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Signs of Distress and When to Refer

Signs of Distress and When to Refer. Presented by: Nancy Mickelson Campus Counselor. Mental Health . Mental Health is clearly linked to retention and academic performance (Backels &Wheeler, 2001 )

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Signs of Distress and When to Refer

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  1. Signs of Distress and When to Refer Presented by: Nancy Mickelson Campus Counselor

  2. Mental Health • Mental Health is clearly linked to retention and academic performance (Backels &Wheeler, 2001) • Mental Health issues interfere with student success more than ever before. A rising number of students are coping with depression, anxiety, and over all stress. • Statistics for MSU Counseling Center: For this semester alone, have seen roughly 40 NEW students

  3. Why are students so anxious and depressed? • Today’s students deal with cross-cultural issues, family dysfunction, poor frustration tolerance, experimentation with drugs/alcohol, and weak interpersonal attachments (Kitzrow, 2003) (ND is #1 in the Nation for binge drinking) • Students lead “hyper-enriched lives” with their cell phones, computers, classes, jobs, sports, travel, volunteer work, etc. • Academic “unreadiness” may also play a role. Inadequate study habits create enormous stress and anxiety for students. • All of this is too much to handle for some students • The majority of initial visits at MSU Counseling Center is for stress and anxiety issues.

  4. Signs of Distress • Noticeable change in academic performance or behavior….. • Poor performance or preparation • Excessive absences or tardiness • Repeated requests or special consideration • Avoiding participation • Dominating discussions • Excessively anxious when called upon • Disruptive behavior • Exaggerated emotional response that is obviously inappropriate for the situation.

  5. Signs of Distress • Unusual Behavior or Appearance… • Depressed or lethargic mood • Hyperactivity or very rapid speech • Deterioration in personal hygiene or dress • Dramatic weight loss or gain • Strange or bizarre behavior indicating loss of contact with reality. Examples?

  6. Signs of Distress • References to Emotional or Life Stressors…. • Problems with roommate, family, or spouse • Experiencing a death of a significant other or pet • Experiencing physical or sexual assault • Experiencing discrimination based on gender, race, religion, sexual orientation, or disabilities. • Experiencing legal issues • Any other problem or situation that is experienced as a loss or stress

  7. Signs of Distress • References to Suicide, Homicide or Death… • Feelings of helplessness or hopelessness • Verbal or written references to suicide • Isolation from friends, family, and classmates

  8. What can you do? • TALK…. • Talk to the student in private when both of you have the time and are not rushed or preoccupied. Give the student your undivided attention. It is possible that just a few minutes of effective listening on your part may be enough to help the student feel cared about as an individual and more confident about what you do. • If you have initiate contact, express your concern in behavioral, nonjudgmental terms. For example…”I’ve noticed you’ve been absent from class lately and I’m concerned” rather than “Where have you been lately? You should be more concerned about your grades.”

  9. What can you do? • LISTEN…. • Listen to thoughts and feelings in a sensitive, non-threatening way. • Communicate understanding by repeating back the essence of what the student has told you for example “it sounds like you are not accustomed to such a big campus and you’re feeling left out of things.” • Let the student talk

  10. What can you do? • GIVE HOPE…. • Assure the student that things can get better • It is important to help them realize there are options, and that things will not always seem this hopeless • Suggest resources such as friends, family, or campus counselor. • Other resources such as Disability Services, Student Health, tutoring, mentoring, and the wellness programs can also be terrific assets for students struggling with stress. • Remember, your purpose should be to provide enough hope to enable the student to consult with a counselor, not to solve the student’s problems

  11. What can you do? • MAINTAIN…. • Maintain clear and consistent boundaries and expectations. • It is important to maintain the professional nature of the faculty/student relationship and the consistency of academic expectations, exam schedules, etc. • You may be able to help the student understand their options related to dropping a class, etc.

  12. What can you do? • REFER… • Consider referring a student when you’re doing more “personal counseling” than “academic advising”. • Recognizing and referring students in trouble is one of the very best things advisors can do! • When making a referral it is important to point out that help is available and seeking such help is a sign of strength and courage rather than a sign of weakness and failure. • It may be helpful to point out that seeking professional help for other problems such as medical, legal, car problems, etc. is considered good judgment.

  13. When is a referral appropriate? • The problem is more serious than you feel comfortable or capable dealing with • You are extremely busy or experiencing stress in your own life • You have talked to the student and helped as much as you can • You feel that your personal feeling about the student would interfere with your ability to be helpful • The student admits that there is a problems but does not want to talk to you about it

  14. HOW TO REFER • If you notice any of the warning signs, inform the student in a straight forward, matter-of-fact manner of your concern. • Be specific regarding the behavior patterns you have observed. • At this point, suggest that he/she consider personal counseling and refer the student to the Counseling Center. In urgent or crisis situations, you may even want to accompany the student to the Counseling Center. • Remind the student that counseling services are free and confidential.

  15. When in doubt… • Contact the campus counselor at 858-3371 or nancy.mickelson@minotstateu.edu . Office hours are M-F 8-4:30 year round • Or utilize iCARE… • http://www.minotstateu.edu/icare/

  16. iCARE…what is it? • Minot State University's Intervention, Concern, And Response Effort • What is iCARE? • A committee on campus that receives submissions and provides referral to support services for students in an effort to increase student success • What does iCARE do? • Collects information regarding incidents of concern from across the MSU campus • What is my role in iCARE? • Provide information about any incidents of concern that you observe or that are brought to your attention. If you are questioning if your information is important—submit it! Your information could be the piece of the puzzle that lets us see the entire picture. • http://www.minotstateu.edu/icare/

  17. Questions?

  18. References: • Penn State Erie, The Behrend College; Students in Distress: A guide for Faculty and Staff • Mental Health Issues in Student Advising

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