{"id":29,"date":"2022-08-31T12:58:00","date_gmt":"2022-08-31T16:58:00","guid":{"rendered":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/chapter\/supporting-students-in-distress\/"},"modified":"2026-07-03T13:02:11","modified_gmt":"2026-07-03T17:02:11","slug":"supporting-students-in-distress","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/chapter\/supporting-students-in-distress\/","title":{"raw":"Supporting Students in Distress","rendered":"Supporting Students in Distress"},"content":{"raw":"<div class=\"supporting-students-in-distress\">\r\n<p class=\"import-Normal\" style=\"margin-left: 0pt;text-indent: 0pt\">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.<\/p>\r\n\r\n<h2>The Context of Distress<\/h2>\r\n<h3>Common Causes of Emotional Distress<\/h3>\r\n<ul>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Relationship break-up <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Unplanned pregnancy<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Family conflict <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Religious conflicts<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Loss of a loved one <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Sexual or physical abuse or assault<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Divorce <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Identity confusion<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Feeling lonely <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Depression<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Academic pressure or failure <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Drug\/alcohol abuse<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Serious illness or injury of self or others <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Career indecision<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Difficulty adjusting to university <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Loss of goal or dream<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Homesickness <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Occupational setback<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Not fitting in with peers <span style=\"margin-left: 26pt\"><\/span><\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Body image issues<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Coming out issues<\/li>\r\n \t<li class=\"import-Normal\" style=\"text-indent: 18pt\">Financial stress<\/li>\r\n<\/ul>\r\n<h3>The Student Life Cycle<\/h3>\r\n<p class=\"import-Normal\" style=\"margin-right: 30pt\">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 academic 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 (including 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.<\/p>\r\n\r\n<h4>September<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Excitement &amp; new freedoms \u00bb Homesickness \u00bb Anxiety about roommates, classes and professors \u00bb Financial anxieties -\u00a0 Tuition payments, first time paying rent, student loans, international money transfers<\/p>\r\n\r\n<h4>October<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Personal conflicts \u00bb Do I belong \u00bb First mid-terms \u00bb Change becomes real \u00bb Introduction of full week break in this semester will create uncharted territory for students AND faculty<\/p>\r\n\r\n<h4>November<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Academic realities settle in \u00bb Cold &amp; flu Season \u00bb Procrastination \u00bb Exam anxiety<\/p>\r\n\r\n<h4>December<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Self &amp; Home have changed \u00bb Exam crises \u00bb Christmas break challenges relationships (new and old)<\/p>\r\n\r\n<h4>January<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Fresh start optimism\/resolve \u00bb Consequences of first term \u00bb Return to school from home<\/p>\r\n\r\n<h4>February<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Cabin fever\/SAD \u00bb Potential for increased substance use \u00bb Valentine\u2019s Day \u00bb Spring Break realities<\/p>\r\n&nbsp;\r\n<h4>March<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Anxiety about next year\u2019s plans \u00bb Mid-terms \u00bb Summer employment \u00bb Anxiety about the changes the year brought on (physical and emotional) \u00bb Savings and Student loans start to run out, international students may be surprised that planned budget wasn\u2019t consistent with Canadian expectations<\/p>\r\n\r\n<h4>Apr\u0131l<\/h4>\r\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Re-visiting decisions on major \u00bb Summer plans \u00bb Relationship disruptions \u00bb Final exam anxiety\/crises<\/p>\r\n\r\n<h2>Signs of Distress<\/h2>\r\n<p class=\"import-Normal\">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 <em>might<\/em> be amiss. These signs can be considered an invitation to approach and ask if we can help<\/p>\r\n\r\n<h3>Academ\u0131c S\u0131gns<\/h3>\r\n<ul>\r\n \t<li>Career and course indecision<\/li>\r\n \t<li>Excessive procrastination<\/li>\r\n \t<li>Uncharacteristically poor preparation or performance<\/li>\r\n \t<li>Repeated requests for extensions or special considerations<\/li>\r\n \t<li>Disruptive classroom behaviour<\/li>\r\n \t<li>Excessive absence\/tardiness<\/li>\r\n \t<li>Avoiding or dominating discussions<\/li>\r\n \t<li>References to suicide or homicide in verbal statements or writing<\/li>\r\n \t<li>Uncharacteristic lack of participation<\/li>\r\n<\/ul>\r\n<h3>Interpersonal Signs<\/h3>\r\n<ul>\r\n \t<li class=\"import-Normal\">Asking instructor for help with personal problems<\/li>\r\n \t<li class=\"import-Normal\">Dependency on advisor or avoidance of advisor<\/li>\r\n \t<li class=\"import-Normal\">Disruptive behaviour<\/li>\r\n \t<li class=\"import-Normal\">Inability to get along with others<\/li>\r\n \t<li class=\"import-Normal\">Complaints from other students<\/li>\r\n \t<li class=\"import-Normal\">Withdrawal from others<\/li>\r\n<\/ul>\r\n<h3>Behavioural Signs<\/h3>\r\n<ul>\r\n \t<li class=\"import-Normal\">Change in personal hygiene<\/li>\r\n \t<li class=\"import-Normal\">Frequently falling asleep in class<\/li>\r\n \t<li class=\"import-Normal\">Irritability<\/li>\r\n \t<li class=\"import-Normal\">Unruly behaviour<\/li>\r\n \t<li class=\"import-Normal\">Impaired speech<\/li>\r\n \t<li class=\"import-Normal\">Disjointed thoughts<\/li>\r\n \t<li class=\"import-Normal\">Tearfulness<\/li>\r\n \t<li class=\"import-Normal\">Intense emotion<\/li>\r\n \t<li class=\"import-Normal\">Inappropriate responses<\/li>\r\n \t<li class=\"import-Normal\">Difficulty concentrating<\/li>\r\n \t<li class=\"import-Normal\">Physically harming self<\/li>\r\n<\/ul>\r\n<h3>Physical<\/h3>\r\n<ul>\r\n \t<li>Sudden increase or decrease in weight<\/li>\r\n \t<li>Lethargy, lack of energy<\/li>\r\n \t<li>Falling asleep in class<\/li>\r\n \t<li>Frequent illness<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\" style=\"margin-right: 117pt\">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.<\/p>\r\n<p class=\"import-Normal\" style=\"margin-right: 117pt\">Unsure if some \u201csigns\u201d indicate student distress in a particular situation? Trust your instincts and consult a colleague or counselling services staff.<\/p>\r\n\r\n<ul>\r\n \t<li><\/li>\r\n<\/ul>\r\n<\/div>","rendered":"<div class=\"supporting-students-in-distress\">\n<p class=\"import-Normal\" style=\"margin-left: 0pt;text-indent: 0pt\">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.<\/p>\n<h2>The Context of Distress<\/h2>\n<h3>Common Causes of Emotional Distress<\/h3>\n<ul>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Relationship break-up <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Unplanned pregnancy<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Family conflict <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Religious conflicts<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Loss of a loved one <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Sexual or physical abuse or assault<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Divorce <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Identity confusion<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Feeling lonely <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Depression<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Academic pressure or failure <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Drug\/alcohol abuse<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Serious illness or injury of self or others <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Career indecision<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Difficulty adjusting to university <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Loss of goal or dream<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Homesickness <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Occupational setback<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Not fitting in with peers <span style=\"margin-left: 26pt\"><\/span><\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Body image issues<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Coming out issues<\/li>\n<li class=\"import-Normal\" style=\"text-indent: 18pt\">Financial stress<\/li>\n<\/ul>\n<h3>The Student Life Cycle<\/h3>\n<p class=\"import-Normal\" style=\"margin-right: 30pt\">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 academic 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 &#8211; mature students, international students, students who start in January, transfer students (including 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.<\/p>\n<h4>September<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Excitement &amp; new freedoms \u00bb Homesickness \u00bb Anxiety about roommates, classes and professors \u00bb Financial anxieties &#8211;\u00a0 Tuition payments, first time paying rent, student loans, international money transfers<\/p>\n<h4>October<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Personal conflicts \u00bb Do I belong \u00bb First mid-terms \u00bb Change becomes real \u00bb Introduction of full week break in this semester will create uncharted territory for students AND faculty<\/p>\n<h4>November<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Academic realities settle in \u00bb Cold &amp; flu Season \u00bb Procrastination \u00bb Exam anxiety<\/p>\n<h4>December<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Self &amp; Home have changed \u00bb Exam crises \u00bb Christmas break challenges relationships (new and old)<\/p>\n<h4>January<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Fresh start optimism\/resolve \u00bb Consequences of first term \u00bb Return to school from home<\/p>\n<h4>February<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Cabin fever\/SAD \u00bb Potential for increased substance use \u00bb Valentine\u2019s Day \u00bb Spring Break realities<\/p>\n<p>&nbsp;<\/p>\n<h4>March<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Anxiety about next year\u2019s plans \u00bb Mid-terms \u00bb Summer employment \u00bb Anxiety about the changes the year brought on (physical and emotional) \u00bb Savings and Student loans start to run out, international students may be surprised that planned budget wasn\u2019t consistent with Canadian expectations<\/p>\n<h4>Apr\u0131l<\/h4>\n<p class=\"import-Normal\" style=\"margin-left: 27pt;text-indent: 0pt\">Re-visiting decisions on major \u00bb Summer plans \u00bb Relationship disruptions \u00bb Final exam anxiety\/crises<\/p>\n<h2>Signs of Distress<\/h2>\n<p class=\"import-Normal\">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 &#8211; externally observable indicators that something <em>might<\/em> be amiss. These signs can be considered an invitation to approach and ask if we can help<\/p>\n<h3>Academ\u0131c S\u0131gns<\/h3>\n<ul>\n<li>Career and course indecision<\/li>\n<li>Excessive procrastination<\/li>\n<li>Uncharacteristically poor preparation or performance<\/li>\n<li>Repeated requests for extensions or special considerations<\/li>\n<li>Disruptive classroom behaviour<\/li>\n<li>Excessive absence\/tardiness<\/li>\n<li>Avoiding or dominating discussions<\/li>\n<li>References to suicide or homicide in verbal statements or writing<\/li>\n<li>Uncharacteristic lack of participation<\/li>\n<\/ul>\n<h3>Interpersonal Signs<\/h3>\n<ul>\n<li class=\"import-Normal\">Asking instructor for help with personal problems<\/li>\n<li class=\"import-Normal\">Dependency on advisor or avoidance of advisor<\/li>\n<li class=\"import-Normal\">Disruptive behaviour<\/li>\n<li class=\"import-Normal\">Inability to get along with others<\/li>\n<li class=\"import-Normal\">Complaints from other students<\/li>\n<li class=\"import-Normal\">Withdrawal from others<\/li>\n<\/ul>\n<h3>Behavioural Signs<\/h3>\n<ul>\n<li class=\"import-Normal\">Change in personal hygiene<\/li>\n<li class=\"import-Normal\">Frequently falling asleep in class<\/li>\n<li class=\"import-Normal\">Irritability<\/li>\n<li class=\"import-Normal\">Unruly behaviour<\/li>\n<li class=\"import-Normal\">Impaired speech<\/li>\n<li class=\"import-Normal\">Disjointed thoughts<\/li>\n<li class=\"import-Normal\">Tearfulness<\/li>\n<li class=\"import-Normal\">Intense emotion<\/li>\n<li class=\"import-Normal\">Inappropriate responses<\/li>\n<li class=\"import-Normal\">Difficulty concentrating<\/li>\n<li class=\"import-Normal\">Physically harming self<\/li>\n<\/ul>\n<h3>Physical<\/h3>\n<ul>\n<li>Sudden increase or decrease in weight<\/li>\n<li>Lethargy, lack of energy<\/li>\n<li>Falling asleep in class<\/li>\n<li>Frequent illness<\/li>\n<\/ul>\n<p class=\"import-Normal\" style=\"margin-right: 117pt\">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.<\/p>\n<p class=\"import-Normal\" style=\"margin-right: 117pt\">Unsure if some \u201csigns\u201d indicate student distress in a particular situation? Trust your instincts and consult a colleague or counselling services staff.<\/p>\n<ul>\n<li><\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":91,"menu_order":10,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-29","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/29","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/users\/91"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/29\/revisions"}],"predecessor-version":[{"id":148,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/29\/revisions\/148"}],"part":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/29\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/media?parent=29"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapter-type?post=29"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/contributor?post=29"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/license?post=29"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}