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> Winona State University > Student Life > WSU Counseling Center > Faculty Guide
GUIDE FOR FACULTY AND STAFF
The WSU Counseling Center supports the academic mission of the University by providing services and programs that help students achieve their educational goals. Services are designed to reduce the emotional and interpersonal problems that interfere with learning, as well as to assist with career planning. Currently enrolled students are eligible for these free services. Faculty and staff are often the first to notice students who may be struggling. You see these students regularly and are in a direct position to observe behaviors. You may be the first person in whom the student confides. Consequently, you are in an excellent position to identify distressed students, provide assistance, and refer them to the Counseling Center. Faculty and staff are not expected to provide personal counseling, but your expression of interest and concern can be critical in helping a student get back on track academically and emotionally.
The goal of this guide is to assist faculty and staff in early identification of distressed students, brief facilitation, and the referral procedure. It addresses services offered by the Counseling Center and offers an overview of specific student concerns. While general guidelines are offered, personal style, philosophy of the role of faculty, class size, length of relationship, and the student’s openness to help certainly impact the process. Please do not hesitate to call if we can be of assistance in meeting the needs of your students.
TIPS FOR RECOGNIZING STUDENTS IN DISTRESS
Students often feel depressed or anxious for short periods of time during their college years. Sometimes these periods intensify and interfere with daily functioning and intervention is needed. Some obvious and not-so-obvious signs of distress include:
• Significant change in academic performance, preparation, and behavior in class
• Excessive absences and tardiness
• Repeated requests for special consideration
• Unusual change in mood, demeanor or hygiene
• Listlessness or falling asleep in class
• Inappropriate remarks or outbursts
• Aggressive behaviors
• Signs of drugs or alcohol in class
• Disorganized thoughts or speech
• Inability to concentrate on conversation or activity
• Increasing dependence upon you
• Reports of death or difficult relationship
• References to suicide
• Social isolation
• Statements or hopelessness or prolonged observable unhappiness
GUIDELINES FOR RESPONDING
Acknowledging your awareness of a student’s distress can open up dialogue and reveal your concern. In fact, your response can be pivotal in a student’s willingness to seek help. Please consider the following general guidelines for response:
• Request to speak to the student privately.
• Share your observations and concerns. (“I’ve noticed….I’ve seen….and I’m concerned about you.”)
• Listen to the student’s story.
• Ask what the student is doing to address the problem.
• Help the student explore the academic consequences of no action or change.
• Do not promise confidentiality.
• Contact security if the student’s behavior is threatening.
• Report bizarre behavior to the Vice President for Student Affairs.
• Know your limits and involve yourself only as far as you are comfortable.
• Refer students to appropriate resources on campus.
HOW TO MAKE A REFERRAL TO THE COUNSELING CENTER
Depending upon the urgency of the needs of the student, there are a couple of referral options.
Generally, our services are scheduled ahead of time. We ask that students stop by our office between 8:00 and 4:30 to fill out some paperwork including their availability. They will be given the next available appointment. In general, it is best for the student to contact us directly. In our experience, when a faculty member makes the call, students often do not keep the appointment. However, if you or the student feels the concern is urgent, please ask the student to come directly to the Counseling Center or walk the student over yourself. We reserve part of every day for such appointments, and we make every effort to see these students immediately or as soon as possible. It is helpful, but not necessary, to alert us of these situations.
IF A STUDENT IS RELUCTANT TO SEEK COUNSELING SERVICES
While culturally we have made some headway in demythologizing counseling services, many continue to view counseling as scary, a sign of weakness, or only utilized by “crazy people.” It can help to acknowledge and validate the student’s fears about seeking help. Then consider normalizing the process of counseling. The Counseling Center is an accessible (and free) on-campus resource for students. The counselors see hundreds of students each year for a wide variety of reasons. Reluctant students may be relieved to know that they can come once without making a commitment to a series of sessions. Also reassure the student that information shared in a counseling session will be kept confidential (unless he or she is at risk for harm to self or others).
Ultimately it is the student’s decision whether or not to come to the Counseling Center. Sometimes students are simply not ready to seek change or accept added support, and we must then accept this decision.
SERVICES OFFERED BY THE COUNSELING CENTER
Consultations:
If you have questions about a situation or a specific student, or are wondering about the appropriateness of a referral, you are welcome to call a counselor. A brief consultation may help you sort out approaches. If a student is being seen at the Counseling Center, confidentiality applies. Counselors will be able to listen to any specific concerns you have or information you wish to provide, but will not be able to share any information with you about the student unless we have a signed release of information or assess the student to be at risk of self-harm. We can address general questions about psychological concerns.
Individual Counseling:
We offer short-term individual counseling to all currently enrolled undergraduate and graduate students. Any issue may be discussed, however, because we offer only short-term counseling (roughly five sessions per semester) issues flagged as potentially long-term, such as eating disorders or bipolar disorder, are referred to a community counselor. Students who are seeking help on deciding on a career or choosing a major are generally connected to the DISCOVER career guidance program. If additional career assistance is needed, students may take the Strong Interest Inventory.
Crisis Intervention/Walk-in Appointments:
Regular appointments are scheduled in advance. However, part of every day is reserved for walk-in appointments. A phone call alerting us to the situation is helpful, but not necessary. If a student reports a life-threatening situation or is unable to cope, you may walk the student to the Counseling Center. If it is after 4:30 and you are concerned a student may be suicidal, please call 911 or help the student find someone to bring him or her to the ER. Twenty-four hour crisis line services are available at 2-1-1 or 1-800-362-8255. (See additional information under “Suicidal Student.”)
Outreach Programming:
Our staff members are frequently asked to provide trainings or educational workshops for various groups on-campus (e.g., Orientation 100 and other classes, Residence Life, Athletic groups, etc.) Trainings are available on a variety of topics such as stress management, wellness concepts, test and speech anxiety, and depression. To schedule an outreach program contact our office manager. She will alert the staff to the request, and a staff member will get back to you. We appreciate requests with as much notice as possible and will do all we can to accommodate requests. At the time of the request, please provide the topic of the program or presentation, the date and time, and the intended audience and estimated number at attendees.
WHAT YOU SHOULD KNOW ABOUT THE COUNSELING CENTER
The Counseling Center staff is required by law and professional ethics to protect the confidentiality of all communications between counselor and student. Limitations to confidentiality are mandated by the MN state law (e.g. threat of harm to self or others) and are discussed with the student. We cannot discuss a student’s situation with you or even confirm or deny if a student is being seen. For information to be shared a student must sign a release of information.
The Counseling Center is designed to provide short-term counseling. We see students up to five times per semester. Occasionally a student seeks services here that is in need of more frequent contact with a professional. Referrals to care-givers within the community are made when this is in the best interest of the individual.
While there are many services we do offer, there are also many things we cannot do. We cannot “fix” a student, solve the individual’s problems, or force him or her to make different decisions. We cannot make a student come to counseling. Often faculty refer students to us who do not follow through on making an appointment, or maybe they come once and do not return. Students have a right to refuse services.
WHAT YOU SHOULD KNOW ABOUT STUDENT PROBLEMS
Of the students who come to the Counseling Center for personal counseling, over 50% are seen for depression, suicide risk, anxiety, or stress management. Depressed mood is the main reason WSU students seek counseling. Stress/anxiety is the second. We see several hundred students annually.
Nationwide, the treatment of depression, anxiety, stress, suicidal ideation, eating disorders and bipolar disorder are on the rise. Depression remains the number one mental health issue on college campuses. In 2003 the National College Health Assessment was done on 33 campuses involving nearly 20,000 students. Data from this survey reveal that 13% of students reported they had been diagnosed with depression. 30% reported suffering from an anxiety disorder or depression. In this same survey, more then 40% of students reported feeling “so depressed, it was difficult to function” at least once during the year. The National Institute of Mental Health reports 1.5 million college students suffer from depression each year. Many of these students are taking an antidepressant. In fact, the advances in and availability of medicine have made it possible for many students to attend and succeed in college that would not have been able to a generation ago.
There is much speculation over the reasons for these increases. But whatever the reason, you are most likely seeing these changes in the student population within your classroom.
DEPRESSED STUDENTS
Given the nature of college life and simply the human condition, it is natural most students experience some situational depression during their years here. Problems arise when “the blues” turns into a clinical depression which significantly affects life functioning. Because of the prevalence of depression on college campuses, it is important to know the symptoms of this illness.
• Profound sadness or irritable mood
• Pronounced changes in sleep, appetite, and energy
• Difficulty thinking, concentrating, and remembering
• Physical slowing or agitation
• Lack of interest in or pleasure from activities previously enjoyed
• Feelings of worthlessness, hopelessness, and emptiness
• Recurrent thoughts of death or suicide
• Persistent physical symptoms
• Lack of motivation
Helpful actions include:
• Allow the student to talk and ask about symptoms
• Report to student what you have observed
• Encourage the student to seek help
Unhelpful actions include:
• Minimizing the student’s feelings
• Bombarding the student with advice
• Ignoring any references to suicide
SUICIDAL STUDENTS
Suicide Risk Checklist
The information below is intended to help you identify students at high risk for suicide and obtain appropriate assistance for these students. Suicide is the third leading cause of death among college students. As a faculty, staff, or administrative member of the WSU community, you may come into contact with a suicidal student at any time. While it is not expected that you provide a thorough assessment of the student’s concerns, you may be the first contact for a student in distress. A willingness to listen and ask questions can save the life of a student!
Ask: (1) Are you thinking of hurting or killing yourself?
If yes, ask: (2) Do you have a plan?
|
|
Lower Risk |
High Risk |
|
1. Suicide Plan |
No plan |
Well thought-out |
|
a. Details |
None |
Knows when,
where, and how |
|
b. Availability of Means |
Not available, will have to get |
Has in hand |
|
c. Lethality of Method |
Pills, cutting yourself |
Gun, hanging, jumping,
sitting on train tracks |
|
d. Resources |
Others present most of the time;
lives on campus (with roommate) |
No one nearby; isolated;
lives off campus or in single |
|
2. Previous Attempts |
None |
One or more |
|
3. Stress |
No significant stress |
High stress or recent loss |
|
4. Depression |
Mild, feel slightly down |
Overwhelmed with sadness,
hopelessness, and feelings of
worthlessness |
Action
Low Risk (Non-life-threatening)
Students who are distressed, but in a non-life threatening situation (i.e., not suicidal OR only having general thoughts of suicide without a plan, intent, or means) can be referred to the Counseling Center (132 Gildemeister), 457-5330) for emotional and psychological assistance. Counselors will help students clarify their issues, assess their resources, and assist them with getting back on track with their goals. Services are free and confidential for students. The Counseling Center is open Monday through Friday, 8:00 a.m. – 4:30 p.m. during the academic calendar.
High Risk (Life-threatening)
NOTE: STUDENTS WHO ARE AT HIGH RISK FOR SUICIDE SHOULD NOT BE LEFT ALONE. STAY WITH THE STUDENT UNTIL THE APPROPRIATE ASSISTANCE/INTERVENTION HAS BEEN OBTAINED.
Students who are distressed and in a life-threatening situation (i.e., intent and plan for suicide) should be assisted using the following resources:
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Daytime Hours
(Mon-Fri, 8:00 am - 4:30 pm) |
Evening (after 4:30), Weekend,
and Summer |
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Counseling Center
132 Gildemeister -- 457-5330
Health Services
Maxwell -- 457-5160
* Faculty and staff are encouraged to walk the student to the above departments
Campus Security
Sheehan -- 457-5555
Police Department
Dial 9-911 |
Campus Security
Sheehan -- 457-5555
Police Department
Dial 9-911
|
OVERANXIOUS STUDENTS
For our ancestors heightened anxiety often proved to be a life-saving response to a dangerous situation. Less often does this happen to us now. Truthfully a little bit of experienced stress can motivate us to necessary action. However, when those intense “fight vs. flight” reactions happen repeatedly as a response to the stress of college life, it can lead to many problems for students. Health, mood, concentration, motivation, relationships and more can be affected. For some, chronic stress can turn into acute panic attacks. Someone experiencing a panic attack feels an overwhelming sense of dread and fear. Often they experience physical sensations such as racing heart, tightness in the chest, shortness of breath, increased sweating, and light-headedness or dizziness. The following guidelines are appropriate in most cases.
Helpful responses:
• Speak slowly and stay calm
• Provide a quiet and safe environment until symptoms subside
• Remind the student to slow down breathing and focus on an object in the room
• Ask them to describe the physical objects in the room
Less Helpful Responses:
• Become anxious with them
• Take responsibility for the student’s anxiety
STUDENTS WITH EATING CONCERNS
Unless a student is significantly restricting his or her food intake, spotting someone with disordered eating is not always possible. There may be times when you notice someone with excessive weight loss in a short amount of time or a significantly underweight student. It is more uncommon, though not impossible, for a faculty or staff member to see signs of bingeing and purging. Given the long-term nature of treatment for disordered eating, when students come to the Counseling Center with an active eating disorder, we refer them to The Winona Collaborative for Disordered Eating (454-2270). We do counsel students who have successfully sought treatment for their eating disorder, who have struggles with body image, and who have more general eating concerns. We also are happy to be the one to coordinate a referral to the Winona Collaborative.
Helpful Responses:
• Speak directly to the student about the behaviors you observe and your concern
• Be positive – people recover from eating disorders
• Give info about the Counseling Center or the Winona Collaborative for Disordered Eating
Less Helpful Responses:
• Try to control the behavior (“You have to eat something.” “You must…”)
• Give simple solutions (“Just stop and everything will be fine.”)
STUDENTS UNDER THE INFLUENCE
Alcohol is the most widely used drug on college campuses. At WSU 75% of students have used alcohol within the last month. (Also important to know, 11.5% of our students have never used alcohol.) Binge drinking continues to be a problem nationwide. 46.5% of students at WSU have consumed five or more drinks in one sitting within the last two weeks. Also at WSU, approximately 9% of the students have smoked marijuana within the last month.
Most alcohol and other drug use occurs out of school hours. However, you may occasionally encounter a student under the influence. Be aware that alcohol and other drug use may result in aggressive behavior. Remain calm, stay safe, (keep access to the door and keep a barrier between you and the student if possible), and get help from Campus Security at 457-5555 if the situation is escalating.
Helpful Actions:
• Speak with the student after class.
• Privately confront the student about the observed behavior and express your concern. (“I see…..and I’m concerned.”)
• If his or her actions are too disruptive to wait until after class call the student by name and ask them to not disturb the class. If this does not work ask the student to leave class.
• Refer the student to the Counseling Center or Student Health Services.
• Consult with your chair.
Unhelpful Actions:
• Ignoring signs of intoxication during class
DISRUPTIVE OR AGGRESSIVE STUDENTS
Most students, by the time they enter college, exhibit appropriate and respectful classroom behaviors. Unfortunately some students are chronically late, carry on disruptive side conversations, play on their laptops, or engage in arguments with their professors during class. Most of these more minor issues of incivility can be addressed by the faculty speaking directly with the student after class. However some situations can turn aggressive.
If a student should become violent or threaten violence, three principles apply. Remain calm as to not escalate the student’s fear or anger. Stay safe by having access to the door and keeping a furniture barrier between you and the student. Get help by calling campus security at 457-5555.
Helpful actions for minimally disruptive behavior:
• Know your students by name and present as approachable.
• Attempt to preempt certain behaviors by having a clear set of guidelines for courtesy and respect in one’s syllabus.
• During class make direct eye contact with the student or ask a question of someone sitting close to the disruptive student. If neither works, remind the student that the displayed behavior makes it difficult for others to focus.
• Ask to speak with the student privately after class and remind him or her of expected behaviors.
• Discuss the consequences of the student’s behavior.
Unhelpful actions:
• Ignoring the behavior
Helpful actions for aggression or violence:
• Pay attention to the warning signs (threatening body language, clenched fists)
• Acknowledge the student’s anger or fears and attempt to identify the emotion under the behavior (“I hear how angry you are.” “You sound very frustrated.”)
• Let them know you are taking them seriously (“I hear you and I am taking your words seriously.”)
• Try to position yourself near the door with a barrier between you and the student
• Set limits. “I need you to step back before I feel comfortable talking about this.”
• Assess it if would be better to speak privately in your office or remain in this public space
• If you meet with this student in your office, alert a colleague of the situation
• Ask someone to call security, 457-5555, if needed
• Following the incident, alert your chair and dean of the situation
Unhelpful:
• Becoming defensive or arguing with the student
• Trying to come up with a solution to the student’s concern before high emotions are diffused
• Pressing for an explanation of their behavior
• Responding physically
VETERAN STUDENTS
While the numbers continue to change and the future of the Iraqi war is unknown, we do know that 1500 MN soldiers returned from Iraq the beginning of 2006. An additional 2600 members of the MN National Guard were deployed fall of 2005. WSU has many students who were active duty and have returned and many who are currently deployed.
Approximately 25-30% of soldiers statewide were college students at the time of deployment. Upon return, this number increases. Yet the drop out rate for veteran students is alarmingly high. Some of the reasons for this include: frustrations or delays with benefits, frustrations with learning the college system, psychological issues from combat stress, campus political climate, feelings that college concerns are unimportant compared to the life and death issues of combat, age and maturity gap with other students, and lack of support.
The transition from soldier to student is huge. Some make this transition quite smoothly and others struggle a great deal. Veteran students have learned battlefield skills that were essential to life in combat, but can cause misunderstanding and frustration here. Many must relearn who and how to trust, how to feel safe, how to relax, how to express emotions, and how to focus on and find meaning in things that are not life and death decisions.
These students face critical challenges during the transition. They are striving to overcome the alienation experienced from having life experiences to which most cannot relate. They are attempting to live without the “high” of war. The day-to-day life at college does not match the high levels of adrenaline of war. They are moving back into a very complex world. While the consequences of decisions made while a soldier are vast, the total number of daily decisions is quite small compared to civilian life. This can feel overwhelming. And they are attempting to develop an identity beyond “soldier” and a meaning beyond “war.”
A high number of returning veterans experience combat stress in some form. All face a challenging transition. Studies by the US Army Mental Health Advisory Team suggest that somewhere between 11 and 17% of returning soldiers will experience acute stress in the form of depression, anxiety or Post Traumatic Stress Disorder. These emotional and cognitive difficulties can interfere with one’s ability to concentrate and perform academically. Often these students feel alienated from their community and question the value of school.
If you become aware of a student who is having difficulty adjusting to college, feel free to refer them to the Counseling Center. Our role will be to provide resources, offer support, and attempt to help in easing this transition for them. If more acute stress is experienced, we will help them locate medical and psychological services available to them free of charge within the community or state. Often times veterans prefer to speak with a counselor with military experience or a counselor outside of their immediate community. There is a van provided by Winona County Veteran Services which brings veterans to the Twin Cities for such services each week. All veterans like all students are highly individual. However, the following list of general guidelines is offered.
Helpful Responses:
• Thank the student for his or her service to country and welcome them to your class
• Ask them how you can help ease this transition for them
• Let them know there is a Veteran’s Drop-in Center in the Admissions Office which is staffed six hours/day
• Be willing to hear a soldier’s story without judgment
Less Helpful Responses:
• Ask their personal views on foreign policy or the war or offers yours without solicitation
• Stand between them and the door
It is our goal at WSU to ease this transition by providing support, available resources, and a safe and welcoming environment. It is in recognition of the multiple challenges and stressors facing veterans that the following list of resources is offered.
VETERAN RESOURCES
WSU Veteran Resources
1. Veteran Club – WSU has an active veteran club which meets twice a month! This group is student veteran formed and led.
2. Veteran Affairs Office – 457-5109 Carl Stange, Director of Admissions, is the contact person.
3. Counseling Center – 457-5330
4. Disability Resources Center – 457-2391
Winona Veteran Resources
1. Winona County Veteran Services - Steve Johnson and Valerie Evenson, 457-6455, 8:00-4:30, 78 West Third Street, Winona.
MN Veteran Resources
1. GI benefit specialist, Sergeant Melissa Evans, Federal Incentives Manager, St. Paul, 651-282-4024
2. Vet Centers. User friendly centers which provide counseling, benefits assistance, community education, job counseling, and referrals. St. Paul Vet Center, 2480 University Avenue. 651-644-4022. (Duluth, Fargo and Sioux Falls also have Vet Centers.)
3. Family Assistance Centers. There are eleven around the state offering support to families and soldiers. http://www.minnesotanationalguard.org/families/family_network.php
4. VA Medical Center. One Veteran’s Drive, Minneapolis, MN (612) 725-2000 http://www1.va.gov/minneapolis/
National Resources
The following list of links is for your educational purposes. This is certainly not an exhaustive list, nor are the sites maintained by the Counseling Center. We attempt to choose high quality sites, but cannot guarantee the information on these sites.
1. Coping with War-Related Stress Deployment: Help and Support for marine families. www.marinemoms.us/usmc/Help-Coping.asp
2. Support for family and loved ones of deployed soldiers www.goaskalice.columbia.edu/2582.html
3. Ten “Inner Tips” for coping with the stress of war and terrorism www.self-guided.com/articles/warstress.htm
4. Smart student guide to financial aid for armed forces. www.finaid.org/military/
5. Military OneSource. Returning soldiers are entitled to six free counseling sessions, and this organization will help active duty National Guard and Reservists locate a counselor in the area. 1-800-342-9647 http://www.militaryonesource.com/
6. www.npr.org/templates/story/story.php?storyId=5006231 One soldier’s story of making the transition from combat to college.
7. National Center for Post Traumatic Stress Disorder, Department of Veteran Affairs. http://www.ncptsd.va.gov/ncmain/veterans/
Last Modified: Friday, January 25, 2008 14:19 by Lisa Docken
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