Providing Support for Students of Concern

SOME PRACTICAL SUGGESTIONS FOR SUPPORTING STUDENTS WHO ARE OF CONCERN

• Consult with someone on the BMT, and/or complete the online referral form.
• Meet with the student privately, to ensure confidentiality and a safe space in which to talk openly.
• Establish a supportive tone.
• Avoid labeling the student’s behavior or diagnosing any condition.
• Emphasize that seeking help is a sign of strength.
• Listen carefully and try to view the situation from the student’s perspective.
• Express concerns in behavioral terms, avoiding judgement. 
• Identify on-campus resources that could help the student cope with concerns or issues.
• Offer to accompany the student to an appropriate on-campus resource. 
• Follow-up with the student to ensure connection to campus resource.  

While there is no evidence that people with mental health diagnosis are more likely to be violent, this population is at a greater risk, based on a 2015 US Conference of Mayors survey, of dropping out of school, erratic attendance, and they may have other major life stressors such as food insecurity, housing insecurity, history of substance abuse, etc. 

According to Wilson (2015), 58% of campuses have seen a rise in anxiety disorders, 89% have seen a rise in depression, and 8% of college-aged students seriously considered suicide (in the previous 12-month period. 

In a different study, conducted by the Association for University and College Counseling Center Directors’ in 2012 it was reported that the top problems experienced by college students were, anxiety (47%), depression (40%), relationship issues (34%), suicidal ideation (18%), etc. 

Additionally, one in four college-aged individuals had a diagnosable mental illness, and suicide was reported as being the second leading cause of death for this age group. (Gruttadaro & Crudo, 2012).

A psychological emergency is the result of an individual’s inability to employ effective coping skills in dealing with life’s day-in and day-out experiences. During a psychological emergency, the individual will experience emotional and physiological discomfort, and impaired social, occupational and/or school functioning. 

When a psychological emergency occurs, the individual must be assessed, and immediate action is required. Other times, the person may not require immediate intervention, but may action may still need to take place. 

A psychological emergency is the result of an individual’s inability to employ effective coping skills in dealing with life’s day-in and day-out experiences. During a psychological emergency, the individual will experience emotional and physiological discomfort, and impaired social, occupational and/or school functioning. 

When a psychological emergency occurs, the individual must be assessed, and immediate action is required. Other times, the person may not require immediate intervention, but action may still need to take place. 

When responding to an individual experiencing a psychological emergency, always call upon GCC Health Center staff or GCCDPD. The following are some behaviors that require immediate action:

• Expressed suicidal ideation, plans or intentions (this may be expressed verbally or in written form)
• Expressed intentions of harming others
• Giving away possessions
• Bizarre, disjointed thoughts and behaviors
• Hallucinations
• Loss of contact with reality

Other behaviors that require action, although are generally not considered a true emergency include some of the following:

• Observed or reported anxiety or panic attacks
• Signs of self-injury (cuts, bruises, burns)
• Inability to carry on with usual routine
• Isolation
• Acknowledging suicidal thoughts

If any of these are observed, the student should be referred to the Health Center for further assessment and be given access to resources. You may also contact the student’s GCC Counselor and/or DSPS to share what you observed, and your concerns for additional support and guidance.

 

(modified, Villanova University, CARE team handbook, 2016)