Faculty Resources
Faculty & Staff as Helping Resources for Students
Recognizing Troubled Students
Recognizing Emotional Distress
Consultation Services
How to Deal with the Student
What if the Student Yells at Me?
When to Make a Referral
How to Make a Referral
What Students Can Expect During a First Visit to Counseling
OC Referrals
Faculty & Staff as Helping Resources for Students
Students can encounter a great deal of stress (e.g. academic, social, family, work, financial, cultural) during their educational experience at Olympic College. Although most cope successfully with the demands of college life, for some the pressures become overwhelming. Students in difficulty have a number of resources available to them. These include close friends, relatives, clergy, and counselors. In fact, anyone who is seen as caring and trustworthy may be a potential resource in time of trouble.
We at Counseling Services believe there is a powerful rationale for faculty and staff to intervene when they encounter a student in distress. As a faculty member, your expression of interest and concern may be a critical factor in helping a struggling student reestablish the emotional equilibrium necessary for academic survival and success.
Your willingness to respond to students in distress will undoubtedly be influenced by your personal style and your particular philosophy about the limits of responsibility for helping students grow, emotionally as well as intellectually. Obviously, a student's openness to assistance, and such situational factors as class size, length and depth of your relationship, and the location of the contact, may have a substantial effect on the type of interaction you can have with a student. We are not suggesting that faculty and staff members function as counselors. Rather, we hope that these tips will help you assess a potentially difficult situation and provide you with specific ideas about what you can do when you are confronted with a student in distress.
Recognizing Troubled Students
The Disruptive Student
This student tends to be immature, manipulative, or engage in disorderly conduct in and out of class. Causes for the behavior may or may not be due to emotional distress. The best resource for them will be the Vice President for Student Services rather than counseling. Just and fair conduct measures which hold the student accountable for behaviors that violate campus or community standards are often just what the student needs to regain self control and to have a positive developmental outcome.
The Distressed Student
At one time or another, everyone experiences stress and discomfort. Although it's not unusual to feel anxious, depressed, or confused, these feelings become significant when they are recurrent or extreme.
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Recognizing Emotional Distress
At one time or another, everyone feels depressed or upset. But we can identify three general levels of distress which, when present over a period of time, suggest that the problems the person is dealing with are more than the "normal" ones.
Level 1
These behaviors, although not disruptive to others, may indicate that something is wrong and that help may be needed:
- Serious grade problems or a change from consistently good grades to poor performance;
- Excessive absences, especially if the student had previously demonstrated good, consistent class attendance;
- Unusual or markedly changed pattern of interaction, i.e., totally avoiding participation, becoming excessively anxious when called upon, dominating discussions, etc.;
- Other characteristics that suggest the student is having trouble managing stress successfully include a depressed, lethargic mood; being excessively active and talkative (very rapid speech); swollen, red eyes; marked change in personal dress and hygiene; sweaty (when room is not hot); and falling asleep.
Level 2
These behaviors may indicate significant emotional distress, but also a reluctance or inability to acknowledge a need for more personal help:
- Repeated requests for special consideration, such as deadline extensions, especially if the student appears uncomfortable or highly emotional disclosing the circumstances prompting the request;
- New or regularly occurring behavior which pushes the limits of decorum and which interferes with the effective management of the immediate environment;
- Unusual or exaggerated emotional response which is obviously inappropriate to the situation.
Level 3
These behaviors usually show a student who is in obvious crisis and who needs emergency care:
- Highly disruptive (hostile, aggressive, violent, etc.)
- Inability to communicate clearly (garbled, slurred speech, unconnected or disjointed thoughts);
- Loss of contact with realty (seeing/hearing things which "aren't there," beliefs or actions greatly at odds with reality or probability);
- Overtly suicidal thoughts (referring to suicide as a current option);
- Homicidal threats. top
Consultation Services
If you are concerned about a student who is exhibiting characteristics of emotional distress, remain calm and formulate a plan. You may wish to call and consult with one of the counselors to help you create a plan.
- Assess the situation, its seriousness, and the potential for referral;
- Determine resources, both on and off campus, so you can suggest the appropriate help available to the student;
- Discuss the best ways to make the referral, if appropriate;
- Clarify your own feelings about the student and consider the ways you can be most effective. top
How to Deal With the Student
If you choose to approach a student you are concerned about, or if a student asks you for help with personal problems, here are some suggestions that might make the experience more comfortable for you and more helpful for the student.
- Talk to the student in private when both of you have time and are not rushed and 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 confident about what to do next.
- Express your concerns in behavioral, nonjudgmental terms (e.g., "I've noticed you've been absent from class lately and I'm concerned").
- Listen to thoughts and feelings in a sensitive, non-threatening way. Communicate understanding by repeating back the gist of what the student said. Let the student talk.
- Avoid judging, evaluating, or criticizing. Respect the student's value system, even if you don't agree with it. top
What if the Student Yells at Me?
- Don't get hooked into arguing with them. Let them vent their feelings and then ask them if they are ready to discuss the problem.
- Take a deep breath and let it out slowly. Stay physically centered. If standing, sit down and try to get the student to sit, also.
- Use a quiet voice in addressing them. Try to really listen and reflect what they are trying to tell you.
- Suggest that you find a quiet, private place to discuss this.
- Express your own dismay and tell them that you can't continue to discuss the issue while they are yelling at you. top
When to Make A Referral
There are situations when making a referral is the best option for both you and the student. For example:
- You know that you can't handle the request or the behavior. There are limits to the kinds of help a faculty or staff member can provide.
- You believe that personality differences will interfere with your ability to help.
- You know the student personally and believe that you could not be objective.
- You feel overwhelmed, pressed for time, or stressed.
- The student acknowledges a problem but is reluctant to discuss it with you.
- After working with the student for some time, you realize that you don't know how to proceed.
- The student's problems are better handled through services such as Counseling, Financial Aid, the Registrar's Office, or the Vice President for Student Services' office. top
How to Make a Referral
Some people accept a referral for professional help more easily than others do. Here are some tips for making a successful referral.
- Let the student know that it is not necessary to know exactly what is wrong in order to seek assistance.
- Assure the student that seeking help does not necessarily mean that their problems are unusual or extremely serious.
- Be frank with students about your own limits of time, energy, training, objectivity, and willingness to help.
- If appropriate, suggest that the student consider talking with family members, friends, clergy, community agencies, and campus offices.
- See Counseling Referral link at right. top
What Students Can Expect During a First Visit to Counseling
Counseling Services offers brief therapy or gives referrals for intensive, lengthy, or specialized care. We assist students with concerns such as:
- Crisis resolution and problem solving.
- Depression
- Decision-making, effective interpersonal communication, stress-management, and conflict resolution.
- Choosing a major or career.
- Overcoming problems resulting from trauma or personal history.
Important Points
- Counseling services are confidential. Anything a student says to a counselor, the fact that a student used this service, or any test results will not be disclosed to other persons or agencies within the limits of professional ethical standards. No information about counseling goes on the academic record.
- Counselors are professionally trained to work with college students and with emotionally difficult issues.
- Appointments last about fifty minutes.
- During the first meeting the counselor will help the client with his or her concerns, schedule future appointments if needed, or offer a referral if appropriate. top
OC Referrals
For less severe emotional distress when no immediate harm seems likely.
- Counseling Services (appointments)
360-475-7530
See Counseling Referral link at right.
To consult with a counselor or to ask for immediate assistance:
- John Babbo
360-475-7537
See Counseling Referral link at right.
- Denise Reyburn
360-475-7536
See Counseling Referral link at right.
- Dr. Jolene Ramaker
360-475-7683
See Counseling Referral link at right.
When students exhibit severe behaviors, stay as calm as possible . Find someone to stay with the student while making calls to the appropriate agency.
- Olympic College Security
360-475-7800
- Crisis Clinic for times when the Counseling Center is closed
360-479-3033
- Kitsap Sexual Assault Center (24 hour line)
360-479-8500
- Vice President for Student Services
Dr. Rick MacLennan
360-475-7476 top |