Managing Students in Distress

Managing Students in Managing Students in DistressDistress

CAPS WorkshopCAPS Workshop

IntroductionIntroduction

This online workshop is designed for faculty This online workshop is designed for faculty and staff of Mercer University for the purpose and staff of Mercer University for the purpose of providing some very basic knowledge and of providing some very basic knowledge and tools for assisting students in distress. This tools for assisting students in distress. This workshop offers straightforward advice, workshop offers straightforward advice, techniques and suggestions on how to cope techniques and suggestions on how to cope with, intervene, and assist troubled and/or with, intervene, and assist troubled and/or difficult students in or out of the classroom. difficult students in or out of the classroom.

Characteristics of Troubled StudentsCharacteristics of Troubled Students

Persistent feelings of depression, confusion or Persistent feelings of depression, confusion or being upset are signs of troubled studentsbeing upset are signs of troubled students

Three levels of student behaviorThree levels of student behavior

Characteristics of Troubled Characteristics of Troubled Students: Level OneStudents: Level One

Behaviors may not be troublesome to others, but they Behaviors may not be troublesome to others, but they may signal that the student is upset about something: may signal that the student is upset about something: Extremely poor academic performance, or a change from Extremely poor academic performance, or a change from

high to low grades high to low grades Excessive absences, especially if prior class attendance was Excessive absences, especially if prior class attendance was

goodgood Unusual or noticeably changed interaction patterns in the Unusual or noticeably changed interaction patterns in the

classroomclassroom Depressed or apathetic mood, excessive activity or Depressed or apathetic mood, excessive activity or

talkativeness, crying, noticeable change in appearance and talkativeness, crying, noticeable change in appearance and hygiene, alcohol on the breathhygiene, alcohol on the breath

Missed tests, or inability to remain awake in classMissed tests, or inability to remain awake in class

Behaviors may signify a high amount of Behaviors may signify a high amount of emotional distress that needs to be addressed on emotional distress that needs to be addressed on a personal, as well as, academic level:a personal, as well as, academic level: Repeated attempts to obtain deadline extensions or Repeated attempts to obtain deadline extensions or

postpone tests. postpone tests. New or continuous behavior which disrupts your New or continuous behavior which disrupts your

class or student interactions. class or student interactions. Inappropriate or exaggerated emotional reactions to Inappropriate or exaggerated emotional reactions to

situations, including a lack of emotional response to situations, including a lack of emotional response to stressful events. stressful events.

Characteristics of Troubled Characteristics of Troubled Students: Level TwoStudents: Level Two

Characteristics of Troubled Characteristics of Troubled Students: Level ThreeStudents: Level Three

Behaviors indicating a Behaviors indicating a student in crisis and needing student in crisis and needing emergency care:emergency care: Violent or other extremely Violent or other extremely

disruptive behavior disruptive behavior Obvious loss of contact with Obvious loss of contact with

reality reality Disturbed speech or Disturbed speech or

communication content communication content Suicidal or other self-Suicidal or other self-

destructive thoughts or destructive thoughts or actionsactions

Homicidal threats Homicidal threats

Guidelines to follow when Guidelines to follow when you encounter a student in you encounter a student in crisis:crisis:

Remain calm Remain calm

Call the appropriate agency Call the appropriate agency (make sure someone is with (make sure someone is with the student while calls are the student while calls are being made) being made)

Stay with the student until Stay with the student until help arrives. help arrives.

Violence and the Verbally Violence and the Verbally Aggressive StudentAggressive Student

Violence:Violence: "To use force so "To use force so as to injure or damage; as to injure or damage; roughness in action; to roughness in action; to outrage, to force, to injure..." outrage, to force, to injure..."

Violence, as a result of Violence, as a result of emotional distress, is rare emotional distress, is rare

Typically occurs when at an Typically occurs when at an intense level of frustration, intense level of frustration, or of such an enduring nature or of such an enduring nature as to erode all of the as to erode all of the student's emotional controlsstudent's emotional controls

REMAIN CALM; get help if REMAIN CALM; get help if necessary (send a student for necessary (send a student for other staff/faculty/Chair/Public other staff/faculty/Chair/Public Safety). Safety).

STAY SAFE (have access to a STAY SAFE (have access to a door, keep furniture/desk door, keep furniture/desk between you and the student). between you and the student).

DO NOT THREATEN, DO NOT THREATEN, CORNER, OR TOUCH THE CORNER, OR TOUCH THE STUDENT. The adage, "An STUDENT. The adage, "An ounce of prevention is worth a ounce of prevention is worth a pound of cure," best applies pound of cure," best applies here. here.


Aggression:Aggression: "To attack, to go to, to commit the first "To attack, to go to, to commit the first act of hostility or offense...to assault first or to act of hostility or offense...to assault first or to invade..." invade..."

Students usually become verbally abusive in Students usually become verbally abusive in frustrating situations they perceive as being beyond frustrating situations they perceive as being beyond their control their control

It is important to remember that, for the most part, the It is important to remember that, for the most part, the student is not angry with you personally, but at student is not angry with you personally, but at his/her world and that you are the object of pent-up his/her world and that you are the object of pent-up frustrations. frustrations.


Helpful To:Helpful To: Acknowledge his/her anger Acknowledge his/her anger

and frustration and frustration Rephrase what he/she is Rephrase what he/she is

saying and identify the saying and identify the emotion emotion

Reduce stimulation, invite Reduce stimulation, invite the person to a quiet place, if the person to a quiet place, if this is comfortable. this is comfortable.

Be directive and firm about Be directive and firm about behaviors you will accept. behaviors you will accept.

Allow him/her to vent, get Allow him/her to vent, get the feelings out, and tell you the feelings out, and tell you what is upsetting him/her. what is upsetting him/her.

Not Helpful To:Not Helpful To: Ignore warning signs Ignore warning signs Get into an argument or Get into an argument or

shouting match. shouting match. Become hostile or punitive Become hostile or punitive

yourself yourself Press for explanations for Press for explanations for

their behavior. their behavior. Make threats or dares. Make threats or dares.

Depressed StudentDepressed Student Depression is part of a natural emotional and physical Depression is part of a natural emotional and physical

response to life's ups and downs response to life's ups and downs Most students will experience periods of reactive (or Most students will experience periods of reactive (or

situational) depression in their college careers. situational) depression in their college careers. When the depressive symptoms become so EXTREME When the depressive symptoms become so EXTREME

or enduring that they begin to interfere with the or enduring that they begin to interfere with the student's ability to function in school, work, or social student's ability to function in school, work, or social environment, then the student will come to your environment, then the student will come to your attention and be in need of assistance. attention and be in need of assistance.

Students experiencing depression often respond well to Students experiencing depression often respond well to a small amount of attention for a short period of time.a small amount of attention for a short period of time.

Early intervention increases the chances of the Early intervention increases the chances of the student's return to previous performance student's return to previous performance

Depressed StudentDepressed StudentIndicators:Indicators:

Tearfulness/general emotionality Tearfulness/general emotionality Markedly diminished performance Markedly diminished performance Infrequent class attendance Infrequent class attendance Lack of energy/motivation Lack of energy/motivation Increased anxiety (generalized, test, performance, etc.) Increased anxiety (generalized, test, performance, etc.) Irritability Irritability Deterioration in personal hygiene Deterioration in personal hygiene Significant weight loss or gain Significant weight loss or gain Alcohol or drug use Alcohol or drug use Extreme mood swings of emotional highs & lows Extreme mood swings of emotional highs & lows

Depressed StudentDepressed StudentHelpful To:Helpful To:

Let the student know Let the student know you're aware that he/she you're aware that he/she is feeling down and you is feeling down and you would like to help. would like to help.

Reach out more than Reach out more than halfway and encourage halfway and encourage the student to discuss the student to discuss how she/he is feeling.how she/he is feeling.

Offer options to further Offer options to further investigate/manage the investigate/manage the symptoms of symptoms of depression. depression.

Not Helpful To:Not Helpful To: Minimize the student's Minimize the student's

feelings feelings Bombard the student Bombard the student

with "fix it" solutions or with "fix it" solutions or advice advice

Be afraid to ask whether Be afraid to ask whether the student is suicidal if the student is suicidal if you think she/he may be you think she/he may be

Suicidal StudentSuicidal StudentIndicatorsIndicators

Sleeping much more and later than used to Sleeping much more and later than used to Not sleeping well and waking up early Not sleeping well and waking up early Taking lots of naps Taking lots of naps Appetite has changed so that the student is not hungry Appetite has changed so that the student is not hungry

or overeats or overeats Withdrawing from friends and family Withdrawing from friends and family Not attending class Not attending class Expresses hopelessness or guilt Expresses hopelessness or guilt Sudden mood or behavior changes Sudden mood or behavior changes Giving possessions away Giving possessions away Expresses that life isn't worth the trouble Expresses that life isn't worth the trouble

Suicidal StudentSuicidal Student

Areas that the Counseling Center is adept at exploring Areas that the Counseling Center is adept at exploring with students who are depressed and have some with students who are depressed and have some level of suicidal ideation:level of suicidal ideation:

1.1. Do they have a well-developed plan that includes an Do they have a well-developed plan that includes an easily available method? easily available method?

2.2. Have they attempted before? Have they attempted before? 3.3. Has a friend, family member or acquaintance taken Has a friend, family member or acquaintance taken

their life through suicide? their life through suicide? 4.4. Do they use substances such as alcohol and other Do they use substances such as alcohol and other

depressants that also can weaken impulse control? depressants that also can weaken impulse control?

Suicidal StudentSuicidal StudentNot Helpful To:Not Helpful To:

Get too involved with Get too involved with the student the student

Ignore comments like, Ignore comments like, "I won't be a problem "I won't be a problem much longer” or much longer” or “Nothing matters; it's no “Nothing matters; it's no use" use"

Be too busy to intervene Be too busy to intervene

Helpful To:Helpful To: Talk about suicide Talk about suicide

openly and directly openly and directly Be confident, caring Be confident, caring

and know the resources and know the resources available available

Take charge and bring Take charge and bring the student to the the student to the Counseling Center Counseling Center

Listen to the small voice inside that says, "Something isn't right with this student. "

Student in Poor Contact with RealityStudent in Poor Contact with Reality Difficulty distinguishing fantasy from reality Difficulty distinguishing fantasy from reality Typically illogical, confused, or irrational thinking Typically illogical, confused, or irrational thinking Incongruent or inappropriate emotional responses Incongruent or inappropriate emotional responses Bizarre and disturbing behaviorsBizarre and disturbing behaviors Student may experience hallucinations, often auditory, and may Student may experience hallucinations, often auditory, and may

report hearing voices (e.g., someone is/will harm or control them).report hearing voices (e.g., someone is/will harm or control them). Symptoms can be indicative of a variety of concerns such as, substance use, Symptoms can be indicative of a variety of concerns such as, substance use,

schizophrenia, delusional disorder, etc. schizophrenia, delusional disorder, etc. Average age of onset for schizophrenic disorders is within the typical college Average age of onset for schizophrenic disorders is within the typical college

age rangeage range WHILE THIS STUDENT MAY ELICIT ALARM OR FEAR WHILE THIS STUDENT MAY ELICIT ALARM OR FEAR

FROM OTHERS, THEY GENERALLY ARE NOT DANGEROUS FROM OTHERS, THEY GENERALLY ARE NOT DANGEROUS OR VIOLENT. OR VIOLENT.

If you cannot make sense of their conversation, try to consult with or If you cannot make sense of their conversation, try to consult with or refer to the Counseling Center as soon as possible. refer to the Counseling Center as soon as possible.

Student in Poor Contact with RealityStudent in Poor Contact with RealityHelpful To:Helpful To:

Respond with warmth and Respond with warmth and kindness. Use firm reasoning. kindness. Use firm reasoning.

Remove extra stimulation Remove extra stimulation from the environment from the environment

Acknowledge your concerns Acknowledge your concerns and verbalize that they need and verbalize that they need help help

Acknowledge their feelings Acknowledge their feelings or fears without supporting or fears without supporting the misperceptions the misperceptions

Acknowledge your difficulty Acknowledge your difficulty in understanding them and in understanding them and ask for clarification ask for clarification

Focus on the "here and now" Focus on the "here and now"

Not Helpful To:Not Helpful To: Argue or try to convince Argue or try to convince

them of the irrationality of them of the irrationality of their thinking (this their thinking (this commonly produces a commonly produces a stronger defense of the false stronger defense of the false perception).perception).

Play along! Play along! Encourage further discussion Encourage further discussion

of the delusional processes of the delusional processes Demand, command, or order Demand, command, or order

them to do something to them to do something to change their perceptions change their perceptions

Expect customary emotional Expect customary emotional responses responses

Anxious StudentAnxious Student Anxiety is a normal Anxiety is a normal

response to a perceived response to a perceived danger or threat to one's danger or threat to one's well being. well being.

In some students the cause In some students the cause of anxiety is clear but it of anxiety is clear but it may be difficult to pinpoint may be difficult to pinpoint in other students. in other students.

It is important to It is important to distinguish true anxiety distinguish true anxiety from normal stress. from normal stress.

One or more of the following One or more of the following symptoms may be experienced: symptoms may be experienced:

rapid heartbeat, rapid heartbeat, chest pain or discomfortchest pain or discomfort dizzinessdizziness sweating sweating trembling or shaking trembling or shaking cold clammy handscold clammy hands difficulty concentratingdifficulty concentrating always being "on edge" always being "on edge" having difficulty making decisionshaving difficulty making decisions sleeping problems sleeping problems Being too fearful to take actionBeing too fearful to take action

In more rare cases, a student may In more rare cases, a student may experience a panic attack in which the experience a panic attack in which the physical symptoms occur physical symptoms occur spontaneously and intensely in such a spontaneously and intensely in such a way that the student may fear she/he is way that the student may fear she/he is dying.dying.

Anxious StudentAnxious StudentHelpful To:Helpful To:

Let them discuss their Let them discuss their feelings and thoughts. feelings and thoughts. Often this alone relieves Often this alone relieves a great deal of pressure. a great deal of pressure.

Provide reassurance. Provide reassurance. Talk slowly and remain Talk slowly and remain

calm. calm. Be clear and directive. Be clear and directive. Provide a safe and quiet Provide a safe and quiet

environment until the environment until the symptoms subside. symptoms subside.

Not Helpful To:Not Helpful To: Minimize the perceived Minimize the perceived

threat to which the threat to which the student is reacting. student is reacting.

Take responsibility for Take responsibility for their emotional state. their emotional state.

Overwhelm them with Overwhelm them with information or ideas to information or ideas to "fix" their condition. "fix" their condition.

Become anxious or Become anxious or overwhelmed. overwhelmed.

Suspicious StudentSuspicious Student Usually these students complain about something other Usually these students complain about something other

than their psychological difficulties. than their psychological difficulties. They are tense, cautious, mistrustful, and have few friends. They are tense, cautious, mistrustful, and have few friends. These students tend to interpret a minor oversight as These students tend to interpret a minor oversight as

significant personal rejection and often overreact to significant personal rejection and often overreact to insignificant occurrences. insignificant occurrences.

They see themselves as the focal point of everyone's They see themselves as the focal point of everyone's behavior and everything that happens has special meaning. behavior and everything that happens has special meaning.

Usually overly concerned with fairness and being treated Usually overly concerned with fairness and being treated equally. equally.

Project blame on others and will express anger indirectly.Project blame on others and will express anger indirectly. Many times they will feel worthless and inadequate.Many times they will feel worthless and inadequate.

Suspicious StudentSuspicious StudentHelpful To:Helpful To:

Send clear, consistent messages Send clear, consistent messages regarding what you are willing regarding what you are willing to do and what you expect to do and what you expect

Express compassion without Express compassion without being overly friendly or being overly friendly or familiar familiar

Be aware of personal Be aware of personal boundaries and space when boundaries and space when interacting interacting

Be aware of your own anxiety Be aware of your own anxiety about how the student is acting about how the student is acting or communicating or communicating

Let the student know that you Let the student know that you are concerned are concerned

Not Helpful To:Not Helpful To: Be overly warm or Be overly warm or

sympathetically close to the sympathetically close to the student student

Flatter the student, laugh with Flatter the student, laugh with them or be humorous them or be humorous

Assure the student that you are Assure the student that you are their friend or advocate their friend or advocate

Assure them that you will be fair Assure them that you will be fair in your treatment of them in your treatment of them

Student Under the Influence Student Under the Influence Alcohol is the most widely used psychoactive drug. Alcohol is the most widely used psychoactive drug. Preferred drug on college campuses, common to Preferred drug on college campuses, common to

find students who abuse alcohol also abusing other find students who abuse alcohol also abusing other drugs, both prescription and illegal. drugs, both prescription and illegal. Fads and peer pressure effect patterns of use. Fads and peer pressure effect patterns of use.

1999 national study conducted by Harvard School 1999 national study conducted by Harvard School of Public Health determined that 44% of college of Public Health determined that 44% of college students engage in binge drinking, which is defined students engage in binge drinking, which is defined as five drinks in a row (four for women). as five drinks in a row (four for women).

Consuming alcohol in large quantities quickly can be Consuming alcohol in large quantities quickly can be lethal. lethal.

Other adverse effects include: Other adverse effects include: Hangovers, hospitalization for alcohol overdose, poor Hangovers, hospitalization for alcohol overdose, poor

academic performance, missing classes, injury, and academic performance, missing classes, injury, and unprotected sexual activityunprotected sexual activity

Prevention strategies have not been very effective in Prevention strategies have not been very effective in reducing the amount of binge drinking. reducing the amount of binge drinking. This may be due to its glamorization at fraternity parties and This may be due to its glamorization at fraternity parties and

local bars, which promote happy hours, all-you-can-drink local bars, which promote happy hours, all-you-can-drink specials, weeknight discounts, and ladies' nights. specials, weeknight discounts, and ladies' nights.

Student Under the Influence Student Under the Influence

Student Under the InfluenceStudent Under the Influence The effects of alcohol on the user are well known The effects of alcohol on the user are well known Faculty often identify student alcohol abuse when Faculty often identify student alcohol abuse when

irresponsible, unpredictable behavior affects learning irresponsible, unpredictable behavior affects learning situation or a combination of the health and social situation or a combination of the health and social impairments associated with alcohol abuse sabotages impairments associated with alcohol abuse sabotages student performance. student performance.

41% of all academic problems stem from alcohol abuse 41% of all academic problems stem from alcohol abuse 28% of students drop out because of alcohol. 28% of students drop out because of alcohol. Because of the denial that exists in most substance Because of the denial that exists in most substance

abusers, it is important to express your concern about the abusers, it is important to express your concern about the student in terms of specific changes in behavior or student in terms of specific changes in behavior or performance (not your suspicions about alcohol/drugs). performance (not your suspicions about alcohol/drugs).

Student Under the InfluenceStudent Under the InfluenceHelpful To:Helpful To:

Confront the student with the Confront the student with the behavior that is of concern. behavior that is of concern.

Address the substance abuse Address the substance abuse issue if the student is open issue if the student is open and willing. and willing.

Offer support and concern for Offer support and concern for the student's overall well-the student's overall well-being. being.

Suggest that the student talk Suggest that the student talk with someone about these with someone about these issues and maintain contact issues and maintain contact with the student after a with the student after a referral is made. referral is made.

Not Helpful To:Not Helpful To: Convey judgment or Convey judgment or

criticism about the student's criticism about the student's substance abuse. substance abuse.

Make allowances for the Make allowances for the student's irresponsible student's irresponsible behavior. behavior.

Ignore signs of intoxication Ignore signs of intoxication in the classroom. in the classroom.

Student Who Has Been Sexually Student Who Has Been Sexually AssaultedAssaulted

Rates for sexual assault in this country remain alarmingly Rates for sexual assault in this country remain alarmingly high. high.

Recent research suggests that the rate for women who will Recent research suggests that the rate for women who will be sexually assaulted is actually 1 in 3.be sexually assaulted is actually 1 in 3.

Rate for men who will be sexually assaulted is 1 in 10.Rate for men who will be sexually assaulted is 1 in 10. Women are 3 times more likely to be sexually assaulted Women are 3 times more likely to be sexually assaulted

during the college-aged years (18-22) than any other time in during the college-aged years (18-22) than any other time in their life. their life.

Contrary to popular belief, the majority of rapes/sexual Contrary to popular belief, the majority of rapes/sexual assaults are not committed by strangers. assaults are not committed by strangers. About 80% of sexual assaults are perpetrated by assailants known About 80% of sexual assaults are perpetrated by assailants known

to the victim. Thus, their feelings of being violated and to the victim. Thus, their feelings of being violated and traumatized are exacerbated by feelings of betrayal and confusion. traumatized are exacerbated by feelings of betrayal and confusion.

Student who has been Sexually Student who has been Sexually AssaultedAssaulted

The sexual assault victim will have physical The sexual assault victim will have physical and emotional needs. and emotional needs.

The individual may have been injured (e.g The individual may have been injured (e.g vaginal tears, bruising, etc), contracted a vaginal tears, bruising, etc), contracted a sexually transmitted disease, or impregnated. sexually transmitted disease, or impregnated.

The student can be treated for all of these The student can be treated for all of these without pressing charges/filing a police without pressing charges/filing a police report. report.

Emotional effects may take longer to emerge. Emotional effects may take longer to emerge.

Another complicating issue for sexual assault victims is the Another complicating issue for sexual assault victims is the decision of whether or not to report the crime to the police. decision of whether or not to report the crime to the police. More than any other crime, sexual assault is a violation of More than any other crime, sexual assault is a violation of the victims' body and sense of personal safety. Victims are the victims' body and sense of personal safety. Victims are often reluctant to press charges for fear that they will be often reluctant to press charges for fear that they will be further opened to scrutiny by peers, family, the community, further opened to scrutiny by peers, family, the community, etc. etc.

It is important to let victims know that a It is important to let victims know that a reportreport to the police to the police does not mean they must does not mean they must press chargespress charges. It simply leaves the . It simply leaves the door open to pressing charges later. Further, a victim can door open to pressing charges later. Further, a victim can receive counseling, and/or medical attention receive counseling, and/or medical attention withoutwithout pressing charges. pressing charges.



The rape/sexual assault victim may experience any number The rape/sexual assault victim may experience any number of reactions. of reactions.

Reactions may occur immediately, or may emerge as time Reactions may occur immediately, or may emerge as time goes on.goes on.

It is common for victims to re-experience many reactions It is common for victims to re-experience many reactions on, or near, the anniversary of the event, or when exposed on, or near, the anniversary of the event, or when exposed (such as through the news, etc.) to a similar event. (such as through the news, etc.) to a similar event.

Some common reactions: numbness, headaches, nightmares, Some common reactions: numbness, headaches, nightmares, anxiety, sleeplessness, sexual inhibition, distrust of others, anxiety, sleeplessness, sexual inhibition, distrust of others, guilt, shame, anger, feeling "dirty", denial, withdrawal from guilt, shame, anger, feeling "dirty", denial, withdrawal from others, relationship conflict, flashbacks, fear of being alone, others, relationship conflict, flashbacks, fear of being alone, or difficult concentrating. or difficult concentrating.

This list is not exhaustive; there is no "one" way a victim This list is not exhaustive; there is no "one" way a victim will react.will react.


Helpful To:Helpful To: Be supportive Be supportive Communicate that the Communicate that the

victim is not responsible for victim is not responsible for the violation the violation

Allow the victim to regain Allow the victim to regain their control by making their control by making his/her own decisions his/her own decisions

Inform the victim of Inform the victim of available services and offer available services and offer to contact these services, or to contact these services, or accompany the student to accompany the student to the Counseling the Counseling Center/Health Services Center/Health Services

Not Helpful To:Not Helpful To: Encourage/seek retribution Encourage/seek retribution Ask the victim how he/she Ask the victim how he/she

"let" this happen or "let" this happen or encouraged the victimization encouraged the victimization

Express your anger toward the Express your anger toward the assailantassailant

Pressure the victim to make a Pressure the victim to make a report report

Assume that you know how Assume that you know how the victim feels, even if you the victim feels, even if you have had a similar experience have had a similar experience

Students Experiencing Trauma Students Experiencing Trauma Related StressRelated Stress

Individuals who have experienced a traumatic Individuals who have experienced a traumatic event oftentimes suffer psychological stress event oftentimes suffer psychological stress related to the incident. related to the incident.

In most instances, these are normal reactions to In most instances, these are normal reactions to abnormal situations. abnormal situations.

While some students may be able to cope While some students may be able to cope effectively on their own, others may not. effectively on their own, others may not.


Normal Reactions Immediately Following a Traumatic EventNormal Reactions Immediately Following a Traumatic Event Stunned, Numb, Confused Stunned, Numb, Confused

Bewildered Bewildered Impaired reasoning Impaired reasoning

Agitated Agitated Perspiring Perspiring Trembling Trembling

Feeling weak Feeling weak Nauseous Nauseous

Intense anxiety Intense anxiety Weeping, screaming Weeping, screaming

Distracted Distracted Stoic Stoic


Strategies that can help alleviate the emotional pain that students Strategies that can help alleviate the emotional pain that students may feel during trauma or crisis: may feel during trauma or crisis:

Make personal contact (Ask name and offer your name) Make personal contact (Ask name and offer your name) Provide place for people to gather and share information and support Provide place for people to gather and share information and support Help with physical comfort (water, hot drink, snacks, etc. can feel Help with physical comfort (water, hot drink, snacks, etc. can feel

nurturing and supportive) nurturing and supportive) Provide information if you have accurate source. If possible help Provide information if you have accurate source. If possible help

student get in touch with family (offer office phone if possible) student get in touch with family (offer office phone if possible) Listen carefully to what students have to say. Listen carefully to what students have to say. Don't take their frustrations or other feelings personally. Don't take their frustrations or other feelings personally. Don't tell the student that "You're lucky it wasn't worse." Convey your Don't tell the student that "You're lucky it wasn't worse." Convey your

understanding and empathy of their experience. understanding and empathy of their experience. Allow the student to have some time to himself/herself. Allow the student to have some time to himself/herself. Encourage the use of friends/family and other support networks. Encourage the use of friends/family and other support networks. Link to follow-up services (Counseling Center, Health Center, etc.) Link to follow-up services (Counseling Center, Health Center, etc.)


Longer term issues: Longer term issues: Traumatic events can affect an individual's "world Traumatic events can affect an individual's "world

view." After the initial shock phase, they may wish to view." After the initial shock phase, they may wish to talk about how things are different. talk about how things are different.

They may feel less safe and more vulnerable. They may feel less safe and more vulnerable. The unpredictability of life can overwhelm and leave The unpredictability of life can overwhelm and leave

one feeling despondent or "what's the use." one feeling despondent or "what's the use." People may need to rebuild their assumptions about People may need to rebuild their assumptions about

the world and their place in it. the world and their place in it. This is challenging, even frightening, but with the This is challenging, even frightening, but with the

proper support people can usually work things out. proper support people can usually work things out.


Recurring thoughts or nightmares Recurring thoughts or nightmares about the event. about the event.

Trouble sleeping or changes in Trouble sleeping or changes in appetite. appetite.

Experiencing anxiety and fear, Experiencing anxiety and fear, especially when exposed to events especially when exposed to events or situations reminiscent of the or situations reminiscent of the trauma. trauma.

Being on edge, easily startled or Being on edge, easily startled or becoming overly alert. becoming overly alert.

Feeling depressed, sad, and having Feeling depressed, sad, and having low energy. low energy.

Experiencing memory problems Experiencing memory problems including difficulty in including difficulty in remembering aspects of the remembering aspects of the trauma. trauma.

Feeling "scattered" and unable to Feeling "scattered" and unable to focus on work or daily activities. focus on work or daily activities. Difficulty making decisions. Difficulty making decisions.

Feeling irritable, easily agitated, or Feeling irritable, easily agitated, or angry and resentful. angry and resentful.

Feeling emotionally "numb," Feeling emotionally "numb," withdrawn, disconnected or withdrawn, disconnected or different from others. different from others.

Spontaneously crying, feeling a Spontaneously crying, feeling a sense of despair and hopelessness. sense of despair and hopelessness.

Feeling extremely protective of, or Feeling extremely protective of, or fearful for, the safety of loved ones. fearful for, the safety of loved ones.

Not being able to face certain Not being able to face certain aspects of the trauma, and avoiding aspects of the trauma, and avoiding activities, places, or even people activities, places, or even people that remind you of the event.that remind you of the event.

Warning Signs of Trauma Related StressWarning Signs of Trauma Related Stress

ConclusionConclusion

We hope you have found this online workshop to be We hope you have found this online workshop to be helpful. If you have questions, concerns, or you need helpful. If you have questions, concerns, or you need further information about these or other topics, please further information about these or other topics, please contact us at CAPS (x2862). contact us at CAPS (x2862).

Please remember that you do not have to handle Please remember that you do not have to handle troublesome situations with students on your own. troublesome situations with students on your own. CAPS' psychologists are available to consult with you CAPS' psychologists are available to consult with you or otherwise offer assistance. or otherwise offer assistance.

Documents

Managing Students in Distress