How to Identify Students in Distress

 

         

        Your Role as a Faculty/Staff Member
        Faculty and staff members on campus are in the unique position of having ongoing, direct contact with students. You are also in the position to identify students who are struggling.


        Becoming the main source of support to a troubled student can be overwhelming, frightening, and/or tiring. It is important that you know your own limitations in providing assistance to students, and that you are aware of times when the best option is a referral.

         

        Identifying Students Who May Benefit from a Referral
        People dealing with personal problems tend to show signs that they are struggling in some way. The following indicators may be useful in assessing whether or not a referral should be made:


        Talking about Suicide: If a student talks or writes about suicide, take it seriously. Suicidal thoughts alone are not necessarily dangerous. However, if they include actual plans for suicidal behaviors, the severity of the danger increases dramatically. Suicide is often considered an option when the person feels hopeless, trapped, out-of-control, and/or depressed. Assuming that talk of suicide is aimed solely toward getting attention can be a potentially fatal mistake. If you become aware of a student who is thinking about suicide, please make an immediate referral to the Counseling Center. You can also call us for a consultation if you are unsure of a situation, or if the student is reluctant to take your referral. If a student clearly states the intent to commit suicide, call 911 or CSM Public Safety (303-273-3333).


        Stating a Need for Help:         Students will often come to faculty or staff members with direct requests for help. Through talking with the student, you may feel the problems are beyond your scope of knowledge or power to change. Listening carefully to students and their concerns can provide ample evidence to support your decision to refer. If a student comes to you, he/she obviously feels that the relationship with you is important enough to value your opinion and response.


        Observable Changes: Some students do not directly tell you that there is a problem, but their behaviors can be telling indicators. Distinct changes in academic performance, withdrawal from others, changes in class participation, crying, outbursts of anger, increased or decreased activity, and poor attendance are examples of behavioral changes that you may observe. Severe depression, extreme activity level, conversations that do not make sense, and a marked decline in personal hygiene are examples of possibly serious psychological problems. Any of these observable changes would merit a referral.


        Alcohol and Drug Abuse: Coming to class or a meeting when intoxicated or high is a sign that drug and/or alcohol abuse is a serious problem. Often people drink or take drugs as a way to cope or forget other problems in their lives. Unfortunately, the substance abuse itself is a problem, one that interferes with social, academic and work functioning.


        Academic Problems:         Students who have noticeable negative changes in their academic performance also may be feeling overwhelmed with other areas of their lives. Some students come to classes with difficulty concentrating, performing well on exams, and achieving academically. If the possibility of a learning disability exists, a counselor can meet with a student for a consultation appointment to discuss evaluation and treatment options.


        Additional Considerations in Making a Referral

        Along with the factors listed above, faculty and staff members should also take into account the following situations when considering making a referral:

        • A student asks for assistance with a problem that is outside of your range of knowledge.
        • Helping the student with the problem would compromise and/or change the status of your relationship (e.g., a student asking for money, a place to live, access to contacting you at home if in crisis).
        • The student feels uncomfortable talking to you about the problem.
          The assistance and support you have already provided does not seem to be
          addressing the problem effectively.
        • You and the student have personality differences or conflicts that cannot be resolved and would interfere with the help you might provide.
        • You find yourself feeling overwhelmed, overly responsible for, and worried about the personal safety of the student.
        • The student is disrupting others. A referral to the Dean of Students is appropriate if the student is a significant and ongoing disturbance to others.


         

        Brochure: How to Identify Students in Distress