Helping the Distressed Student
Managing the Distruptive Student
Responding to Student Emergencies
Referring a Student to the Office of Counseling

HELPING THE DISTRESSED STUDENT

Faculty and staff members are often the first to recognize a student in distress. While most students effectively negotiate the demands of college life, others find the stress and pressure overwhelming and difficult to manage. In addition to friends, family, clergy, etc., faculty and staff members are often the first point of contact and are an invaluable resource in assisting students who are struggling. We hope this page is helpful in guiding your intervention when you encounter a student you suspect or observe is having emotional troubles.

Recognizing the Student in Distress

The following are common indicators that a student may be experiencing some difficulty

• Obvious changes in mood or behavior (depression, anxiety, tearfulness, withdrawal)
• Restlessness, agitation
• Threatening behavior/stalking
• Change in grades, work habits, class attendance
• Intoxication in class
• Direct/indirect expressions of hopelessness/suicidal ideation
• Submission of disturbing course material
• Evidence of self harm
• Poor self care (disheveled, poor grooming)
• Irritability/outbursts/disinhibition
• Bizarre behavior or speech
• Significant weight changes

 What You Can Do 

• Don’t ignore the situation. Talk to the student privately and be specific and non-judgmental about your observations that are troubling
• Express concern and offer assistance (this should include referral to and/or information about the Counseling Service)
• Become familiar with Counseling Services so you can refer knowledgeably:
• Services are free
• Services are confidential
• PCS record is not part of student’s academic record
• Provide some information about the counseling process and what student might gain from it
• Make an effort to destigmatize help-seeking – securing help is an important skill and a sign of  strength and initiative in solving a problem
• Reassure student that making a referral is not a rejection – you are willing to help and are interested in maintaining some follow up contact, but it is best to outline honestly, the limits of your ability to provide ongoing assistance (limits of time, training, objectivity)
• Avoid labeling the student or their behavior
• Consider reporting concerns to Dean of Student Life (212.772.4371), Student Support Services (212.772.4847), or Counseling staff, independent of the students’ willingness to accept help

 Helping Effectively

• Monitor your own feelings and reactions – helping someone who is in distress can be stressful, anxiety provoking, and emotionally taxing. Seek support from colleagues and consultation from the Counseling Services Staff
• Avoid promising secrecy to student – this could pose a dilemma  - instead, reassure that you are trustworthy, you value their privacy, and you are committed to assisting in their seeking further help
• Recognize your limits:
• It is not your responsibility to solve the problem for students - you are a valuable resource in helping him/her to solve a problem
• A student may need help beyond what you can/should provide and seeking the appropriate help beyond your scope should be encouraged
• Do not ignore the following:
• Student minimizes problem
• Student has come to depend on you, thereby avoiding/disregarding importance of seeking alternate, more appropriate sources of help

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MANAGING THE DISRUPTIVE STUDENT

While individual instructors may vary in the range of behavior that is tolerated, there should be clear limits set on behavior that interferes with teaching or learning, inhibits the regular operation of the campus, or threatens the physical or psychological health, safety or welfare of others.

Examples of Disruptive Behavior Include:

• Excessive talking when others are speaking
• Verbal badgering/interrupting
• Sleeping in class
• Cell phone/text use in class
• Chronic tardiness/early departure
• Cursing/using demeaning, derogatory language
• Monopolizing
• Refusal to take directions/respond to limits
• Verbal/physical threats
• Intoxication
• Physical aggression

Elements in Effective Prevention and Early Intervention:

• Clear Communication of Behavioral Expectations – At the beginning of each semester, it may be helpful to outline verbally, the expectations for behavior in the classroom. Determine the standard you wish to enforce and articulate your expectations clearly.
• Early Consultation – Do not hesitate to communicate with mental health professionals, Public Safety, and/or Dean of Students Office. Colleagues can be utilized for collaboration, support, and assistance.
• Documentation – always maintain written documentation of disruptive behavior as well as your efforts to intervene – include names, dates, nature of the behavior and the intervention. Keep your department chair informed as well
• Your Response –
• Consider what consequences you will impose and respond to problems consistently,
• Give notice to students who disrupt,
• Don’t ignore the behavior,
• Inform the student of the violation in specific and concrete terms,
• Inform the student of the consequences of continued disruption,
• Avoid :                                   
• Arguing with the student
• Giving in to inappropriate requests
• Accommodating inappropriately
• Ignoring bad behavior
• Allowing student to intimidate you
• Early Reporting - If a student’s behavior feels intimidating or disturbing, consult Associate Dean of students on specific situations – they can check disciplinary records to determine if there is a pattern of problem behaviors – this is useful in determining how to handle a problem and whether to initiate the disciplinary process

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RESPONDING TO STUDENT EMERGENCIES

Immediate and Decisive Intervention is Needed When Student Behavior Poses a Threat to Self or Others Including:

• Suicidal gestures, intentions or attempts
• Other behavior posing a threat to student (drug abuse, hallucinations)          
• Threats or aggression directed toward others
• Demonstrated inability to care for oneself

Campus Resources for Responding to Mental Health Emergencies:

Public Safety: If student is unmanageable (aggressive, hostile, refusing assistance) call 212-772-4444.

Counseling Service: For consultation with a counselor, call 212.772.4931 or walk student to office 1123E

 REFERRING A STUDENT TO THE OFFICE OF COUNSELING SERVICES:

• Suggest that the student call (212) 772-4931 or visit Counseling Services, located in 1123 East Building.
  
• Offer to help the student make the initial appointment, or let the student call from your office. At times it may be helpful to accompany the student to the Counseling Office. Please click here to download the "Referral Form" (PDF).
  
• Once the referral is made, communication between the student and the counselor is confidential, but you can be informed, with the student's permission, if the student attends the initial appointment.
  
• Consider checking a week later with the student to see if he or she has followed through with the appointment.
  
• Call or email us to discuss any concerns or question you have. We are also available for consultation.
• In case of an emergency, please contact public safety (ext. 4444) and our office at (212) 772-4931 during regular office hours. After office hours, please contact Public Safety at all times at (212) 772-4444. Please click here to see the "Students in Crisis reference Form" (PDF).

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Walk-in Hours

Room 1123 East Building
Monday 9:00am-5:00pm, Tuesday-Thursday 9:00am-7:00pm, and Friday 9:00am-5:00pm

(212) 772-4931

For assistance after 7:00 pm, or in case of an emergency, please call Public Safety at: (212) 772-4444

You can also e-mail us anytime at PersonalCounseling@hunter.cuny.edu.

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