Supporting Students in Distress

While there is no single best approach for responding to distressed students, there are some broad principles that can guide you. You may find it beneficial to participate in training such as Mental Health First Aid or safeTALK through the Canadian Mental Health Association. Below you will find information about how to recognize warning signs, express concern, listen, make referrals, and what to expect following a referral.

The Context of Distress

Common Causes of Emotional Distress

• Relationship break-up
• Unplanned pregnancy
• Family conflict
• Religious conflicts
• Loss of a loved one
• Sexual or physical abuse or assault
• Divorce
• Identity confusion
• Feeling lonely
• Depression
• Academic pressure or failure
• Drug/alcohol abuse
• Serious illness or injury of self or others
• Career indecision
• Difficulty adjusting to university
• Loss of goal or dream
• Homesickness
• Occupational setback
• Not fitting in with peers
• Body image issues
• Coming out issues
• Financial stress

The Student Life Cycle

In addition to the cycle of developmental progress students typically experience over the course of their post-secondary studies, student services staff have found a cyclical pattern to the concerns, issues, and stresses that typically emerge at various times of the year. The following is a simple narrative approach to the cycle for the traditional student. It is important to be aware that we have an increasing proportion of our students who are not traditional students – mature students, international students, students who start in January, transfer students (especially those transferring from an articulated program), graduate students, and students who study year-round. Consider how atypical groups might change the time-line presented below.

September

Excitement & new freedoms » Homesickness » Anxiety about roommates, classes and professors » Financial anxieties – first time paying rent, student loans, international money transfers

October

Personal conflicts » Do I belong » First mid-terms » Change becomes real » Introduction of full week break in this semester will create uncharted territory for students AND faculty

November

Academic realities settle in » Cold & flu Season » Procrastination » Exam anxiety

December

Self & Home have changed » Exam crises » Christmas break challenges relationships (new and old)

January

Fresh start optimism/resolve » Consequences of first term » Return to school from home

February

Cabin fever/SAD » Potential for increased substance use » Valentine’s Day » Spring Break realities

March

Anxiety about next year’s plans » Mid-terms » Summer employment » Anxiety about the changes the year brought on (physical and emotional) » Savings and Student loans start to run out, international students may be surprised that planned budget wasn’t consistent with Canadian expectations

Aprıl

Re-visiting decisions on major » Summer plans » Relationship disruptions » Final exam anxiety/crises

Signs of Distress

While clinicians often speak of symptoms, in the mental health world many symptoms are internal, personal experiences that are only shared when trust is developed, when boundaries are overly porous, or in times of desperation. More often, people involved in the lives of someone experiencing emotional distress will see signs – externally observable indicators that something might be amiss. These signs can be considered an invitation to approach and ask if we can help

Academıc Sıgns

• Career and course indecision
• Excessive procrastination
• Uncharacteristically poor preparation or performance
• Repeated requests for extensions or special considerations
• Disruptive classroom behaviour
• Excessive absence/tardiness
• Avoiding or dominating discussions
• References to suicide or homicide in verbal statements or writing
• Uncharacteristic lack of participation

Interpersonal Signs

• Asking instructor for help with personal problems
• Dependency on advisor or avoidance of advisor
• Disruptive behaviour
• Inability to get along with others
• Complaints from other students
• Withdrawal from others

Behavioural Signs

• Change in personal hygiene
• Frequently falling asleep in class
• Irritability
• Unruly behaviour
• Impaired speech
• Disjointed thoughts
• Tearfulness
• Intense emotion
• Inappropriate responses
• Difficulty concentrating
• Physically harming self

Physical

• Sudden increase or decrease in weight
• Lethargy, lack of energy
• Falling asleep in class
• Frequent illness

Be aware that broaching some of these issues can be awkward and may even sound reproachful. Building a relationship with student BEFORE these become an issue is key. Addressing them with some measure of privacy, in a tentative voice, and with compassion.

Unsure if some “signs” indicate student distress in a particular situation? Trust your instincts and consult a colleague or counselling services staff.

Responding to a Student in Need: How Can You Help?

If you have noticed warning signs, you are faced with the decision of whether to intervene. Your interest in your student’s well-being can make an important difference to a person in distress.You may decide to submit a referral to Accessibility Services or use the “Student of Concern” form available on myUPEI.ca to share your observations with staff in Student Affairs. If you decide to intervene, here are some suggestions that will help you to be a good listener and to increase a student’s willingness to accept a referral to Counselling Services or other resources:

• Talk to the student privately to help minimize embarrassment and defensiveness.
• Listen carefully to the student, and respond to both the content and the emotions of the situation. For example, “Sounds as if you are disappointed because the test did not go as you expected.” OR “You feel sad because you didn’t get accepted to the program in which you are really interested.”
• Discuss your observations and perceptions of the situation directly and honestly with the student. For example, “I notice you haven’t attended class lately and that is uncharacteristic of you.”
• Express your concern in a non-judgmental way.
• Then wait silently for a moment to see if the student offers a response.
• Don’t assume that a mental health concern is the reason for the behaviour, just open a dialogue.
• If a student shares their concerns, it is important to listen patiently and receptively. You are providing support for a student when they feel heard and understood. It’s ok to have to go over their story a couple of times to make sure you understand it if it feels convoluted – this is not the time to ‘smile and nod’.
• It may be difficult for the student to find the right words to explain; be okay with the silence and give them space to think.
• Communicate your understanding by repeating back the essence of what the student has said.
• Offer privacy, but don’t promise complete confidentiality. You will need to report if you believe the student or someone else is at risk of harm.
• If a student tells you of an incident of sexual harassment or violence then you need to refer them to the Sexual Violence Prevention and Response Office.
• Validate what the student says and show that you appreciate them reaching out. For example:
  • “It sounds like you have a lot going on.”
  • “That sounds hard.”
  • “It’s understandable that you would feel that way.”
  • “Thanks for letting me know.”
  • “I’m glad that you came to talk to me about this.”
  • “I appreciate you sharing this with me.”
• Respect the student’s value system, even if you don’t agree with it.
• Help the student identify the options for action and explore possible consequences.
• Be frank with the student about the limits of your ability to help them. Avoid promising things you can’t promise or speak to decisions that you cannot make. Deflecting can be a useful skill here
• Discuss campus resources. If the student is interested, make a referral to Counselling Services.

If the student appears to be in imminent danger of hurting themselves or others, consult Student Services (during office hours) (902) 566-0488 or campus security (after hours) (902) 566-0384. If the student discusses thoughts of harm to self or others, call Counselling Services. Consider Calling 911 if you believe there is danger of self-harm/harm to others. Do not promise to keep threats to self or others a secret.

Referral

It is important to be realistic and open about your own limits of time, energy, and training. You do NOT need to take responsibility for the student’s problem and try to solve it for them. You do NOT need to act as a therapist. Instead, your goal should be to help students find the professional help that they need.

Presenting yourself as knowledgeable about campus services can ease a student’s discomfort about seeking help. For a list of internal and external referral offices please go to the Referrals Appendix. Here are some suggestions for emergency and non-emergency situations.

When to Make a Referral

Many students encounter difficulties or trouble in their personal, social, academic, career, or emotional lives. Often these students come to Counselling Services on their own. Sometimes, however, they are referred by others at the University who become aware of their distress and hope that counselling might be helpful. In fact, faculty and staff who have frequent contact with students are in an excellent position to identify troubled students and assist them in getting the help they need.

In addition to recognizing warning signs, consider referring a student when:

• the student’s distress seems to be increasing, and/or if it has been going on for more than a couple of weeks.
• you feel you have reached the limits of your ability to help the student.
• you identify too closely with the student and/or the problem.
• a student expresses thoughts of suicide. Ethically, intervention on your part is necessary.

Some language to help you present the idea of a referral to a student might be: “I can help you work out a plan to catch up on the course work, but I’m not the best person to help you manage the other things you are dealing with at the moment. Let’s talk about who might be able to help you with that…”

Tips for Making a Referral

• Suggest options, gently encourage them to seek support.
• Assure them that seeking counselling is a sign of strength.
• Ask what help they would prefer and support the student’s agency.
• Tell the student why your observations have led you to believe that talking with a counsellor may be helpful.
• Share your knowledge of campus counselling services, a simple description may alleviate the student’s anxiety about the process.
• Talk about making one appointment rather than “going to counselling.”
• Respect the student’s right to reject or to think about the referral suggestion first, unless there has been talkof suicide. The student needs to be motivated and ready to accept help – this cannot be rushed or forced. The student may have a variety of reasons that you are not aware of for deferring or declining formal support.

Don’t say

• “You need to see a psychiatrist or counsellor.”
• “Some types of students just need help to get through the semester.”
• “I’ll just call Student Affairs/ the Counselling Office for you now.”

Do say

• “It sounds like it might help to talk with someone about this; what do you think?”
• “I’m glad you’re thinking about this, your health is important.”
• “Would you like me to call someone for you?”

Things to Avoid

• Minimizing the student’s concerns (e.g., “Your grades are so good.” “You’re doing fine.” “I think you’re overreacting.”).
• Providing so much information that it overwhelms the student.
• Sharing your own experiences in a way that might be triggering or might take focus away from the student.
• Making negative judgments or implications about character or personality:

Don’t say

• “Why are you coming to me just as the assignment is due?”

Do say

• “I’m glad that you came to talk with me about this.”

Don’t say

• “Why have you missed so much class lately?”

Do say

• “I’ve noticed that you missed a few classes. How are you doing?”

Emergency Referrals

Emergencies are those situations that require immediate attention (e.g., situations in which a student is highly agitated, cases in which there is an immediate danger of harm to oneself or others, instances in which a student’s ability to function is substantially impaired and normal coping skills are not working).

• If the emergency occurs during office hours, call (902) 566-0488 and ask to speak to a counsellor.
• If the counsellor is unavailable, explain to the person answering whether the nature of the emergency is such that you need the counsellor to stop what they are doing (likely an appointment with another student) to speak with you immediately, or whether you can wait for the end of the current appointment for a return call.
• Provide the counsellor with a description of the situation which has led to your concern.
• The counsellor will gladly consult with you about how to make a referral and discuss whether immediate intervention is necessary.
• Whenever possible, inform the student in crisis that you are sharing information with the counsellor.

If emergency situations should arise outside of Counselling Services office hours, students may be referred to the Queen Elizabeth Hospital Emergency Room – please note that the QEH will NOT provide over-the-phone advice.

If the student or another person is in immediate danger, call 911 or campus security at (902) 566-0384.

Non-Emergency Referrals

• Invite the students to call Counselling Services to schedule an initial appointment. Let the student know that, except in emergency situations, it may take a week to be seen.
• Offer to let the student call from your office if you believe he/she needs the extra support and encouragement (as long as you are comfortable with this).
• Consult with the counsellor when you think the student’s circumstances may require an immediate appointment. He or she will assist you in determining whether emergency intervention is warranted and talk with you about the specific arrangements that need to be made.
• Assure the student that our counsellors are competent, well-trained, and professionally certified individuals.
• Discuss Counselling Services’ confidentiality of services that are outlined on their webpage.

Overview of UPEI Supports

Counselling is available for supportive or problem-solving assistance related to academic, career, emotional, personal, or social concerns. Counsellors will help explore these issues, identify problems and solutions, and assist students to work toward achieving the goals they have set for themselves. To do this, the following free, confidential services are provided:

Personal Counselling

Counsellors are available to provide supportive and problem-solving assistance for emotional difficulties, interpersonal problems, or stressful life situations. Some students find that an initial meeting or two is all they need to explore and clarify their feelings and options.

Academic Advising

Advisors are available to help students with course and major selection as well as discussing long- term academic plans. Advising services are focused on first and second year students while upper year students are encouraged to work with faculty advisors as they specialize in a particular area for their major. That being said, advisors are still available to upper year students who feel they need a perspective outside of their current major.

Career Counselling

Career planning and counselling are available at UPEI. They are not housed within the Department of Student Affairs, but instead operate out of the Department of Experiential Ed and Work Integrated Learning.

Spiritual Counselling

Chaplaincy Centre

The UPEI Campus Ministry team provides a spiritual presence that is supportive of students, faculty, staff and administration. Spiritual accompaniment and pastoral counselling, as well as opportunities for inquiry into faith and programs designed to enhance social, intellectual, and personal growth are offered. The Centre is student-driven and regular opportunities for worship of all faiths are available at the Chaplaincy Centre.

 

Mawi’omi Centre

The Mawi’omi Centre aims to be a safe space for Indigenous students to access Indigenous-specific events and services both on and off campus. Students can also get help navigating other UPEI services and opportunities like academic advising, bursaries, scholarships, or student wellness.

Consultation And Referrals

In addition to providing direct services to students, counsellors are available to consult with faculty and staff about concerns that pertain to the welfare of students. Faculty and staff are invited to call a counsellor for consultation. If one is not available, you can leave a message on the voice mail system or send an email. Counsellors strive to return all calls in a timely manner. Counsellors can also provide referrals to outside services and community groups to help students.

Outreach Programmıng

Counsellors may be available to provide activities or educational workshops for various groups (e.g., student organizations, residence communities, classes, faculty and staff, etc.) on a variety of topics (e.g., career, stress management, anxiety, emotional health, relationships, etc.). Please contact the counsellor if you are thinking about offering such a program to discuss times and dates that will work. At the time of contact, please provide the following information: a description of what is to be presented, possible dates and times, intended audience and estimated number.

Accessibility Services

Students with documented visible, invisible, and/or temporary disabilities can register with Accessibility Services. If you are struggling with your learning and want more information, please contact us at 902-566-0668 to arrange for an appointment with one of our accessibility case managers.

What About Students Who Are Reluctant To Go To a Referral?

If it seems clear that a student needs or could benefit from a referral, but is reluctant to go, you might mention any of the following that seem appropriate for that student:

• The student can try one session to see if this is potentially helpful.
• The visit will be kept strictly confidential.
• All the student has to do to get an appointment is email, or telephone.
• It’s free.
• Some students have difficulty believing a referral can help, if you are confident/have experience with the service, sharing this confidence can help
• A person doesn’t have to be having a crisis to get help
• The student can call and speak to the service or visit the webpage to learn more.