Faculty and Staff Resources

College students may encounter a great deal of stress during their academic experience. Although many students cope successfully with the demands of college life, for some the pressures can become overwhelming and unmanageable. Students may experience stressors as they attempt to perform well academically, begin their career path, navigate interpersonal relationships, and as they balance academic, work, and family obligations.

As a faculty member interacting daily with students, you are in an excellent position to recognize potential problems. You are likely to be the first person a student reaches out to for help. Your ability to recognize the signs of emotional distress and to make an initial intervention can have a significant impact on a student's future well being. Part of the mission of Simpson Counseling Services (SCS) is to serve the college community, and we have prepared this brochure to assist you in identifying distressed students and to facilitate appropriate referrals to the SCS or other crisis support services. We encourage you to consult with SCS staff as often as needed about issues of concern related to students. Also, talking with SCS staff is a great way to discuss outreach, workshop, and other consultation services that are available to your department.

Common Causes of Emotional Distress

Relationship Breakup
Family Stress
Loss of a Loved One
Divorce of Parents
Feeling Lonely
Academic Pressure/Failure
Serious Illness or Injury
Difficulty Adjusting
Not Fitting in with Peers
Unplanned Pregnancy
Religious Conflicts
Sexual Abuse or Assault
Physical Abuse or Assault
Identity Confusion
Depression
Drug/Alcohol Abuse
Disordered Eating
Career Indecision
Loss of Goal or Dream
Occupational Setback

Warning Signs

Academic

Career and Course Indecision

Excessive Procrastination or Repeated Requests for Extensions or Special

Considerations

Uncharacteristically Poor Preparation or Performance

Disruptive Classroom Behavior

Excessive Absence/Tardiness

Avoiding or Dominating Discussions

References to Suicide or Homicide in Verbal Statements or Writing

Interpersonal

Asking Instructor for Help with Personal Problems

Dependency on Advisor

Hanging Around Office

Disruptive Behavior

Inability to Get Along with Others or Complaints from Others

Student Isolating Self from Others

Behavioral

Change in Personal Hygiene

Dramatic Weight Gain or Loss

Frequently Falling Asleep in Class

Irritability, Unruly Behavior, Tearfulness

Difficulty Concentrating, Disjointed Thoughts, or Impaired Speech

Intense Emotion

Inappropriate Responses or Problems with Boundaries

Visible Signs of Injury

What Faculty Can Do
If you have noticed any of these warning signs, you are faced with the decision of whether or not to intervene. Although your faculty appointment is demanding, your interest in your student's well-being can make an important difference to a person in distress.
If you decide to intervene, here are some suggestions:

Talk to the student privately to help minimize embarrassment and defensiveness.
Listen carefully to the student, and respond to both the content and the emotions of the situation.
Discuss your observations and perceptions of the situation directly and honestly with the student.
Express your concern in a nonjudgmental way. Respect the student's value system, even if you do not agree with it.
Help the student identify options for action and explore the possible consequences.
Explain that you are not a counselor and provide appropriate referrals.
If the student appears to be in imminent danger of hurting self or others, consult the SCS or the police immediately. Do not promise to keep threats to self or others secret.

Confidentiality Guidelines

Once you have made a referral, it is normal to want to find out what happened and how you can continue to help. However, the SCS staff are bound by the principles of confidentiality as defined by our disciplines and Iowa Law. This means:

We cannot give information about the student without written permission from the student.
We cannot say whether the student has come to the SCS.
We cannot discuss any specifics of the situation.
We can answer your general questions about making referrals to the SCS.
We can offer you information about psychological concerns, in general.
We can provide other referral ideas.
We can take information from you regarding specific behaviors of the student.


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Faculty and Staff Resources College students may encounter a great deal of stress during their academic experience. Although many students cope successfully with the demands of college life, for some the pressures can become overwhelming and unmanageable. Students may experience stressors as they attempt to perform well academically, begin their career path, navigate interpersonal relationships, and as they balance academic, work, and family obligations. As a faculty member interacting daily with students, you are in an excellent position to recognize potential problems. You are likely to be the first person a student reaches out to for help. Your ability to recognize the signs of emotional distress and to make an initial intervention can have a significant impact on a student's future well being. Part of the mission of Simpson Counseling Services (SCS) is to serve the college community, and we have prepared this brochure to assist you in identifying distressed students and to facilitate appropriate referrals to the SCS or other crisis support services. We encourage you to consult with SCS staff as often as needed about issues of concern related to students. Also, talking with SCS staff is a great way to discuss outreach, workshop, and other consultation services that are available to your department. Common Causes of Emotional Distress Relationship Breakup Family Stress Loss of a Loved One Divorce of Parents Feeling Lonely Academic Pressure/Failure Serious Illness or Injury Difficulty Adjusting Not Fitting in with Peers Unplanned Pregnancy Religious Conflicts Sexual Abuse or Assault Physical Abuse or Assault Identity Confusion Depression Drug/Alcohol Abuse Disordered Eating Career Indecision Loss of Goal or Dream Occupational Setback Warning Signs Academic Career and Course Indecision Excessive Procrastination or Repeated Requests for Extensions or Special Considerations Uncharacteristically Poor Preparation or Performance Disruptive Classroom Behavior Excessive Absence/Tardiness Avoiding or Dominating Discussions References to Suicide or Homicide in Verbal Statements or Writing Interpersonal Asking Instructor for Help with Personal Problems Dependency on Advisor Hanging Around Office Disruptive Behavior Inability to Get Along with Others or Complaints from Others Student Isolating Self from Others Behavioral Change in Personal Hygiene Dramatic Weight Gain or Loss Frequently Falling Asleep in Class Irritability, Unruly Behavior, Tearfulness Difficulty Concentrating, Disjointed Thoughts, or Impaired Speech Intense Emotion Inappropriate Responses or Problems with Boundaries Visible Signs of Injury *What Faculty Can Do* If you have noticed any of these warning signs, you are faced with the decision of whether or not to intervene. Although your faculty appointment is demanding, your interest in your student's well-being can make an important difference to a person in distress. If you decide to intervene, here are some suggestions: Talk to the student privately to help minimize embarrassment and defensiveness. Listen carefully to the student, and respond to both the content and the emotions of the situation. Discuss your observations and perceptions of the situation directly and honestly with the student. Express your concern in a nonjudgmental way. Respect the student's value system, even if you do not agree with it. Help the student identify options for action and explore the possible consequences. Explain that you are not a counselor and provide appropriate referrals. If the student appears to be in imminent danger of hurting self or others, consult the SCS or the police immediately. Do not promise to keep threats to self or others secret. *Confidentiality Guidelines* Once you have made a referral, it is normal to want to find out what happened and how you can continue to help. However, the SCS staff are bound by the principles of confidentiality as defined by our disciplines and Iowa Law. This means: We cannot give information about the student without written permission from the student. We cannot say whether the student has come to the SCS. We cannot discuss any specifics of the situation. We can answer your general questions about making referrals to the SCS. We can offer you information about psychological concerns, in general. We can provide other referral ideas. We can take information from you regarding specific behaviors of the student.
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