1. Supporting Students in Distress
Maureen A. Windle, Psy.D.
Associate Director/Clinical Director
Counseling and Psychological Services (CAPS)
Alaina Silverman, M.A.
Pre-doctoral Intern, CAPS
Brian Doane, M.A.
Maureen

2. Introduction
Maureen – Why is this important?

3. Overview Indicators of Distress Vignette & Group Discussion
Ways to Intervene
University Resources
Brian

4. Student Distress: Academic/Employment Indicators
Repeated absences from class/employment
Missed assignments, meetings, apts.
Deterioration in quality or quantity of work
Extreme disorganization or erratic performance
Written or artistic expression of unusual violence, morbidity, isolation, despair
Continual seeking of special provisions
Overblown or disproportionate response to evaluations or requests for improvement
Brian

5. Student Distress: Behavioral and Emotional Indicators
Expressions of severe anxiety or irritability
Shakiness, tremors, fidgeting or pacing
Lack of response to outreach from staff
Excessively demanding or dependent behavior
Isolating self in residence hall room or apartment
References to a plan to “end all of their problems”
Direct statements indicating distress, family problems or loss
Angry or hostile outbursts, yelling or aggressive comments
More withdrawn or animated than usual
Expressions of hopelessness or worthlessness; crying or tearfulness
Brian

6. Student Distress: Physical Indicators
Deterioration in physical appearance or personal hygiene
Excessive fatigue, exhaustion; falling asleep during the day
Visible changes in weight; statements about change in appetite or sleep
Noticeable cuts, burns or bruises
Unusual inability to make eye contact
Frequent or chronic illness
Disorganized speech, rapid or slurred speech
Frequently bleary-eyed or smelling of alcohol
Brian

7. Vignette
It’s 4 PM on Friday. A student who you have chatted with several times in the past walks into the room and looks concerned. He is not making good eye contact, his clothes look disheveled, and he has dark circles under his eyes. This seems different than usual, as he is usually optimistic and full of energy. He tells you that he has not gone to class for the last 3 days and has had a hard time sleeping. He goes on to explain that his boyfriend recently broke up with him. On the verge of tears, he says that he doesn’t know how he can go on. He tells you that you are the first person he has told and that he doesn’t know what to do.
Alaina

8. Group Discussion How do you feel?
Physically?What’s going through your body right now?
Emotionally?What emotions are your feeling?
Cognitively?What types of thoughts are you having?
Being aware of your own reactions is important.
Alaina

9. Let’s Chat
What are some of the warning signs that the student is in distress?
What else would you want to know about the student?
What are some protective factors you notice within the student?
How does your role influence what your responsibilities are?
Alaina and Brian

10. What would you do?
Alaina

11. Responding to Students in Distress
If you are engaged with the student
Speak directly
Begin with specific behaviors
If you are observing the student
Notice specific behaviors or concerns
Consider writing down what you observe in detail
Use judgment on the urgency of the concern
Immediate safety vs seeking consultation
*Air on the side of safety*
Talk to supervisor
Walk them to CAPS
Contact the Dean of Students office
DPS or 911
Maureen
Consult when it is not immediate
There is a lot of grey area! Sit with the grey

12. Speaking Directly with the Student
Meet privately
Set a positive tone
Express your concern and care.
Point out specific things you’ve observed
Ask “How are things going for you?”
Ask open-ended questions; no judgment
If there are signs of safety risk, ask directly
Suggest resources, walk them to CAPS
Maureen

13. Help Students SOAR at UNC
peak directly and empathetically O
bserve and discuss A
sk open-ended questions
Alaina
See the student as a student, not a crisis. R
eview risks and resources

14. Counseling and Psychological Services
Located on the 3rd floor of Campus Health Services building
Walk-in to initiate services
Walk-in hours: Monday-Friday 9:00am-noon and 1:00pm-4:00pm
If you accompany a student to CAPS, please ask to speak with available triage therapist, or Avery Cook or Maureen Windle to provide additional information
Maureen

15. Counseling and Psychological Services Confidentiality
All CAPS services are confidential
There are a few legally mandated exceptions to confidentiality including:
Danger of harm to self or others
Disclosure of abuse to children, people with disabilities, or elderly adults
If information was subpoenaed by a court
Maureen

16. University Resources
Counseling and Psychological Services
Office of the Dean of Students
Campus Health Services
DPS
911 or
Maureen