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Counseling Services |
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Characteristics of Troubled Students Tips for Helping Troubled Students About GRCC Counseling and Health Services Emergency Assistance and Referrals
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Faculty and Staff as Helping Resources College students frequently experience a great deal of stress (i.e., academic, social, financial) during their college careers. Many students successfully cope with these pressures, but some find themselves overwhelmed. Because emotional distress typically interferes with a student's academic performance and/or social interactions, faculty and staff are often in good positions to recognize students who are in trouble. You will not be able to spot every such student, nor will every student you approach be willing to accept your assistance. Nevertheless, by communicating interest and concern to a distressed student, you may play an important role in helping that student regain the emotional balance needed to cope with stress. Characteristics of Troubled StudentsIt is not unusual for a person to feel depressed, confused, or upset at various times throughout life. When these feelings persist, however, it is an indication that the person may be experiencing problems that are more distressing than typical frustrations. Below are three categories of student behavior, each of which suggests that a student would benefit from some kind of intervention. Level 1These behaviors may not be troublesome to others, but they may signal that the student is upset about something:
Level 2These behaviors may signify a high amount of emotional distress that needs to be addressed on a personal, as well as academic level:
Level 3These behaviors usually indicate that a student is in crisis and needs emergency care:
Level 3 behaviors are the most obvious and the easiest for you to address because there are specific guidelines to follow when you encounter a student in crisis: 1) remain calm, 2) call the appropriate office (see referral section for guidelines), and 3) stay with the student until help arrives, unless you perceive the student as threatening or dangerous. When you encounter students who are experiencing Level 1 or 2 distress, you have several options. You may decide not to address the problem behavior in any way; you may limit your response to classroom/coursework problems; or you may choose to approach the student on a personal level. Tips for Helping Troubled Students If you choose to try to help a distressed student, or if a student approaches you to talk about personal problems, you may find that the following tips will help you make that interaction more beneficial to both of you.
Help the student to become aware of possible alternative solutions to the problem. Have the student discuss the pros and cons of each option, so that he or she can make an informed decision. Refrain from making unsolicited assessments of the student’s behavior or proposed solution: if you are perceived as judgmental or disapproving, the student is likely to back away from you and other potentially helpful resources. It is important to remember that a student’s belief and value systems are probably different from yours, and what works for you won’t necessarily work for her or him (and vice versa!). You cannot make decisions for the student no matter how much experience you have in a certain area, nor how well-intentioned you are. You are helping just by making yourself available to the student. ReferralsEven though you may be genuinely concerned about students, and interested in helping them, you may find yourself in situations where it would be better to refer them to other resources. Circumstances that might necessitate a referral include:
Some students may resist the idea of seeking professional help. Even though you may think it important that they meet with a professional, you cannot force them, nor should you trick them, into going to Counseling and Health Services or any other agency. Usually, you will get the best results by being honest and straightforward. Let the student know your reasons for making a referral (e.g., lack of time, conflict of interest, limited training), and emphasize your concern that they do get help from an appropriate source. It may help them to know that you support their desire to seek help. Many people believe that psychologists and counselors only work with “crazy” people, so your referral might be interpreted as a comment upon the severity of the problem. Reassure the student that counselors work with people who have a wide range of concerns, from roommate or relationship problems, to depression, anxiety, and academic concerns, with many other types of problems in-between. It also may help them to know that they don’t have to be able to pinpoint what’s wrong before they seek assistance. For example, a student may feel down or nervous most of the time, but not know why; or a normally calm student may begin to overreact to any frustration encountered. The referral you make will depend on the type of problem that is described to you. While it may often be appropriate for a student to simply talk with friends, family, or clergy about a concern, if you feel unclear about the level of referral needed, you may wish to refer the student to Counseling and Health Services, other campus offices, or community agencies. Share whatever information you have about the referral resource, so that fear of the unknown doesn’t keep the student from utilizing it. For example, providing information such as location, phone number, or office hours can be helpful. If possible, call the resource and relay pertinent information to the counselor or other agency personnel. Because of confidentiality requirements under the code of ethics and State law, they will be unable to speak to you specifically about your student once they have seen or spoken to her or him. Counseling and Health Services The Counseling Office (part of the combined unit Counseling and Health Services) is located in LSC 231. It is open from 9:00 a.m. until 4:00 p.m., Monday through Friday. A limited number of evening appointments are also available. Services are free. To make an appointment, GRCC students may call (253) 833-9111, ext. 2460, or come by the Counseling Office. Initial appointments are usually available within a week of the request. In emergency situations, however, students may be seen almost immediately. If you believe the situation requires immediate attention, please inform the office staff. Students are encouraged to make their own appointments. However, if you perceive a student is in need of more support, sometimes walking the student over to the Counseling office can be helpful in completing the referral. Upon arrival at the Counseling Office, the student will be asked to fill out information forms. This will take about 5 minutes although these may be completed later if the student is too distressed to do so at that time. The student will then talk to a counselor, who will evaluate the situation and determine how our services can best meet the needs of the student. Occasionally, students who need long-term care, who require substance abuse counseling, or who are clearly in an imminent harm situation will be referred to other agencies. Otherwise, the student may be scheduled for regular fifty-minute appointments. If the student is reluctant to come to the Counseling Office, or if the crisis occurs after office hours, you might suggest that he or she contact an emergency counselor through the Crisis Line (1-800-244-5767), or any hospital emergency room. Staff members at Counseling and Health Services are also available to discuss with you any questions you may have about how best to deal with a student or situation. We can help you assess the problem and determine the best course of action. This might include giving you information about available campus and community resources. Confidentiality We treat all of our contacts with students confidentially and in accord with Washington state law. This means that we cannot release information about counseling sessions unless the student signs a specific release of information authorizing us to do so. We could only release information without a student’s written consent in response to imminent danger to the student or to others, child or elder abuse, or a duly issued subpoena. Such occasions are rare. *Please note: Students exhibiting Level 3 behavior (threat to self or others), or acting very strangely with possible loss of contact with reality, need immediate attention. Remain calm and call the appropriate agency. Have someone stay with the student at all times until help arrives. Emergency Assistance and ReferralCounseling and Health
Services
Seattle Crisis Clinic
Campus Parking and Security
Valley Medical Center,
Emergency Students exhibiting Level 1 or 2 behavior (emotional or physical distress not of a crisis nature) can be referred to Counseling and Health Services. Level 3 students may also be referred to Counseling and Health Services during regular hours, or directly to the emergency room of Valley Medical Center, or other hospital emergency room if after hours. You may also contact the Crisis Line for assistance before deciding where to refer your student when a counselor is not available to intervene. If you are immediately concerned for your own or the student's safety, call 911. Adapted with permission of UW Student Counseling Center © 2001 |
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| Last updated on: 01/13/2005 |
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