Megan Metzcus mmetzcus@tcl.edu 843.525.8288

29. Resources  https://www.armstrong.edu/images/uploads/counseling- center/identifying_and_referring_the_distressed_student.pdf  http://www.calstate.edu/redfolder/long-beach/Red-Folder-Long-Beach.pdf  http://www.duq.edu/life-at-duquesne/student-services/counseling-and- wellbeing-/recognizing-and-assissting-troubled-students/identifying-warning-signs  http://www.umich.edu/~mhealth/pdf/HelpingStudentsInDistress.pdf  https://www.brocku.ca/health-services/health-education/stress/eustress-distress  http://www.merriam-webster.com/dictionary/distress  https://www.armstrong.edu/images/uploads/counseling- center/identifying_and_referring_the_distressed_student.pdf  http://www.calstate.edu/redfolder/long-beach/Red-Folder-Long-Beach.pdf  http://www.duq.edu/life-at-duquesne/student-services/counseling-and- wellbeing-/recognizing-and-assissting-troubled-students/identifying-warning-signs  http://www.umich.edu/~mhealth/pdf/HelpingStudentsInDistress.pdf  https://www.brocku.ca/health-services/health-education/stress/eustress-distress  http://www.merriam-webster.com/dictionary/distress