Faculty & Staff Guide to Assisting Students in Distress

What is it?

Anxiety is an emotion highlighting feelings of tension, worried thoughts and physical changes like increased blood pressure.

Fast Stats:

• 80% of college students report that they feel stress on a daily basis
• 13% have been diagnosed with a mental health condition linked to anxiety
• 9% have contemplated suicide in the past year

Common Symptoms:

• Nervousness
• Fidgeting
• Sense of impending doom
• Intrusive thoughts
• Difficulty controlling worry
• May avoid things out of worry
• Physical symptoms (e.g., stomach ache, sweating, rapid heart rate, etc.)
• Trouble concentrating

Dos and Don'ts:

DO:

• Allow the student to discuss their thoughts and feelings. Reassure and normalize the anxiety when appropriate.
• Inquire about other opportunities and resources they may have to discuss feelings.
• If the student is panicking, remain calm. Provide a safe environment until symptoms subside. Encourage sitting down and taking deep, slow breaths.
• If you deem it is not an emergent situation, consider submitting a Care Report through Student Care and Conduct so  professional staff can follow up with the student. 

DON'T:

• Don’t minimize the perceived issue to which the student is reacting.
• Don’t overwhelm them with ideas or “how to” information if they are already distressed.
• Don’t get frustrated. Those with anxiety know that their fears are often irrational and expecting them to use logic with irrational fears is extremely difficult.
• Don’t leave the student alone if you are concerned about their safety or unsure if they are having feelings of suicide or self-harm. (See page 11).

What is it?

Depression is a negative emotional state, ranging from unhappiness and discontent to an extreme feeling of sadness, pessimism, and despondency that interferes with daily life. 

Fast Stats:

• 75% of students who suffer from depression do not seek help for their mental health  
• 44% of American college students report having symptoms of depression
• Suicide is the 3rd leading cause of death among college students 

Common Symptoms:

• Feelings of sadness or helplessness
• Fatigue, loss of motivation
• Sleeplessness
• Trouble concentrating
• Change in appetite/weight
• Loss  

Dos and Don'ts:

DO:

• Communicate. Allow student to discuss their thoughts and feelings without judgment. Think about the responses you’d want if you were in their shoes. 
• Be Direct. Ask student if they are feeling depressed or hopeless. If yes, encourage student to follow up with Counseling Services or offer to call with the student to set up an appointment.  
• Attempt to find ways of working out the academic problem with the student while making any appropriate referrals for further assistance.
• If you deem it is not an emergent situation, consider submitting a Care Report through Student Care and Conduct so professional staff can follow up with the student.  

DON'T:

• Don’t ignore the expressions of depression or hide your concern for the student.  
• Don’t leave the student alone if you are concerned about their safety or unsure if they are having feelings of suicide or self-harm. (See page 11).
• Don’t threaten, admonish, or reproach a depressed student for not attending class or falling behind in course work.
• Don’t give up if the student refuses to follow up with services. Explore their objections and if resistance is still present, follow the UPB Acute Distress and Suicide Protocol (Page 12).

What is it?  

• The act of ending one’s life. Suicide may be preceded by thoughts of ending one’s life, making a plan, gathering supplies to carry out the plan, etc.  
• Self-Harm or Non-Suicidal Self Injury (NSSI) is the direct and deliberate destruction of one’s own body in the absence of suicidal intent.  

 Fast Stats:  

• There are more than 1,000 suicides on college campuses each year.  
• Suicide is the 3rd leading cause of death among people ages 15-24.
• One in ten college students has made a plan for suicide.
• NSSI is most common among adolescents and young adults with lifetime rates at 15-20% 

 Common Warning Signs: 

• Talking of suicide or wanting to die
• Avoiding friends or social activities  
• Mood swings  
• A sense of hopelessness
• Abrupt changes in personality and behavior  
• Drop in academic performance  
• Changes in appearance, especially neglect in appearance 

Dos and Don'ts:

DO:

• Be direct. Ask the student if they are feeling like they want to end their life.  
• If the student is in immediate danger, and is on campus, contact campus police immediately. (814) 368-3211 or extension 10333. Follow the UPB Acute Distress and Suicide Protocol Flowchart.
• Submit a Care Report through Student Care and Conduct so professional staff can follow up with the student and the interaction is documented.  

DON'T:

• Avoid using vague language such as “hurt yourself.” Students may define these two things differently.  
• Don’t ignore statements of wishing to be dead. Students often reach out directly or indirectly to those they think will take them seriously.  
• DO NOT submit a Care Report if there is an emergent situation (student in immediate danger to self or others). Follow the UPB Acute Distress and Suicide Protocol Flowchart. Contact campus police immediately. 

Working with students of various backgrounds can present unique challenges. International students are in the position of learning about a new country and culture, while simultaneously trying to excel academically. These students may have different ideas and goals than you normally encounter. Keeping an open mind and paying extra attention to the student’s point of view will be especially helpful. Here are some things to keep in mind when working with students of backgrounds different than your own.

1. Be aware of resources offered by different campus organizations, and assist your students in utilizing them.
2. Be respectful of the students’ worldview, i.e., what is important to them and what is considered taboo.
3. Understand that there may be a conflict between academic and cultural values.
4. Attempt to determine what the problem is from the student’s viewpoint. Be aware of the differences in the meaning of words across various cultures.
5. Be aware that different norms may exist in dealing with male and female students.
6. Ask what might make the student more comfortable to talk with you.
7. Be aware that people from different nations may have different physical boundaries for conversation.

The University has an obligation under a federal law known as Title IX to keep the
educational environment free from sexual discrimination. This includes allegations of sexual violence, domestic violence, stalking or misconduct occurring both on and off campus, when the conduct impacts the educational environment.

The University is required to take immediate and appropriate steps to investigate what happened, and to resolve the matter promptly and equitably. This guide provides advice on what to do when you learn of alleged sexual misconduct or violence involving a student.

Under Title IX, you are considered a “responsible employee.” As a result, when you learn of alleged sexual violence or misconduct, you are required to take specific actions, which are detailed in the guide provided by the Office of Diversity and Inclusion.

What is it?

When feeling overwhelmed with stressors, upsetting events, frustrations, mental health emergencies, students may become angry. At times, faculty and staff may be in a position to intervene or de-escalate a situation.  

Fast Stats:

• Anger is not inherently bad.  
• Anger does not equal aggression. Anger is an emotion whereas aggression is a behavior. It’s okay to be angry. What you do with your anger is what matters.  

Common Symptoms:

• Clenched jaws or fists
• Tense muscles
• Face turning red
• Yelling, pacing, slamming doors
• Feeling insecure, jealous, rejected, abandoned or afraid 
• Irrational thoughts about people’s actions and intents 

Dos and Don'ts:

DO:

• Invite the student to a quiet space away from others, if it is safe to do so
• Remain calm. Use a soft voice and low volume. Acknowledge and validate anger feeling.  
• Attempt to seek clarification of the problem and what the student believes a reasonable solution would be to the issue.  
• If you deem it is not an emergent situation, consider submitting a Care Report through Student Care and Conduct so professional staff can follow up with the student.  

DON'T:

• Physically touch the student. Respect the student’s autonomy and personal space.  
• Avoid making threatening or authoritarian statements that could escalate the situation.  
• Don’t handle the situation alone if you feel there is a risk of threat or violence. Call campus police immediately at 10333 or (814) 368-3211
• Don’t give up if the student refuses to follow up with services. Explore their objections and if resistance is still present, follow the UPB Acute Distress and Suicide Protocol (Page 12) 

What is it?

Grief is the anguish experienced after a significant loss, usually the death of a beloved person.  

Fast Stats:  

• An estimated ¼ of students experience the loss of a close relative or friend during their college years.  
• Grief does not follow a standard timeline and everyone experiences grief differently.  

 Common Symptoms: 

• Physical symptoms such as headaches, feeling tired, stomach aches
• Emotional symptoms such as sadness, anger, disbelief, shock, despair, guilt, etc.  
• Mental fatigue
• Behavioral changes 

Dos and Don'ts:

DO:

• Be willing to listen, especially if the student is talking about a lost loved one.
• Suggest counseling or talking with religious advisor as a means of obtaining support
• If able and appropriate, be flexible with academics.   
• If you deem it is not an emergent situation, consider submitting a Care Report through Student Care and Conduct so professional staff can follow up with the student.  

DON'T:

• Avoid clichés and platitudes like “they’re in a better place.”  
• Avoid minimizing the student’s feelings of loss surrounding the loved one.  
• Don’t handle the situation alone if you feel there is a risk of threat or violence. Call campus police immediately at 10333 or (814) 368-3211
• Don’t give up if the student refuses to follow up with services. Explore their objections and if resistance is still present, follow the UPB Acute Distress and Suicide Protocol (Page 12) 

The use of alcohol and drugs is a problem that is present at many universities. The serious problems that students can encounter with substance abuse may follow them after college and in some cases, cause a student to withdraw from school. Students with substance abuse issues are often difficult to handle due to their denial of the usage being a problem. Some warning signs will present themselves in your classrooms and during advising. Any one symptom may be misconstrued as its own problem. Identifying symptoms in combination, however, allows one to view the situation as a possible substance problem. Bringing it to the student's attention may help intervene in the development of further progression.

Warning Signs of Substance Abuse

• Frequently late or missing classes
• Falling asleep in class
• Change in quality of work or failing grades
• Unexplained mood swings
• Manipulating or bargaining behavior
• Defensiveness on approach
• Deterioration of personal appearance and hygiene
• Wearing inappropriate clothing, i.e., long sleeves when hot, sunglasses when cloudy or in class
• Dramatic weight change
• Difficulty walking and talking
• Frequent red eyes, runny nose, and sore throat
• Classmates may express concerns

What to Do:

Do confront the student with their behavior that is of concern during a private interaction and when they do not appear to be currently under the influence. Addressing the issue will require some patience and persistence because denial of the problem is a predominant feature of substance abuse issues. A suggestion for approaching a student about substance abuse is to communicate your caring and concern for his or her well being, while speaking honestly about your observations. Sticking to the facts of your observations will help combat the defensiveness you may encounter.

Don’t convey judgment or criticism about the student’s substance abuse. Don’t make allowances for the student’s irresponsible behavior or ignore signs of intoxication in the classroom. The Student Code of Conduct and Drug-Free Schools Policy outline student responsibilities and standards.

Students may be referred to the University Counseling Center for evaluation by calling 814-362-5272. The Dean of Students oversees the student conduct process and can be reached at 814-362-7651.

Consultation with Counseling Services staff is available over the phone or in person to help the faculty/staff member provide the student with the best course of action. (Phone or face-to face contact may be preferable to email in cases of highly confidential matters.) Feel free to call us with any questions you may have. Should you decide that a referral for counseling is appropriate, the following guidelines for intervention and referral may assist you in your interaction with a student:

What to Do:

1. Request to see the student in private to minimize embarrassment and resistance. This might be your office or an empty classroom. Avoid isolating yourself with a student who may be aggressive or unpredictable.
2. Provide your observations about the student’s behavior and communicate concerns without making interpretations or judgments. “I’m concerned about your inconsistent attendance and the changes I’ve seen in your work.” “I’ve noticed that you look down and tired, and you haven’t been participating in class as much as you usually do.” “When you were at work here last week, I noticed your speech was slurred and you seemed to be ‘under the influence.’”
3. Inquire and listen carefully to what the student is troubled about and try to understand the person’s perspective without necessarily agreeing or disagreeing.  Avoid arguing if the student does not agree with your viewpoint.
4. Clarify and identify the student’s problem as well as your own concerns.  Express your willingness to help by exploring alternatives to deal with the problem.
5. If there is room for you to be flexible with procedures a troubled student may be more receptive to your observations and assistance. On the other hand, adhering to your policies is appropriate if the student seems to be avoiding responsibility for his or her behavior. 

6. Recognize when a student’s needs exceed your ability to help. Do not hesitate to consult and refer to Counseling Services. Several ways of making the referral can be considered:

   1. After talking over problems and concerns with the student, suggest the student contact Counseling Services. Provide the phone number (814-362-5272) or directions (room 233 in the Commons building). You may later wish to ask if he or she followed through, e.g., “Were you able to make that appointment?”
   2. Offer to call Counseling services in the student’s presence and give the phone to the student to schedule the appointment. A student may become more committed to follow by having an active participant in the referral process.
   3. Accompany the student to the Counseling Services office. For some individuals, an introduction to the setting or staff may facilitate the referral.

   * The student must make the appointment. Appointments cannot be made on behalf of another individual.

7. In the event of an emergency (student is at risk for harming him/herself or others), call Counseling Services for assistance during regular business hours (8:30-5:00 M-F) or Campus Police at 814-362-7506. Campus Police can also be reached in an emergency by calling 10333 from any campus phone. For students who are having a mental health emergency and not on campus, you may wish to contact Crisis Intervention at 814-362-4623.
8. Unless there is an acute risk to safety, counseling is optional and it is the student’s right to refuse intervention or counseling. You may recommend that the student think it over and discuss it at another time. Respecting the student’s wishes and maintaining your rapport may be preferable to pressuring him or her. Simply re-state your concern and desire to be of assistance.
9. Keep in mind that, for ethical and legal reasons, once a student becomes a client of Counseling Services, information about that student’s participation cannot be shared with faculty or staff without a student’s permission.

Campus Resources

Campus Police – Non-emergency: 814-362-7500
Campus Police – Emergency: 10333 or 814-368-3211
Student Counseling Services: 814-362-5272
Disability Resources: 814- 362-7609
Student Affairs (Dean’s Office): 814-362-7651
Student Health: 814-362-5272
Residence Life: 814-362-7630

Off-Campus Resources

Alcohol and Drug Abuse Services – Out-patient Center: 814-362-6517
Bradford Regional Medical Center – Emergency Department: 814-362-8274
Bradford Recovery Systems (in-patient psychiatric services): 1-800-446-2583
Crisis Intervention, The Guidance Center – (Telephone crisis service providing crisis counseling, and on-site emergency psychiatric evaluations): 814-362-4623 or 1-800-459-6568
The Guidance Center (community out-patient mental health center): 814-362-6535
Off-Campus Emergency: 911
Victims Resources Center at YWCA: 1-888-822-6325

Pitt Bradford is committed to providing equal opportunities in higher education to academically qualified students with disabilities. Students with disabilities will be integrated as completely as possible into the University experience.  

What to Do:

1. Avoid assuming that you understand a student’s disability, even though you may have worked with another student with the same diagnosis. There is a wide variation of symptoms and manifestations within each diagnosis.
2. Many conditions that cause disabilities are not static; students may experience an exacerbation of symptoms due to the course of their illness, stress, changes in medications, or environmental factors.
3. If a student is having difficulties communicating with you, let the student know your level of understanding. Contact the student’s disability coordinator to facilitate communication.
4. Listen to a student’s concern but be aware that a student with a disability must adhere to the guideline set forth in the Student Code of Conduct.
5. If students request an accommodation that is not listed on their Accommodation Letter, you are not required to provide the accommodation.
6. Remember that it is the student’s decision whether to disclose a disability. The student may be registered with Disability Resources and Services, but also choose not to disclose to faculty.
7. If you suspect a disability because of a student’s attendance or performance, talk to the student about your observations without labeling. If the student continues to experience difficulties, refer the student to Disability Resources and Services for consultations.
8. Maintain confidentiality regarding all communications with students who have disabilities. Requests for information should be sent to Disability Resources and Services.
9. Always consult with Disability Resources and Services with any disability-related questions or concerns. The DRS Coordinator can be reached at 814-362-7609, 221 Frame-Westerberg Commons.

A student in distress also may have disability-related concerns to contend with. With that in mind, here are some reminders:  

• Avoid assuming you understand the student’s disability.  
• Many conditions that cause disabilities are not static.
• If a student is having difficulties communicating with you, let the student know your level of understanding and contact the student’s disability coordinator to facilitate communication.  
• Remember it is the student’s decision whether to disclose a disability.  
• Maintain confidentiality regarding all communications with student who have disabilities.
• Always consult with Disability Resources and Services with any disability related questions or concerns.