Distressed Student
Distressed StudentREFERRING STUDENTS FOR COUNSELING (Printable Version)
DEALING WITH A DISTRESSED STUDENT (Printable Version)
In most cases, the UHCS would appreciate it if students
were prescheduled for appointments by telephone (472-1305). In serious crisis
situations, students can be seen the same day. Whenever possible, we would prefer
that these students also call ahead to be scheduled (see below):
Student calls UHCS to schedule an appointment. They are offered the next available initial appointment time, typically within 1-3 days. If the student is in crisis and cannot wait until the next day to meet with a counselor, he/she is scheduled to be seen during one of the “same-day crisis hours” that are reserved for that purpose, typically at 11 a.m. and 3 p.m. In cases of a crisis that requires an immediate response, the staff/faculty or the student can either call or come directly to UHCS, and a counselor will be assigned to deal with the emergency situation.
STUDENT STEPS THROUGH THE UHCS SYSTEM:
1. Client completes his/her initial paperwork and is then seen for a 40-50 minute
initial session. During this session, the counselor gathers information regarding
the client’s situation and provides assistance with problem solving. If
all information is not gathered during this initial session, the student may
be asked to return for a follow-up appointment to complete the process.
2. The counselor determines at the end of the initial session(s) what services would be the most helpful to the client. The decision may be:
a. Referral for individual counseling at UHCS
b. Referral for group counseling at UHCS
c. Referral for a substance abuse assessment or other further psychological assessment at UHCS
d. Referral to another UWW resource such as Health Services, academic advisor, etc.
e. Referral to the community for longer term mental health or case management services
3. The client will then schedule an appointment to continue appropriate services if remaining at UHCS.
MAKING A SMOOTH REFERRAL
When you refer a student, remember that a referral is a transfer of trust. Define
the purpose and limitations of your role when talking with the student. Encourage
the student to go to UHCS, but remind yourself that the aim of the referral
process is to let the student decide for him/herself to seek help. If the student
agrees, you can facilitate this by arranging the appointment while the student
is with you. You can assist the student in anticipating what will happen and
what they will say when they come in for the appointment. When referring a student,
point out that asking for help is a sign of strength and courage, not a sign
of weakness or failure. Seeking professional help is the smart thing to do,
just as it would be for problems with your car, the law, or your health.
CONTACT INFORMATION
Phone: 262-472-1305
Fax: 262-472-1435
Website: www.uww.edu/uhcs
Office hours: Monday through Friday – 8:00 a.m. to 4:30 p.m.
Ambrose Health Center is located on the corner of Prairie & Starin Roads
LENGTH OF TREATMENT: SHORT-TERM MODEL
The staff of University Health and Counseling Services has a strong desire to
provide timely and equitable service to the UWW students who request assistance.
In an effort to provide UWW students with the timeliest service possible, UHCS
utilizes a short-term therapy model, with a goal of providing assistance in
areas of decision-making, crisis intervention, problem-solving, adjustment,
or matters of personal concern that could interfere with academic success and
well-being. Every student is evaluated individually, and treatment decisions
are based on each client’s unique needs. Treatment length may vary from
1-2 sessions to 13-14 sessions, depending on the individual situation.
CONFIDENTIALITY
All services of the University Health and Counseling Services are strictly confidential.
UHCS staff will not release any information regarding clients or the services
they receive to anyone outside of UHCS, without the written permission of the
client. We value consultative relationships with other professionals who provide
services to our clients, and welcome the opportunity to share information that
is helpful to the client. This requires that the student complete a release
of information.
STAFF
UHCS professional counseling staff have doctoral and/or masters degrees in counseling
psychology, clinical psychology, community counseling, and social work. All
staff members are licensed or eligible for licensure in the state of Wisconsin.
The staff also includes a consulting psychiatrist, who works on a part-time
basis. UHCS is a training facility for doctoral and masters students in counseling,
social work, and psychology. Most of these therapists hold a masters degree,
and all receive direct individual supervision from a licensed UHCS professional
staff member.
OUR MISSION
The mission of University Health and Counseling Services (UHCS) is to help students
at UWW become successful in meeting their academic goals. Our goal is to help
students build a greater sense of self-confidence, manage stress and anxiety,
develop and maintain significant relationships, create a healthy life style,
and make good decisions for their future. We provide short-term assistance in
many areas that could interfere with the academic success and well-being of
UWW students. We also provide consultation and crisis response to assist faculty
and staff as they encounter psychological issues with UWW students.
Guide to Dealing with a Distressed Student
Purpose of this Guide
As faculty and staff, you come into contact with many students on a daily basis. You are on the “front lines” and thus are in an excellent position to observe students, identify those who may be in emotional distress, and offer assistance. While your concern and support may often be enough to help the student, there will be times when you may feel a referral for additional professional assistance may be warranted. This booklet is designed to acquaint you with Counseling Services and the Student Life Dean’s Council, to assist you in helping students in distress and to guide you in making referrals to helping professionals. In addition, there is a section outlining suggestions for dealing with specific types of emotional problems.
Prevention is as important in mental health as in physical health. Often problems can be prevented from escalating if students talk to someone early. Thus, it is appropriate to refer students to Counseling Services for assistance with their everyday concerns as college students. We want to stress that we are here to provide assistance with the developmental, situational and adjustment problems common to many college students, as well as some of the more serious issues discussed in this guide.
Student Life Dean’s Council
An additional way UW-Whitewater intentionally and systematically assists students
is through regular meetings of the Student Life Dean’s Council.
The purpose of the Student Life Dean’s Council is to:
• Meet weekly to review critical incidents and develop strategies for intervention to assist students in crises
• Develop protocols for handling specific incidents
• Identify proactive strategies for handling student issues
• Discuss campus trends that may impact student safety, services, programs and general campus life, and make recommendations as appropriate
The Student Life Dean’s Council places a high priority on balancing our
students’ rights to privacy with the University’s duty to respond
appropriately to a student experiencing difficulty or expressing at-risk behaviors.
The Student Life Dean’s Council is facilitated by the Dean of Student
Life and consists of:
• Assistant Dean of Student Life and University Student Conduct Officer
• Assistance Director of Residence Life
• Executive Director of University Health & Counseling Services
• Associate Athletic Director
• Director of University Police Services
• Director of Center for Students with Disabilities
Faculty and staff are encouraged to contact any member of the Student Life Dean’s
Council to share information if a member of the faculty or staff feels outreach
or follow-up may be of assistance to a student. For more information, contact
the Dean of Student Life.
Helping Students in Distress: General Guidelines
OBSERVE --- A first, and very important step in assisting a student, is to be familiar with the symptoms of distress. Pay close attention to direct communications, as well as implied or hidden feelings. Focus on the observable symptoms and focus on how it is impacting the student’s life.
INITIATE CONTACT --- Don’t ignore strange, inappropriate or unusual behavior(s). Talk to the student in question privately, in a direct and matter-of-fact manner, indicating your observations and concerns. Be sure to focus on the symptoms that were displayed and express your concern about how it is impacting the student. Early feedback, intervention and/or referral can prevent more serious problems from developing.
OFFER SUPPORT AND ASSISTANCE --- Your interest, attentive listening and concern may be pivotal in helping a troubled student. Avoid criticisms or sounding judgmental. Allow the student time to respond and acknowledge that their perception may be different. Summarize the essence of what the individual has told you as a way of clarifying the situation. Validate feelings while also encouraging positive action by helping the student to define the problems and generate coping strategies.
REFER --- Know your limits as a helper: only go as far as your expertise and resources allow. When a student needs more help than you are able or willing to give, a referral is appropriate. The following may be helpful in making an individual referral to Counseling Services.
• Talk to the student about the services and procedures of UHCS. An initial appointment can be made in person on the second floor of the Ambrose Health Center or by calling 472-1305. It is important to let the student know that services are confidential and free to enrolled students.
• It is important to provide the individual with a sense of control about his/her decision to follow your recommendation. In most cases, encouraging the student to initiate his/her own appointment with Counseling Services is preferred. Sometimes, however, offering the use of one’s phone or walking the student over to UHCS may be beneficial, if you sense the student would benefit from the support of you accompanying them.
• In rare cases, a student may be in an acute crisis in which he/she demonstrates behavior that elicits serious and immediate concern about personal safety (either the student's or your own) or the student's ability to function (impaired reality testing or judgment). In such acute cases, you are urged to make telephone contact with either campus police and/or local law enforcement. If you are unsure if the situation warrants this, a consultation with a counselor or with police services can help determine if emergency treatment is needed.
• It is important to follow up with a student after you make a referral. This conveys your interest. You can also help reduce the stigma associated with counseling by not avoiding the topic, though such discussions should be held privately.
About Confidentiality --- UHCS staff are required by law and professional ethics
to protect the confidentiality of all communication between therapist and client
(except in cases where harm to self or others is indicated). Consequently, the
Counseling Services staff cannot discuss with others the details of a student’s
situation, or even indicate whether the student is being seen in therapy without
the student’s signed consent. It is suggested that you ask a student directly
if s/he followed up on your recommendation to make contact with UHCS.
When Counseling May Be Needed
Trauma or Crisis in Relationships
• Break-up or change in relationship status
• Loss or illness of a family member or close friend
• Conflict with roommate, friend, or family
• Victim of assault
Unusual Behavior or Marked Change in Behavior
• Listlessness or frequently falling asleep in class
• Disruptive or threatening behavior in classroom or residence
• Changes in appearance, including weight and hygiene
• Extreme mood changes or excessive, inappropriate display of emotion
• Sudden withdrawal from people or excessive sleep
• Hyperactivity, chronic irritability, or excessive anxiety
• Confusion, disorientation, or bizarre behavior
Problems with Academic Performance
• Poor academic performance and preparation, especially if such behavior
represents a change from previous functioning
• Repeated request for special accommodations
• Test or speech anxiety
• Confusion over low performance
Harmful Statements or Behaviors
• Overt references to suicide or statements of helplessness or hopelessness
• Indications of persistent or prolonged unhappiness
• Extreme risk-taking behavior
Substance Abuse
• Evidence or excessive use of alcohol or other drugs
• Impaired daily functioning secondary to substance use (e.g.-not attending
classes, not going to work)
The above list outlines behavioral changes or stressful events in students’
lives which may warrant counseling. The following sections address specific
types of emotional concerns you may find when working with students. It is critical
to remember that you may be a key source of support to a student, you cannot
be expected to do it all. When you feel particularly concerned about a distressed
student, please feel free to consult with Counseling Services staff, or encourage
the student to seek help through our services.
The Depressed Student
Signs and Symptoms
Because we all experience some of the symptoms of depression at one time or
another, we all have some personal knowledge of what the depressed student is
going through. A depressed student is likely to be experiencing some of the
following symptoms:
Facts about Suicide
It is important to take all suicidal comments seriously and to make appropriate
referrals.
• College students have higher suicide rates than non-college people of
the same age
• More men commit suicide; more women attempt
• There are more attempts at the beginning and end of the semesters
• Talking about suicide will not plant the idea in a person’s mind,
but will probably relieve some of the tension s/he is experiencing
• Feeling isolated increases the likelihood of suicide
• The more developed the suicide plan, the greater likelihood for suicide
Helpful Responses:
Less Helpful Responses:
The Student in Poor Reality Contact
This student may have trouble distinguishing fantasy from reality. To some extent, the person will appear confused or illogical.
You may notice that the student’s speech jumps from one topic to another with little or no logical connection between topics. This student may also pay a great deal of attention to some unimportant detail that is being discussed or may be generally scattered and incoherent. This student may coin new words and expect others to understand their meaning or may put works together because they rhyme, not because they make grammatical sense.
The student may make inappropriate emotional responses. For example, s/he may overreact to his/her feelings, or be very “flat” emotionally. Many times the person knows that his/her emotions are inappropriate, but just feels overwhelmed and cannot control them.
Someone in poor contact with reality may experience themselves as especially powerful or important or may believe that people are attempting to harm or control them in some way. S/he may also feel that certain actions have special meaning for them (e.g.- when people in a small group begin to laugh, then they are laughing at him/her.)
This student may experience hallucinations, usually auditory, although the hallucination can be experienced through any sense.
Helpful Responses:
Less Helpful Responses:
The Aggressive Student
Aggression can take many forms, from very subtle, passive acts to violent outbursts. It often results when a student perceives a threat, feels frustrated and/or out of control. Some aggressive people express hostility immediately without regard for their circumstances or the people around them. Others deny their anger and frustration until their hostility builds to the point of an explosive outburst. Many time, persons who are verbally or physically aggressive feel inadequate and use hostile behavior as a way to build up their self-esteem. Often these individuals believe you will reject them so they become hostile and reject you first to protect themselves from being hurt. They may see you as attempting to control them and lash out to try to gain some sense of control.
It is important to remember that the student is generally not angry at you personally, but is angry at his/her world and you are the handy target of pent-up frustrations.
Overall, dealing with an aggressive student will be handled best by maintaining a firm, consistent and calm control in the situation (i.e. know what you are doing and what your goals are).
Helpful responses:
Less Helpful Responses:
The Anxious Student
We have all experienced anxiety in response to a perceived stressful situation. Anxiety becomes heightened as the situation becomes more vague and less familiar.
A panic attack is an overwhelming sense of dread and fear, and is the extreme result of feeling anxious. Some of the physiological components of general anxiety and panic attacks are rapid heart palpitations, chest pain or discomfort, choking, dizziness, sweating, trembling or shaking, or cold, clammy hands. The student may experience feelings of worry or fear and may anticipate some misfortune. S/he may complain of poor concentration, being on edge, being easily distracted, memory problems, and/or fitful sleep. The student may also state unreasonably high self-expectations, and be very critical of his/her present performance. This student may constantly think about and discuss his/her problems and possible solutions, but be too fearful to take action.
Helpful Responses:
Less Helpful Responses:
The Demanding Student
Any amount of time and energy may simply not be enough for some students. Such students often seek to control your time and unconsciously believe that the amount of time received is a reflection of personal worth. In many instances, these people feel incompetent to handle their own lives.
Helpful Responses:
Less Helpful Responses:
The Suspicious Student
Usually these students complain about something other than their psychological difficulties. They are tense, cautious, mistrustful, and have few friends. These students tend to interpret a minor oversight as significant personal rejection and often overreact to insignificant occurrences. They see themselves as the focal point of others’ behavior and everything that happens may seem to be interpreted in a suspicious light. Usually they are over-concerned with fairness and being treated equally. They project blame onto to others and will express anger in indirect ways. Many times they will feel worthless and inadequate.
Helpful Responses:
Less Helpful Responses:
Helpful Resources:
This document was adapted with permission from the
University of Maine Counseling Center
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For health care questions, do not email, please call 262-472-1300 menu option 4
Updated: 08/29/2008
University Health & Counseling Services
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