Recognizing and Working with Distressed Students
Characteristics of Distressed Students
♦ Declining academic performance
♦ Excessive absences
♦ Inability to concentrate during lecture or while completing assignments
♦ Unusual or noticeably changed interaction patterns in classroom
♦ Depressed, crying, or apathetic mood, excessive activity or talkativeness
♦ Change in appearance or hygiene, missed tests, or inability to remain awake during class
♦ Repeated attempts to obtain deadline extensions or postpone tests
♦ New or continuous disruptive behavior
♦ Inappropriate, exaggerated emotional reactions to situations, or lack of emotional response to stressful events
♦ Violent or other extremely disruptive behaviors: hostile, threats, assault
♦ Obvious loss of contact with reality: seeing, hearing, feeling things not apparent to others, thoughts or behaviors inconsistent with reality
♦ Disturbed speech or communication content: incoherent, grandiose, disorganized rambling
♦ Suicidal or other self-destructive thoughts or actions
♦ Homicidal threats
Tips for Helping Distressed Students
♦ Arrange to talk in private
♦ Help student identify specific concerns/sources of stress
♦ Ask about both thoughts and feelings
♦ Reflect student’s concerns
♦ Explore possible alternative solutions to the problem
♦ Remain objective – avoid judging or evaluating the student’s circumstances or situation
♦ Follow up with student
♦ Refer to Counseling Services
Circumstances that may necessitate a referral to Counseling Services
♦ Personal feeling of discomfort/unease dealing with student or topic
♦ High level of stress in own life
♦ Lack of time
♦ Personal feelings that may interfere with objectivity
♦ Student’s stated desire for professional assistance
♦ Potential conflict of interest
♦ Student’s desired assistance is beyond faculty or staff’s professional expertise
