INTRODUCTION
When students experience academic or personal problems, they frequently turn to trusted adults for help. Some students do not actively seek assistance for their distress, but faculty and staff are in an excellent position to observe behavioral changes which signal a distressed student. These behavioral changes can be correctly interpreted as a “cry for help”, but faculty and staff are cautioned against making a more detailed analytical interpretation or conclusion, such as a diagnostic statement, about the meaning of what they observe. Faculty and staff have a critical role with identifying and referring students to the appropriate campus resource well before they experience distress.
Frequently Asked Questions about How Faculty and Staff May Best Intervene on Behalf of Distressed Students
Who is a “distressed” student?
The problem with the word “distressed” is that it is subject to interpretation. Most would describe a student who abruptly leaves a class while sobbing uncontrollably as being distressed. A different student who typically falls asleep in class might not be classified as being distressed. Both students may in fact be suffering from undiagnosed clinical depression and both could therefore be correctly regarded as being “distressed”.
You are not being asked to become an expert in diagnosing mental health problems. There are mental health experts on campus who are available to you for consultation and referral. Leave the diagnostician role to them!
Define “index of awareness”
Faculty and staff at the University of Pittsburgh at Johnstown typically develop high quality relationships with their students. They know their students’ academic talents and their personality characteristics. If a student develops a problem or behaves in a manner that is “unusual” for them, it is likely that it will NOT go unnoticed. This is exemplified by a student who is observed to be sleeping during class, and that is unusual behavior for that student. The task then remains for the faculty or staff person to communicate their concern to the student and direct them to the appropriate campus resource(s) as needed.
What is the goal of raising my index of awareness?
It does not make sense to wait until a student experiences distress before communicating your concern to that student and consulting with the expert staff at our campus resource offices (e.g. Personal Counseling Center, Health Services, Disability Services, Campus Ministry, etc.). We can do much better than that! Our goal is to become aware of a student’s potentially problematic behavior and intervene at the earliest possible stages. Ignoring unusual behavior may ultimately result in that student becoming distressed since problems usually worsen when they are ignored or not identified.
What is my role?
Faculty and staff are encouraged to raise their index of awareness with regard to signs that a student may be experiencing “distress”. Since you are an expert in observing human behavior, your recommended role is to:
- Raise your index of awareness with regard to observing whether a particular student’s academic or social behavior, including verbal statements, is unusual or out of the ordinary for that student.
- Communicate your observations and concern directly to the student.
- Communicate your concern to a professional therapist at the Personal Counseling Center and/or refer the student to the appropriate campus resource office.
- In extreme emergencies (i.e. when there is imminent danger to health and safety), Campus Police should immediately be contacted at their emergency number (ext. 7222).
This recommend approach contrasts sharply with alternate approaches suggesting that you commit to memory a list of “typical signs of students in distress”, then compare your observed behaviors of your student of concern against that list, and finally make a judgment, interpretation or diagnosis about whether or not this student is in distress. This approach invites you to determine whether your student is depressed, suicidal, substance abusing, grieving, have intermittent explosive disorders, etc. This approach places unrealistic demands upon your time and expertise. The recommended approach, as detailed in steps 1-4 above, does not expect you to be a mental health expert diagnostician.
What is the best way to intervene?
- Respect the student’s right to privacy by speaking with them in a confidential setting.
- Share your observations and NOT your interpretations, judgments or diagnosis. Tell the student what you see or hear and invite their response.
- In the event the student disagrees with you, it is usually best not to argue. Simply re-state your observations and desire to be of assistance.
- Inform them of campus resources as noted at the end of this document. Assist their making the contact, if needed.
- Expect the student to appreciate your expression of concern.
What about students who do not appear to be distressed?
Even if a student is not evidencing signs of distress, faculty and staff are encouraged to create opportunities to casually express interest in their college experience and invite discussion which might reveal concerns. Importantly, even the best students who seem to have everything going for them may well have significant stressors in their lives and are quite expert at “masking” signs of their distress. Thus, for example, if an advisee is not evidencing obvious signs of distress, it is recommended that you ask about the stressors in their lives as if you know they are experiencing stress. Stress is a fact of the human condition. As a trusted and caring adult, it is appropriate for you to inquire. Students typically are appreciative of faculty and staff who express concern about their personal well-being and who offer a helping hand.
What if I don’t know a student very well and therefore do not recognize behavioral changes which can signal a “cry for help”?
Among other things, you are an expert in observing student behaviors. You know the usual range of behaviors which students exhibit, both inside and outside of the classroom setting. When you repeatedly observe a student’s verbal or non-verbal behavior that is not within the usual range, you may correctly interpret that as a “cry for help” and intervene as detailed above.
How do I make a referral to the Personal Counseling Center?
Faculty and staff should encourage and assist students in making a self-referral. You might consider calling for an appointment on the student’s behalf with the student present. It may be helpful or even necessary to accompany the student to schedule their appointment at the Personal Counseling Center to further demonstrate concern and support. Several faculty members do this routinely. If you do not take these extra measures when appropriate, the student may “promise” you he/she will call for an appointment, but then does not. If you are especially concerned, help them actually make the appointment or accompany them to this office to do so.
If you believe the student’s situation is urgent enough to require immediate attention, be sure to state this to the secretary when you contact our office.
Can students refer themselves?
Students typically refer themselves to the Personal Counseling Center. Appointments are scheduled by telephone, e-mail, or else they simply stop in the office when it is convenient for them. Students are seen for an appointment on the same day they request our services if that is needed. Appointments are always scheduled at a time that does not conflict with their class schedule.
Can I refer the student of concern to a specific therapist?
No. ALL referrals are managed by the Director of the Personal Counseling Center. This “case management” function ensures that our resources are allocated in the most efficient manner. Therefore, please do not refer students to any specific therapist on our staff. Simply refer them to our office and not to a specific therapist. If there is a specific circumstance, bring this to the attention of the secretary who will take the necessary action.
How are emergency or crisis referrals handled?
If the crisis situation is a medical or health emergency, Campus Police and/or Health Services should receive the first telephone call. If it is determined that a therapist from the Personal Counseling Center needs to be contacted, the student should be asked whether he or she has previously seen a therapist at the Personal Counseling Center. - If they have previously been seen at the Center, then that particular therapist should be contacted regardless of the day or time of day.
- If that particular therapist is not available, then the other staff therapist should be contacted.
- If the student has no prior connection with this office, then the director should be called.
- In the rare event that neither is available, contact Crisis Intervention.
The Personal Counseling Center is particularly sensitive to the needs of a student in crisis. We conduct on-campus comprehensive assessments of student crisis situations, and these typically include consultation with all relevant parties involved. The goal of this process is to discover the factors which precipitated the mental health crisis, determine the presence and immanence of any danger that might be involved, and ultimately develop a plan of action. Community resources are contacted if that is deemed appropriate. This comprehensive mental health crisis assessment and management model is engaged by our professional staff regardless of whether the crisis occurs during or after regular business hours.
What about confidentiality issues? Is it permissible to communicate my concerns to others on campus?
In order to achieve our goal of intervening on behalf of students of concern, information must be shared. Neither FERPA (Family Educational Rights and Privacy Act) nor HIPAA (Health Insurance Portability and Accountability Act) restrict our critical need to share information. When good faith professional judgment indicates that a student’s health, safety or well-being is thought to be at-risk or compromised, positive resources should be diverted to that student. In order to do so, we are permitted to share observations and concerns! We do not violate a student’s right to confidentiality by doing so and there is no need for confusion in this regard. Campus tragedies have occurred because, to a large extent, faculty and staff who had important information about a student of concern did not share that information because they misunderstood the parameters of confidentiality.
Observations, interpretations, conclusions and diagnostic statements
Lists of signs and symptoms of various diagnostic categories can be made available to you for informational purposes upon your request. Depression, for example, has characteristic symptoms, but unless a comprehensive assessment is undertaken, it may be mistaken for any number of other diagnostic categories. For this reason, we recommend that you focus your intervention efforts on making careful observations of what you see and hear rather than on making interpretative or diagnostic statements. You most assuredly will open a very unpleasant “can of worms” if you tell a student that you think that she has, for example, an eating disorder. That student will become more resistant than ever from seeking counseling services. Given that caveat, let us at the Personal Counseling Center know if you would like to learn more about diagnosing mental health disorders.
CONTACT INFORMATION
Personal Counseling Center Office
121 Blackington Hall
(814) 269-7119
Dr. Bob Yaskanich, Director
Emily Kist, MSW, LSW, Therapist Outreach Services Coordinator
Diane Lenio, Secretary
OTHER EMERGENCY NUMBERS:
Pitt-Johnstown Campus Police
Non Emergency: (814) 269-7005
On-Campus Emergency (814) 269-7222
Campus Ministry
Pastor Jim (Protestant) 814-269-2008
Sr. Corrine (Catholic) 814-269-2007
Health Services 814-269-7110
Disability Services 814-269-7001
Victim Services (Sexual Assault) (814) 288-4961
Victim Services 24 Hr. Hotline 1-800-755-1983
Women’s Help Center (814) 536-5361
Crisis Intervention (814) 535-8531
Men Against Sexual Violence 1-888-772-PCAR
The Meadows Psychiatric Center 1-800-641-7529