1. Providing Assistance to Students in Distress
Richard Yao, Ph.D.
Dean of Students

2. Objectives
1. Provide information about common issues facing college students.
2. Understand the contextual nature of student behaviors.
3. Learn how to determine when students may benefit from more intensive support services.
4. How to maintain professional boundaries with students while concurrently addressing these types of issues.
5. Learn how to make appropriate referrals.

3. Introduction
Concerns regarding emotional, behavioral, and mental health issues in students.
Incidents in and out of the classroom.
NSC has made an effort to provide students with necessary supports.
NSC has also made efforts to ensure that faculty and staff feel supported in their efforts.

4. Understanding Context
Examining behavior beyond “face value.”
What is the context of the behavior?
What factors are contributing to the behavior?
Understanding context  more empathy and effective interventions.
Unreasonable response? What would make that response reasonable?

5. Student Development is a Process!
Process of academic, professional, and personal development.
New and life changing experiences (e.g., college) are stressful!
It is difficult to prepare for the predictable disruptions in one’s sense of self that come with the territory of real growth, change, and development.

6. Student Development is a Process!
The college experience is extremely challenging even under the best of circumstances.
College: major time and financial commitment.
Delayed reinforcement can add to stress levels.
Many of our students are functioning at “maximum capacity.”

7. Student Development is a Process!
Academic demands + work responsibilities + family commitments + financial stressors + first generation issues + new learning  can lead to emotional instability and maladaptive coping strategies.
Added logistical stressors can put students “over the top.”

8. Student Development is a Process!
What is the norm?
Happy and content vs. Anxious and stressed?
Can we work with students to normalize negative affective states?
Self-Efficacy: the ability to accept and successfully cope with negative affective states is vital to the process of academic and personal growth.

9. All that being said…

10. College Students: Mental Health Concerns
Center for Collegiate Mental Health (2015)
1 out of 2 have been in counseling;
1 out of 3 have taken a psychiatric medication;
1 out of 4 have self-injured;
1 out of 3 have seriously considered suicide;
1 in 10 have been hospitalized for psychiatric reasons;
Nearly 1 in 10 have made a suicide attempt;
1 out of 5 have experienced sexual assault;
1 out of 3 have experienced harassment or abuse; and
1 out of 3 have experienced a traumatic event.
More than 100,000 college students seeking mental health treatment.
140 colleges and universities
Summarizes trends in college student mental health during the last six years.

11. College Students: Mental Health Concerns
Center for Collegiate Mental Health (2015)
Top 5 presenting concerns:
1. Anxiety
2. Depression
3. Relationship problems
4. Stress
5. Academic performance

12. College Students: Mental Health Concerns
1 in 3 students reported prolonged periods of depression and feeling so depressed that they have trouble functioning.
30% reported problems with school work due to a mental health issue.
50% received no education on mental health issues prior to college.
50% of students rated their mental health below average or poor.
(American Psychological Association, 2014; NAMI, 2012; Active Minds, 2015)

13. College Students: Mental Health Concerns
1 in 2 college students have had suicidal thoughts.
1 in 10 college students have seriously considered suicide.
1 in 2 never seek treatment.
Only 7% of parents reported their college students as experiencing mental health issues.
(NAMI, 2012; Active Minds, 2015)

14. College Students: Mental Health Concerns
Mental health issues in college student population, such as depression, anxiety, and eating disorders, are associated with lower GPA and higher probability of dropping out of college.
(Active Minds, 2015)

15. When does a student’s distress go beyond the norm?

16. Impairment in Functioning
Are issues adversely affecting the student’s academic performance and/or other aspects of her/his life?
Is the student having difficulty meeting her/his daily role responsibilities?
Are there concerns for student safety and/or well-being?

17. Identification of Students in Distress
Observations of student behavior: signs of any emotional and/or behavioral disturbance are present early.
Proactive intervention!
Students may directly communicate their issues and distress to you (may occur in private or in front of others).

18. Identification of Students in Distress
You may also sense there is something amiss with a student on the basis of the behavior they exhibit.
Odd interactions in and/or out of the classroom.
Behavioral and emotional response to feedback.
Noticeable changes in behavioral patterns (e.g., peer interactions, classroom behavior, academic performance)
(Myer, 2001)

19. Engaging with Students in Distress
Faculty and staff can play an invaluable role in helping students who are in distress.
NSC: small class sizes and focus on customer service.
Do not ignore or minimize concerning behaviors.
Role of faculty/staff?
Clinician vs. Instructor?
Maintaining professional boundaries.

20. Engaging with Students in Distress
Speak with student privately about what you are observing and your concerns if feasible.
Always start with a focus on your professional role and concerns (e.g., if faculty  start discussion with academic performance).
Utilize what information the student provides.

21. Engaging with Students in Distress
Expression of interest, concern, and compassion is an important factor toward a student seeking the assistance they need.
Supportive approach:
Empathic remarks
Active listening
Reflective statements
Important not to be judgmental or dismissive of person’s feelings

22. Engaging with Students in Distress
Good listener: a witness, not a judge of experience.
Anxiety: stems from a fear of rejection or indifference.
Means that we are taken seriously.
Our ideas and feelings are recognized.
What we have to say has value.
(Nichols, 2009)

23. Engaging with Students in Distress
“Rolling with Resistance”
Non-confrontational approach.
Avoid argumentation.
Development of discrepancy.
Utilize cognitive dissonance.

24. Appropriate Referrals
Inform student that the college has programs designed to provide additional assistance.
Dean of Students: has a team designed to refer and coordinate support services.
You can provide my contact information and also ask student if I can reach out to him/her directly.
Complete SOC Report Form (located on Portal)

25. Appropriate Referrals
SOC Team:
We can assess needs and make appropriate referrals (both on-campus and community).
RCSD, advising, financial aid, academic success center.
Housing assistance, food stamp assistance, therapy referrals, testing and assessment.
We can also work with faculty for consultation purposes.

26. Appropriate Referrals
UNLV Counseling and Psychological Services
Students are eligible for up to 12 therapy sessions.
Psychiatric services available on site.
Information is located on NSC website (under student resources).
SOC team can help coordinate referrals to ensure student is able to access services.
Students can also contact CAPS directly.

27. Appropriate Referrals
Private insurance options:
Students can also access therapy through private insurance.
Request provider list for therapists.
SOC team can review list and make recommendation if applicable.
Sliding scale options:
Community based programs.
SOC can provide list of options.

28. Questions/Discussion?