Assisting Students
Who Have Experienced Anxiety or Distress Following a Traumatic Experience
or Incident
Tragic events, such as a
fatal car accident, a shooting, or a suicide, have the potential to
produce great distress in our students. Most students will cope
successfully with these kinds of critical incidents, but some may find
themselves overwhelmed and distressed. Faculty and professional staff are
in a unique position to identify and help students who are experiencing
the impact of a tragic event. Some students may approach our personnel
with their concerns. Also, because emotional distress usually interferes
with academic performance, our faculty and staff may be able to identify
and help the students who are distressed. This may be particularly
important for students who cannot reach out to family or friends. By
listening, expressing interest and concern, and providing information
about sources of help to a distressed student, our faculty and staff may
help the student to cope with his or her distress.
Recognizing Students
Distressed By A Tragic Event
People dealing with a tragic event tend to show signs
that they are struggling in some way. The following indicators may be
useful in assessing whether or not a student is distressed:
Changes in Academic
Performance
A noticeable
decline in academic performance, poor attendance, excessive tardiness,
poor preparation, an uncharacteristic need for additional attention,
repeated requests for extensions and/or special consideration (especially
when this represents a change from previous functioning), unusual or
changed pattern of interaction, avoiding participation, dominating
discussions, becoming excessively anxious when called upon, and exhibiting
disruptive behavior are examples of behavioral changes you might
observe.
Changes in Mood,
Appearance, or Behavior
Outbursts of crying or anger could indicate psychological
distress. Some students would not directly tell our faculty and staff that
there is a problem, but the changes in their appearance and behavior can
communicate their distress. Deterioration of hygiene and appearance may be
visible indicators of a problem.
Changes in Personal
Relationships
Students may
withdraw from participating with other people in the class or stop
communicating with them. Isolation and avoiding people can be indicative
of distress. Also, threats to classmates, aggressive acts, and harassing
behaviors can be signs of distress that may require decisive intervention.
These behaviors are dangerous and should not be tolerated.
References to
Suicide
Threats to oneself
are clear signs of distress. If a student talks or writes about suicide,
this should be taken seriously. Thoughts of suicide are dangerous, and
they may indicate that the student is feeling overwhelmed or depressed. To
assume that talking about suicide serves the purpose of getting attention
is risky and can be an unfortunate mistake. Faculty and staff that become
aware of a student who is thinking about suicide should consider referring
the student to the Counseling Center. You can call the Center for a
consultation if you are unsure of how to intervene or if the student is
reluctant to take your referral.
References to
Homicide
Homicidal threats,
whether made in verbal or written form, are clear reasons for concern;
action needs to be taken to prevent them.
Leaving
School
If a student
indicates that he or she is considering leaving school or transferring,
approaching that student may be helpful. In addition, referring the
student to appropriate sources such as the Dean's Office, Office of
Student Life, or the Counseling Center may be appropriate. Often, a
complex set of issues are contributing to the student's decision to leave
an institution. Moving or transferring may not solve any of the student's
concerns.
Useful Suggestions
For Dealing With A Distressed Student
Even though there is no one “correct way" to deal with
every situation, the following are useful elements to consider when
dealing with a distressed student:
Privacy
Speak to the
student in private. This may help minimize embarrassment and
defensiveness. Talk directly and honestly. Let the student know that you
sense that he or she is in distress. Express your concern in a
nonjudgmental way. For example, "I've noticed you seem upset by what
happened last Friday, and I'm concerned," rather than "Why are you
concerned about what happened last Friday? You should be more concerned
about your courses." Do not discuss his or her concerns with other
students.
Empathy
Try to put
yourself in the student's shoes, and try to see the nature of the distress
from his or her point of view. Acknowledge openly to the student that you
are aware of their distress, that you understand what is happening to him
or her, and that you are willing to help him or her explore ways of coping
with the distress.
Inquire
Ask if the
student is talking to anyone such as family or friends about his or her
distress. People tend to isolate themselves when in distress even though
they would be better off by having people to talk to about their feelings
and concerns. Ask how the student feels about his or her reaction to the
critical event.
Normalize
Let the
student know that a tragic event is not the norm but the exception. Most
people do not suffer tragic accidents or resort to violent behavior. Also,
help the student understand that it is normal to feel the need during
stressful times to talk with someone they can trust; let them know that
there are different sources of help available.
Listen
"If it ain't
broken, don't fix it." Don't start by trying to fix, advise, correct, or
disagree with the student. Listen to their thoughts and feelings in a
non-threatening way. Communicate understanding by repeating back the
essence of what the student has told you. Use expressions such as "It
sounds like you're distressed by this tragic event and afraid that
something like this may happen to you." It is quite possible that a few
minutes of attentive listening on your part will help the student feel
cared about as a person and more confident about his or her
situation.
Give
Hope
Assure the student that
his or her fear, sadness, grieving, or anger can and will get better. It
is important to help students realize that there are options and that
things will not always seem so negative. Suggest approaching other people
who can help, such as friends, family, clergy, or professionals on campus.
Keep in mind that the goal here is to provide enough hope to enable the
student to consult appropriate persons or professionals, not to eliminate
the student's distress.
Judgment
Avoid
judging, evaluating, and criticizing the student. It is possible that such
behavior may push the student away from you and away from the help he or
she needs. Respond in a non-threatening, non-challenging way. It is
important to respect the student's beliefs, even if yours are different.
Also, keep in mind that a critical time is not a good time to change our
students.
Roles and
Expectations
Keep clear and
consistent roles, boundaries, and expectations. It is important to
maintain the professional nature of the faculty/student or staff/student
role and relationship. Maintain academic expectations, exam schedules,
etc.
Be
Careful
Behavior that is
strange or inappropriate should not be ignored. Comment directly on what
you have observed. Refer students to appropriate sources. Contact
appropriate sources if the student's behavior seems dangerous to
his/herself or others.
Consult
Call the
resources on campus for a consultation if you are unsure of how to
intervene or if the student is reluctant to take your referral.
Refer
Remember your
goal -- to provide support and to make referrals when support isn't
enough. Don't get involved beyond what seems comfortable or appropriate.
In making a referral, let the student know that there is help available,
that addressing his or her distress is a good choice, and that seeking
such help is a sign of strength and courage rather than a sign of weakness
or failure. Prepare the student. Share what you know about the referral
person or service. Circumstances that might necessitate a referral include
the following:
- the student asks for information or assistance that
you are unable to provide;
- the student admits that there is a problem, but
doesn't feel comfortable talking to you about it;
- the problem is more serious than you feel
comfortable handling;
- you think your personal feelings about the student
will limit your capacity to help the student;
- you have talked to the student and helped as much
as you can, but further assistance is needed.
Let the student know your reasons for making a
referral (e.g., lack of appropriate information, conflict of interest) and
emphasize your concern that he or she gets help from an appropriate
source. It may help the student to know that you support his or her desire
to seek help.
Follow-Up
Meet with
the student again. Help him or her act on their decision to obtain
appropriate help. By doing this, you will also demonstrate your commitment
to assist them in their process. Check with the student later on to
confirm that the referral appointment was kept and to hear how it went.
Provide support.
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