GUIDING STUDENTS TO THE SERVICES OF THE COUNSELING CENTER
Table of Contents
1. Introduction
2. Recognizing students in distress
3. Emergency situations
4. What you can do in an emergency
5. The disruptive student
6. Helping a distressed student
7. Incompletes, extensions, and reasonable accommodations
8. Types of student problems
9. Making a referral
10. What happens when you refer to the Counseling Center?
11. What students can expect
12. Counseling Services for Faculty and staff
13. Consultations
14. Location and hours
1. INTRODUCTION
When we look back, college years seem to have been the best years of our lives. When we take a more critical look, the reality is often more stressful and difficult than we would like to remember. Although college students manage to have fun, college is also a time of vast developmental changes that are not always easily handled.
For most, it is the first time away from home and family. It is also the first time they need to learn to manage time, money, relationships, academics, personal freedom, and make decisions regarding alcohol and other drug use, as well as plans for their future. The majority of students deal with the many transitions college brings with great success. However, for some students, the pressures can seem unmanageable.
Students who are becoming overwhelmed by the pressures they experience will not leave their reactions in the residence hall room, or at home. Their confusion, anger, hurt, frustration and anxiety come to class with them. That's where you come in. Faculty and staff are often the first point of contact for students in emotional difficulty. As a faculty member or staff; your expression of interest and concern may mean the difference in college being the "best years," in reality, or merely memory, for a student.
It is not, of course, the responsibility of any faculty member to deal one-on-one with a student's emotional difficulties. Faculty and staff can, however, play an extremely important role in referring students for help - not only because they are often in a position to first notice a student's upset condition, but because a student's respect and regard for a professor or a staff professional play a role in their willingness to accept a referral.
We hope this virtual brochure will be helpful to you if you encounter troubled students in your classes or other settings, and need to know how to get them to the resources they need.
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2. RECOGNIZING STUDENTS IN DISTRESS
Everyone, at one time or another, has experienced unhappiness or depression. The "blues" are common to everyone, and usually don't last long. But we are able to identify certain patterns of behavior which, when present over a period of time, indicate that something is wrong, and professional help may be needed.
Behaviors that indicate emotional distress are not always disruptive to the classroom and living situation. However, faculty and staff are in a unique position to observe the patterns a student's actions suggest.
Some behaviors that may not be disruptive, but may indicate a need for help, are:
- A change from consistently good grades to unaccountably poor performance, or serious problems with grades.
- Excessive absences. This is especially true if the student has previously demonstrated good attendance.
- Markedly changed or unusual patterns of interaction with classmates or instructor. This may mean completely dominating a discussion, or avoiding any discussion whatsoever.
- depressed or lethargic behavior patterns,
- excessive activity or talking (rapid, pressured speech),
- red or swollen eyes,
- marked change in dress or personal hygiene,
- sweating when the room is not hot,
- falling asleep in class.
If you decide to approach the student or the student approaches you directly - and you decide to handle the problem personally:
- Give the student your undivided attention by discussing the matter privately. Just a few minutes of effective listening by faculty or staff can make a large difference in a student's perception of a problem, and, often, of the college.
- Express your concern in behavioral, nonjudgmental terms. For example, "I've noticed you've had some absences lately, and I'm concerned."
- Let the student talk. Try to communicate to the student that you have listened to what was said. Try to repeat back or paraphrase the "gist" of what was said.
- Help the student clarify advantages and disadvantages of various courses of action for handling what the student perceives the problem to be.
- Avoid judgments, evaluations and criticisms as they may make the student less inclined to talk with you. Even if you don't agree with the student's value system, try to respect it. It is important to identify your opinions clearly as yours, not what you think the student should think.
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There are some behaviors which students will exhibit that indicate they are in crisis and need emergency attention. These include:
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Highly disruptive behaviors, hostility, aggressiveness, violence, etc.
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Inability to communicate clearly (garbled, slurred speech, unconnected or disjointed thoughts).
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Loss of contact with reality, for example, seeing or hearing things that aren't there, beliefs or actions that are greatly at odds with reality or probability.
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Suicidal thoughts that are immediate, including plans and/or methods.
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Homicidal thoughts.
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Crises are the easiest form of student distress to identify and, in some ways, the easiest to handle. Assistance and emergency referral procedures are outlined here for your convenience:
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Stay calm. Try not to leave the student alone. Find someone to stay with him or her while calls are made to helping resources.
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If a student directly threatens himself or herself or someone else, or otherwise behaves bizarrely, immediate attention is needed. Call: Public Safety: 888-2330 (24 hours) or 911 for the Buffalo police.
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Stay with the student, or have someone stay with the student, until help arrives.
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5. THE DISRUPTIVE STUDENT
Although it is fairly rare, some students are so disturbed that they become disruptive in the class, dorm or social situation. Many faculty or staff will make efforts to contain the situation and deal with it directly by speaking with the student after class about their behavior. There the student may reveal personal problems and a referral to the Counseling Center can be made. Often however, the first effort may not get results. Calling the Counseling Center for a consultation might prove to be helpful. Together, we can develop a strategy to deal with the disruptive behavior, and get the student some help if possible.
Discussing the disruptive student with your Department Chair or Dean would also prove to be helpful. In the case of a dangerous or threatening student, Public Safety (888-2330) as well as the Counseling Center (888-2620) would be important calls to make.
6. HELPING THE DISTRESSED STUDENT NOT NEEDING EMERGENCY ASSISTANCE
Some situations are not as obvious as crises, yet you may know that something needs to be done. We hope the information in this section will help you deal with those less clear-cut situations.
You have a variety of choices for dealing with behavior that indicates to you a student may be troubled, but is not in crisis. You may choose to ignore it, handle it in a "strictly business" way, that is, only with respect to the classroom or office, or you may choose to handle it more personally. Calling the Counseling Center may be helpful in deciding which course of action you would like to take.
If you decide to approach the student or the student approaches you directly - and you decide to handle the problem personally:
-
Give the student your undivided attention by discussing the matter privately. Just a few minutes of effective listening by faculty or staff can make a large difference in a student's perception of a problem, and, often, of the college.
-
Express your concern in behavioral, nonjudgmental terms. For example, "I've noticed you've had some absences lately, and I'm concerned."
-
Let the student talk. Try to communicate to the student that you have listened to what was said. Try to repeat back or paraphrase the "gist" of what was said.
-
Help the student clarify advantages and disadvantages of various courses of action for handling what the student perceives the problem to be.
-
Avoid judgments, evaluations and criticisms as they may make the student less inclined to talk with you. Even if you don't agree with the student's value system, try to respect it. It is important to identify your opinions clearly as yours, not what you think the student should think.
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7. THE STUDENT WHO ASKS FOR EXCEPTIONS TO THE RULE (incompletes, extensions, "reasonable" accommodations etc.)
Often student problems are disruptive of their academic work and they find it difficult to follow through on their academic responsibilities. They come to faculty with involved tales of interpersonal or family difficulties which they hope will elicit sympathy and an incomplete/extension from the faculty member. To spare the faculty member the problems involved in separating a legitimate excuse ("beyond the student's control") from one that is more manipulative, the Counseling Center will make a recommendation to you after meeting with the student.
Occasionally students will tell you they have a learning or psychological disability and request special academic accommodations. In these circumstances a referral to the Counseling Center or to Disability Services (Phone 888-3748) would be appropriate. Services for students with disabilities can make specific recommendations regarding "reasonable" academic accommodations. In some circumstances, we will advise Disability Services staff regarding a student situation, and/or conduct an evaluation to augment the documentation being reviewed by Disability Services staff. In sum, we will indicate to you whether there is enough evidence to warrant a deviation from the rules. Client confidentiality will be maintained, therefore, we may not be able to share with you any specific details about the student's situation.
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8. TYPES OF STUDENT PROBLEMS
The types of student problems that the staff have worked with at the Counseling Center include the following:
- Abusive Behavior- physical, sexual, emotional
- Academic Stress - lack of motivation, test anxiety, performance
- Adjustment - loneliness, shyness, homesickness
- Adult Student issues - family conflict, single parent adjustment
- Aggressive/Hostile Behaviors and Acting Out
- Anxiety, inability to concentrate
- Change in Goals, Plans or Programs
- Confusion or Lack of Direction
- Depression
- Eating Disorders - anorexia nervosa, bulimia
- Grief Reactions
- Personal Loss
- Problem Drinking or Drug Abuse
- Relationships- roommate, parental, spouse, dating, family
- Self-confidence Issues
- Stress Management- academic, emotional, physical
- Student-Parent Problems
- Suicidal Thoughts and Feelings
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9. MAKING A REFERRAL
There are times when it is clearly not in anyone's best interest for you to try to handle a student's distress personally. You may not be able to give enough time, you may know that your personality differences will get in the way or you may genuinely dislike the student. Whatever the reason or reasons, there are times it is best to turn the problem over to someone else.
Some students will accept a referral for help more readily than others. How you make the referral can make all the difference in whether it is accepted, and how the student perceives your need to do it.
Be frank with the student about your limitations in ability to help. Most will understand that you don't have the time or training, or simply that this is not what your job is. It means a lot, though, that you care enough to try to help. You can also be invaluable in dispelling some of the stereotypes that surround the idea of counseling.
Students may feel that they have to be severely disturbed or, at the very least, know exactly what is wrong with them in order to seek counseling. It can be very comforting for them to know that many students seek counseling, and that often they do so because they are confused about what they are feeling or thinking.
There are three ways in which you can make a referral to the Counseling Center:
1. You can tell students about the Counseling Center. This tends to be least likely to succeed, as the student may procrastinate following up on the information.
2. You can call and make an appointment for them. This is usually best done while they are still with you, and you can work out a mutually agreeable time for their appointment.
3. You can come to the Counseling Center with them, while they set up the appointment. This tends to be the most successful type of referral, and students are most likely to follow up. You may even sit in on the first session if you like, with the student's permission.
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10. WHAT HAPPENS WHEN YOU REFER TO THE COUNSELING CENTER?
If you contact the Counseling Center in a crisis situation, someone will talk with you immediately. We may come to the scene or we may determine that Public Safety should respond as soon as possible. From that point on, the situation is usually handled exclusively by Counseling staff and/or Public Safety. Once students have dealt with us, we consider them clients, and we are bound by confidentiality regarding our conversations with them. With their written permission, we may fill you in on limited details.
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11. WHAT STUDENTS CAN EXPECT
Some students are reluctant to go to the Counseling Center because they don't know what to expect. Unless they are in an immediate crisis, upon arrival, all students are asked to fill out an intake form, which is a basic information form. This is kept as part of their confidential file.
Many students wonder if counseling appointments or information will somehow end up on their "permanent record." This is not true. All sessions are free, private, and confidential. Only with the student's written permission are we free to share information with anyone.
Students will meet with a member of the counseling staff for about a half hour during the first appointment. Further sessions typically last one hour. Some sessions require more, so we try to give students all the time they need.
Students will usually see whoever has the first available appointment when the call is made. However, students may feel free to request to speak with a specific member of the staff, if they like. During busy times, this may present the student with a delay in being seen.
During the first session, the counselor will usually try to ascertain what the problem or issue is. They will try to see if counseling is the best approach to it and give a brief explanation of the counseling process. The counselor will usually wind up by asking the student if they wish to make another appointment, wait and call if they need to talk more, or would like a referral to another person or agency.
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12.COUNSELING SERVICES FOR FACULTY AND STAFF MEMBERS
While the Counseling Center of Canisius College provides counseling and a broad range of individual and group programs for undergraduate and graduate students, we are not in the best position to provide assistance to fellow employees of the College due to potential conflict of interest and ethical considerations that could arise in a counselor/counselee relationship. In instances where an employee feels they, a fellow employee, or even a family member could benefit from mental health services, we recommend they contact the College's Employee Assistance Program(EAP). This is a free and totally confidential service provided to all employees of Canisius College. Clicking on the previous link will take you to the College's page that provides more complete information on the program.
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13. OTHER TYPES OF CONSULTATION
Working in high pressure situations, such as today's college, can often generate stress and interpersonal problems, creating an atmosphere that is difficult at best. We have often been called to work with these situations, within a department or office, in order to ease the tension or to resolve the difficulties. We are available for confidential consultation on these matters and offer our services to departments or offices who find themselves in this unfortunate situation.
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14. LOCATION AND HOURS
The Counseling Center is located in the tunnel level of Frisch Hall. The Center is open from 8:00am to 4:30pm M-F. The staff is also prepared to respond to emergencies outside of normal hours as they arise.
[Adapted from a brochure written by Lisa A. Oristian, SUNY Morrisville - August, 1994.]