General Intervention Guidelines

As a faculty or staff member interacting daily with students, you are in an excellent position to recognize behavior changes that characterize the emotionally troubled student. A student's behavior, especially if it is inconsistent with your previous observations, could well constitute an attempt to draw attention to her/his plight "a cry for help." A student in distress may not be aware of his/her behavior. Your ability to recognize the signs of emotional distress, and your courage to acknowledge your concerns directly to the student, are often noted by students as the most significant factor in their successful problem resolution. Often times, "being seen" is the first step on the road to recovery.

Signs of Distress

• Inability to concentrate
• Confusion
• Persistent worrying
• Social isolation
• Increased irritability
• Bizarre behavior
• Missed classes / assignments
• Procrastination
• Restlessness
• Disheveled appearance
• Mood swings
• Indecisiveness
• Depression

Guidelines for Interaction

Openly acknowledging to students that you are aware of their distress, that you are sincerely concerned about their welfare, and that you are willing to help them explore their alternatives, can have a profound effect. We encourage you, whenever possible, to speak directly and honestly to a student when you sense that she/he is in academic and/or personal distress.

1. Request to see the student in private.¹ This may help minimize the embarrassment and defensiveness.
2. Briefly acknowledge your observations and perceptions of the situation and express your concerns directly, honestly and with respect.
3. Listen carefully to what is troubling the student and try to see the issues from her/his point of view without necessarily agreeing or disagreeing.
4. Attempt to identify the student's problem or concern, as well as your own concerns or uneasiness. You can help by exploring alternatives to deal with the problem. Reflecting back the student’s concerns is important.
5. Comment directly on what you have observed without interpreting or judging. Strange and inappropriate behavior should not be ignored.
6. Involve yourself only as far as you want to go. At times, in an attempt to reach or help a troubled student, you may become more involved than time or skill permits. Extending oneself to others always involves some risk--but it can be a gratifying experience when kept within realistic limits. If the burden becomes too heavy, however, you may refer to CaPS and we will provide direct intervention, and / or refer to an appropriate facility.

¹ How to accomplish this will probably vary by the circumstances, and by the nature of the student's distress. Although it is beyond the scope of this handbook to go into depth on how to do this for all situations, this is discussed in a little more depth under the specific categories of student distress.

Personal Counseling Available to CSUEB Students

Counseling and Psychological Services provides free, short-term personal counseling services to all registered students at California State University, East Bay. Our professional staff provides a range of counseling, outreach, emergency and wellness services. We offer culturally sensitive support dealing with many issues and concerns. We are your student counseling service on campus. For more information call us at (510) 885–3690 or visit us online at wwwsa.csueastbay.edu/counseling.

Referral to Counseling and Psychological Services

When you have determined that a referral to Counseling and Psychological Services (CaPS) is appropriate, you can be most helpful by clearly and concisely telling the student why you think counseling would be helpful. You might also tell the student a few facts about our services. For instance, all services are free to regularly enrolled students, and professional counselors provide counseling Monday through Friday from 9 am to 6 pm (7 pm on Wednesdays, 5 pm on Fridays). All discussions are confidential except when the student presents a danger to self, others, or when certain kinds of abuse are involved. Early intervention is preferable to crisis intervention. To ensure prompt attention, it is best to call in advance for an appointment. Having the student make the call increases her/his responsibility and commitment to come for counseling; however, there may be times, especially if the student is in crisis, when it is advantageous to accompany the student to our office. Remember that counseling is always voluntary and a student cannot be forced to come to counseling. We will schedule the student with one of our staff as quickly as possible.

Do

• Have the student call (510) 885-3690.
• Inform the receptionist who you are (student, faculty, staff, administrator).
• Identify the need for an assessment (indicate if it is urgent).
• Ask to speak with the walk-in crisis counselor if between hours or 11-1 or 3-5 each day.

The Student in Poor Contact with Reality

These students have difficulty distinguishing fantasy from reality, the dream from the waking state. Their thinking is typically illogical, confused or irrational; their emotional responses may be incongruent or inappropriate; and their behavior may be bizarre and disturbing. They may experience hallucinations, often auditory, and may report hearing voices. While this student may elicit alarm or fear from others, they are generally not dangerous and are more frightened and overwhelmed by you than you are by them. If you cannot make sense of their conversation, they may be in trouble.

Do

• Respond with warmth and kindness, but with firm reasoning.
• Remove extra stimulation from the environment (turn off the radio, step outside of a noisy classroom).
• Acknowledge your concerns and state that you can see they need help.
• Acknowledge their feelings or fears without supporting the misperceptions, e.g., "I understand you think someone is following you, but I don't see anyone and I believe you're safe."
• Acknowledge your difficulty in understanding them and ask for clarification or restatement.
• Focus on the "here and now." Ask for specific information about the student's awareness of time, place, and destination.
• Speak to their healthy side, which they have. It's OK to laugh and joke when appropriate.

Don´t

• Argue or try to convince them of the irrationality of their thinking as this commonly produces a stronger defense of the false perceptions.
• Play along, e.g., "Oh yeah, I hear the voices (or see the devil)."
• Encourage further discussion of the delusion processes.
• Demand, command or order.
• Expect customary emotional responses.

The Student Suspected of Substance Abuse/Addiction

Alcohol is the most widely used psychoactive drug. Alcohol abusers in college populations abuse other drugs, both prescription and illicit. Patterns of use are affected by fads and peer pressure. Currently, alcohol is the preferred drug on college campuses. The effects of alcohol on the user are well known to most of us. Student alcohol abuse is most often identified by faculty when irresponsible, unpredictable behavior affects the learning situation (i.e., drunk and disorderly in class 2), or when a combination of the health and social impairments associated with alcohol abuse sabotages student performance. Because of the denial that exists in most substance abusers, it is important to express your concern about the student not in terms of suspicions about alcohol and other drugs but in terms of specific changes in behavior or performance.

² See The Verbally Aggressive Student section

Do

• Confront the student with her/his behavior that is of concern.
• Address the substance abuse issue if the student is open and willing.
• Offer support and concern for the student's overall well being.
• Maintain contact with the student after a referral is made.

Don´t

• Convey judgment or criticism about the student's substance abuse.
• Make allowances for the student's irresponsible behavior.
• Ignore signs of intoxication in the classroom.

The Student Who Has Been Sexually Harassed

Sexual harassment involves unwelcome and unwanted sexual attention and/or advances, requests for sexual favors, and other inappropriate verbal or physical conduct. It is usually found in the context of a relationship of unequal power, rank or status. It does not matter that the person's intention was not to harass. It is the effect it has that counts. As long as the conduct interferes with a student's academic performance, or creates an intimidating, hostile or offensive learning environment, it is considered sexual harassment.

Sexual harassment usually is not an isolated one-time only case but a repeated pattern of behavior that may include:

• Comments about one's body or clothing
• Questions about one's sexual behavior
• Demeaning references to one's gender
• Sexually oriented jokes
• Conversations filled with innuendoes and double meanings
• Displaying of sexually suggestive pictures or objects
• Repeated non-reciprocated demands for dates or sex

Sexual harassment of students is covered by the California Education Code, section 89535. Common reactions by students who have been harassed is to doubt their perceptions, wonder if it was a joke, or wonder if, in some way, they have brought it on themselves. A student may begin to participate less in the classroom, drop or avoid classes, or even change majors.

Do

• Separate your personal biases from your professional role.
• Listen carefully to the student, and assure the student you understand.
• Encourage the student to keep a log or find a witness.
• Help the student seek informal advice through a department chair, supervisor or advisor. If unresolved, help the student approach a dean or vice president on campus.
• Encourage the student to read the Sexual Harassment Policy for Students

Don´t

• Ignore the situation:
• Taking no action reinforces the student's already shaky perception that she/he has been wronged. Ignoring the issue can also have legal implications.
• Overreact.
• (Listen, support, and guide the student to appropriate channels.)

The Suicidal Student

Suicide is the second leading cause of death among college students. It is important to view all suicidal comments as serious and make appropriate referrals. High risk indicators include feelings of hopelessness, helplessness and futility; a severe loss or threat of loss; detailed suicide plan; a history of a previous attempt; history of alcohol or drug abuse; feeling of alienation and isolation; and preoccupation with death.

Do

• Take the student seriously--80 % of suicides give warning of their intent.
• Be direct--ask if the student is suicidal, if she/he has a plan, and if she/he has the means to carry out that plan.
• Exploring this with the student may actually decrease the impulse to commit suicide.
• Be available to listen, but refer the student to Counseling and Psychological.
• Services or a community hotline for additional help. Attempt to make sure the student actually gets some help.
• Take care of yourself. Suicide intervention is demanding and draining work.

Don´t

• Minimize the situation.
• Be afraid of planting the idea of suicide in an already depressed mind by inquiring about it (they will very likely feel relieved that someone has suspected).
• Ignore your limitations.

The Suspicious Student

Typically, these students complain about something other than their psychological difficulties. They are generally tense, anxious, mistrustful, isolated, and have few friends. They tend to interpret minor oversights as significant personal rejection, and often overreact to insignificant occurrences. They see themselves as the focal point of everyone's behavior, and everything that happens has special meaning to them. They are overly concerned with fairness and being treated equally. Feelings of worthlessness and inadequacy underlie most of their behavior, even though they may seem capable and bright.

Do

• Express compassion without intimate friendship. Remember, suspicious students have trouble with closeness and warmth.
• Be firm, steady, punctual, and consistent.
• Be specific and clear regarding the standards of behavior you expect.

Don´t

• Assure the student that you are her/his friend. (Acknowledge that you are a stranger, if appropriate, but even strangers can be concerned.)
• Be overly warm and nurturing.
• Flatter or participate in their games. You don't know their rules.
• Be cute or humorous.
• Challenge or agree with any mistaken or illogical beliefs.
• Be ambiguous.

Urgent Referral

In some situations, it may be imperative to request the student be seen as soon as possible. These situations are considered urgent:

• Suicide/Fear of losing control and possibly harming/hurting someone
• Sexual assault
• Physical assault or witness to an assault or accident
• Fear for her/his life or for the life of someone they know
• Abuse/Recent death of a friend or family member

Do

• Call or have the student call (510) 885-3690.
• Inform the receptionist who you are (student, faculty, staff, administrator).
• Identify the need for an urgent assessment (indicate if it is urgent) and ask to speak with the walk-in crisis counselor if 11-1 or 3-5 daily.
• The counselor will make a professional assessment of how quickly the student needs to be seen and appropriate action will be taken.

Useful Telephone Numbers

Counseling and Psychological Services
(510) 885-3690
Located in Student Health
Monday - Friday, 8:30 am - 6 pm (Wednesday 7 pm, Fridays 5 pm)

Student Disability Resource Center
(510) 885-3868

Student Health Center
(510) 885-3735
Monday - Thursday, 8:30 am - 5:00 pm (Monday & Thursday 7 pm)

Student Judicial Affairs
(510) 885-3763

University Police Department
(510) 885-3791
24 Hours/Day, 7 Days/Week Call 911 for emergencies

Crisis Support Services of Alameda County
(800) 309-2131, 24 hour crisis line

Call Counseling and Psychological Services for a more extensive referral list.

The Verbally Aggressive Student

Students may become verbally abusive when they encounter frustrating situations which they believe are beyond their control. They can displace anger and frustration from those situations onto the nearest target. Explosive outbursts or ongoing belligerent, hostile behavior become this student's way of gaining power and control in an otherwise out-of-control experience. It is important to remember that the student is generally not angry at you personally, but is angry at her/his world and you are the object of pent-up frustrations. This behavior is often associated with the use of alcohol and other drugs.

Do

• Acknowledge the student's anger and frustration, e.g., "I hear how angry you are."
• Speak calmly and clearly.
• Remember to breathe.
• Rephrase what the student is saying and identify her/his emotion, e.g., "It appears you are upset because you feel your rights are being violated and nobody will listen."
• Reduce stimulation; invite the student to a quiet place if this is comfortable.³
• Allow student to tell you what is upsetting her/him.
• Be directive and firm about the behaviors you will accept, e.g., "Please stand back; you're too close," and/or "I cannot listen to you when you yell and scream at me that way."
• Help the student problem solve and deal with the area issues when she/he becomes calm, e.g., "I'm sorry you are so upset; I'd like to help if I can."
• Be honest and genuine; do not placate aggression.

³ Do not do this if you fear for your safety. In all instances, ensure that a staff or a faculty person is easily accessible to you in the event that the student behavior escalates.

Don´t

• Get into an argument or shouting match.
• Become hostile or punitive yourself, e.g., "You can't talk to me that way!"
• Press for explanations for their behavior.
• Ignore the situation.
• Touch the student, as this may be perceived as aggression or otherwise unwanted attention.

The Violent Student

Violence because of emotional distress is rare and typically occurs when the student's level of frustration has been so intense, or of such an enduring nature as to erode all of the student's emotional controls. The adage, "An ounce of prevention is worth a pound of cure," best applies here. This behavior is often associated with the use of alcohol and other drugs.

Do

• Prevent total frustration and helplessness by quickly and calmly acknowledging the intensity of the situation, e.g., "I can see you're really upset and may be tempted to lash out."
• Explain clearly and directly what behaviors are acceptable, e.g., "You certainly have the right to be angry, but breaking things is not OK.”
• Get necessary help (send a student for other staff, University Police, etc.).
• Stay safe: have easy access to a door; keep furniture between you and the student. Keep door open if at all possible/appropriate. As with the verbally aggressive student, make certain that a staff or faculty person is nearby and accessible. In some instances, you may wish to see the student only with another person present.
• Do not see the person alone if you fear for your safety.

Don´t

• Ignore warning signs that the person is about to explode, e.g., yelling, screaming, clenched fists, threats.
• Threaten or corner student.
• Touch the student.

When to Call University Police

• When there is an immediate threat of physical danger.
• When you believe that you or another person is in immediate danger.
• When you believe that the student is about to harm her/himself.
• When you believe that the student cannot control their own behavior.

Acknowledgements

Our sincere thanks to the California Organization of Counseling Center Directors in Higher Education whose efforts we have liberally borrowed to include in this handbook.