Students in Distress
The university experience looks and feels different for many students who embark on this journey. Supporting students is the responsibility of the university community. It is likely that faculty, staff, or other students will be in the best position to recognize the distress of a student. Faculty, staff and students can act as a bridge between a student in need of support and the resources that may assist the student.
This guide informs faculty, staff and students how to recognize signs of distress, provides tips on how to respond to distressed students鈥 observations and their concerns, and provides references which enable faculty, staff and students to determine who to contact. The type and amount of distress the student is experiencing will require different actions and resources.
听 Safety First: If the student鈥檚 conduct is clearly dangerous or threatening,including self-harm or harm to others,
call 抖M女仆 PD at 561-297-3500 (non-emergency) or call 911 (emergency).
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Be aware of changes in students鈥 typical behavior. Distress may be displayed as an isolated change in behavior, or as a pattern. It may also appear as thoughts or behaviors that
could impact the student鈥檚 health, safety or welfare. Common indicators of distress are listed below, but students may present with indicators not listed.
Safety Risk
- Verbal, written or implied references of a threat to self or others
- Suicide
- Self-injurious behaviors
- Homicide
- Assault
- Bullying
- Behavior that threatens the well-being of self or others
- Physical violence
- Writing or communication dominated by themes of self-injury, extreme hopelessness, helplessness, isolation, rage, despair, violence or unresolved grievance(s)
- Stalking or harassing
Academic
- Decrease in academic performance
- A consistent pattern of being late or missing class
- Recurrent requests extension(s) on work
- Strong emotional reaction to mistakes
- Appears or reports anxious / on edge
- Change in physical appearance (e.g., dress, hygiene, significant weight change)
- Poor sleep or no perceived need for sleep)
- Appears intoxicated
- Observable signs of injury
- Frequent illness
- Reported headaches or muscle tension
Psychological
- Reported distress or adjustment concerns (e.g., family problems, homelessness, food insecurity, financial difficulties, assault, discrimination, legal difficulties)
- Decreased motivation
- Social Isolation
- Forgetfulness and/or confusion
- Uncontrollable crying, worrying, or panic
- Appears unusually angry, irritable, or aggressive
- Self-disclosure of addictive or maladaptive coping skills (e.g., disordered eating, substance misuse, gambling, gaming)
- Seems easily distracted / scattered in conversation
- Unaware of who they are, where they are, or what day it is
- Hearing, seeing, or responding to things others are not seeing or hearing
- Communication that is irrational, incoherent or excessively focused on unresolved grievances
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As you respond to a student, your goal is to always keep your personal safety in the forefront of any interactions, to communicate in a way that helps the student feel heard, cared for, and supported, while also gathering information to get them connected to the best referral options. See yourself as a bridge between the student and the support they need. Whenever possible, seek out a safe and private place to have difficult conversations. Be thoughtful about respecting the student鈥檚 personal space.
Each situation is unique. Use these important tips to determine the most appropriate response for a distressed student.
Safety First: If the student鈥檚 conduct is clearly dangerous or threatening, including self-harm or harm to others,
call 抖M女仆 PD at 561-297-3500 (non-emergency) or call 911 (emergency).
Be Steady
- Remember you have experts on campus who can help and your job is to get the student to those experts
- Be aware of your own reactions
- Take a breath if you start to feel overwhelmed or anxious
- Seek support and consultation during or after, if needed
Check in, Listen and Validate
- Give your full attention
- Be specific and detailed about the things that you have noticed
- Communicate that you hear their experiences, thoughts and feelings.
- Listen and reflect what you heard, using their words, as appropriate
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Consider Saying (if relevant):
- 鈥淵ou missed our last couple of meetings. How have you been?鈥
- 鈥淚 heard you say _______. Is that accurate?鈥
- 鈥淚t sounds like things are pretty tough right now.鈥
- Things to avoid:
- Downplaying or ignoring thoughts or feelings
- Asking leading questions that encourage or guide a response towards a desired answer
Gather Information
- Ask the student what they need or are hopeful for
- Ask for clarification if you do not understand
- Ask about the current resources they are using or planning to use
- Ask what steps they have taken to manage their stress
- Self-harm (e.g., cutting, burning of self) behaviors can be a sign of distress or a risk for suicide. If a student is disclosing self-harm behaviors,
you should directly ask about suicidal thoughts.
- If you have any concern about the student鈥檚 safety, directly ask the student about thoughts of suicide
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Consider Saying (if relevant):
- 鈥淲ith all you mentioned about ___, have thoughts about hurting yourself or ending your life?鈥
- 鈥淚t sounds like you have a lot going on. Could you use some additional support from campus resources?鈥
Discuss Referrals and Next Steps
- If immediate action is not necessary, use the Refer section to determine how quickly to respond to the concern, to recommended referrals, and campus for resources.
- Collaboratively brainstorm options with the student for taking the next best steps
- Help the student make a first step, if needed. For example, call or walk the student to a resource office together so they can get connected to help or provide them with contact information.
- If they are hesitant about getting help, restate your concern, provide the student with resources, and encourage follow through when they are ready.
- If you are unsure of the level of urgency or next steps, you can contact CAPS 24 hours a day (561-297-2277) for support and problem solving.
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Consider Saying (if relevant):
- 鈥淵ou don鈥檛 have to do this alone. The university has many resources available that may support you and I can help you get connected to them.鈥
- 鈥淲hat do you think about calling (resource) right now to make an appointment?鈥
- 鈥淚 am concerned about your safety and want to get you connected to a mental health professional quickly. Would you be willing to walk over to CAPS with
me so you can speak with someone?鈥
Serve as a bridge to the resources they need, based on the situation.
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Does the student need immediate assistance, or do they pose an immediate threat to themselves or others?
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YES
This is an EMERGENCY. The student鈥檚 behavior or the environment is clearly dangerous or threatening, or suggestive of immediate harm to self or others in the community.
Examples may include:
- sharing intention to end their own life
- a suicide attempt has been made
- the student plans to attempt suicide in the immediate future
- threats directed toward another individual or the community
- they are disoriented, unconscious or unresponsive
- behavior is dangerous, uncontrollable, abusive or threatening
ACTION STEPS
- Immediately call 911
- Submit a report via the university鈥檚 online report page as soon as the situation has been managed, the environment is safe and
you are able to enter the information: 抖M女仆 | Report A Concern
Not Sure
This is a CRISIS (or Urgent). Indicators of distress are observed, but level of severity and immediacy does not appear to require an
immediate response from 抖M女仆 PD to address safety or medical needs. You may also be unsure of level of response needed.
Examples may include:
- Verbal, written (in any medium) statements suggesting suicidal thinking or harm to self, but no immediate plan or action has been expressed
(e.g., 鈥淚 won鈥檛 be around to see this happen鈥, 鈥渋t has been nice knowing you鈥.)
- Student is distraught and cannot be calmed
- Marked and sudden change in behavior or mood
- Irrational or incoherent thoughts, statements or behaviors (e.g., hearing, seeing and responding to things others cannot observe)
ACTION STEPS: Is the Student willing to speak with a Therapist?
- Immediately connect student with CAPS. Stay with the student and walk them to CAPS (Boca: SS8- Rm 229; 2nd floor of Breezeway above the Food Court) or call CAPS.
If the incident occurs after hours call CAPS on-call crisis service. The CAPS number (daytime and after hours) is 561-297-2277.
- After connecting student with CAPS, submit a report via the university鈥檚 online report page: 抖M女仆 | Report A Concern
ACTION STEPS: When the student is NOT willing to speak with a Therapist or you have not been able to inquire
- Follow guidance in Discuss Referrals and Next Steps section
- If during business hours, call 抖M女仆 Dean of Students at 561-297-3542.
- Submit a report via the university鈥檚 online report page: 抖M女仆 | Report A Concern (regardless if call was made to DOS or not)
- At any point, if you would like additional guidance from a mental health professional, contact CAPS at 561-297-2277
NO
This is a PROBLEM. There are NO known safety concerns and NO indication of suicidal or homicidal thinking. However, the student may be upset, experiencing academic and/or
personal issues, or barriers to their success. The student is able to function in their daily life, but they could benefit from additional support and resources.
Examples may include:
- Student is tearful or upset, but is able to be calmed
- Depression and/or anxiety
- Difficulties sleeping
- Inadequate food or housing
- Academic stressors
- Loss of a family member or friend
- Unexpected absences from classes that have impacted the student鈥檚 academic success
- Feelings of isolation or marginalization
- Financial barriers
ACTION STEPS:
- Refer to appropriate campus resources, based on student concerns and openness to support 抖M女仆 | Student Resources
- If you are unsure where to refer the student, the problem remains unresolved, or the student could benefit from coordinated campus resources, submit a report via the university鈥檚 online report page: 抖M女仆 | Report A Concern
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Download Students in Distress Guide
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Most Common Resources for Students in Distress
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抖M女仆 Police Department 鈥
561-297-3500 (non-emergency) or 911 (emergency)
- 24/7 response to safety and medical concerns.
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抖M女仆 Counseling & Psychological Services (CAPS) 鈥
561-297-2277
- Provides daytime and after hours CONFIDENTIAL mental health support and treatment to 抖M女仆 students through consultation, therapy, and crisis services
in order to support their educational, personal, emotional, and psychological goals.
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抖M女仆 Dean of Students Office (DOS) 鈥
561-297-3542
- Conducts direct outreach to students who may be resistant to services, but who are displaying behaviors that are disruptive to the health, safety and welfare of themselves or the community. Provides advocacy and coordination of resources both on campus and in the community. Assists students with overcoming barriers to success and in navigating services, processes, and policies at 抖M女仆. Oversees the 抖M女仆 Beyond Food Program.
Additional Resources
- List of all academic and student services: 抖M女仆 | Student Resources
- TAO Self-Help: An online tool kit that gives students access to interactive educational resources on topics related to mental health, wellness, and substance use.
TAO | Therapy Assistance Online
- Kognito: An interactive program to learn how to support students in distress. Kognito
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Title IX and Responding to Disclosures of Sexual Violence and Sexual Harassment
Title IX regulations require 抖M女仆 take mandatory steps when responding to sexual harassment incidents it has actual knowledge about. These regulations set out minimum steps 抖M女仆 must take when responding to sexual harassment. The steps include but are not limited to notifying individuals impacted by sexual harassment about options they may find helpful. In addition, Title IX regulations have redefined sexual harassment to also include (i.e., hostile environment, Quid Pro Quo, sexual assault, dating violence, domestic violence, and stalking).
At 抖M女仆, when any supervisory employee or other official who has authority to institute corrective measures on behalf of the University who receives a report, observes or learns of an alleged violation of University Regulation 7.008 has an absolute and unqualified duty to promptly report the conduct to OCR9.
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Provide Care and Support
- Offer campus support services. Provide information about where campus support services are located. It is best to direct the student to Victim Services, who can help the student navigate what campus services the student may find helpful.
- Explain your confidentiality limitations (i.e., let the student know you must report the incident).
- Allow the student to decide what information they want to share. Do not push them to share. Thank the student for being brave to share.
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Connect student to campus resources
- 抖M女仆 Victim Advocate, 抖M女仆 CAPS, 抖M女仆 Dean of Students, 抖M女仆 Police, and 抖M女仆 Office of Civil Rights and Title IX
- If students want to speak with someone confidentially, refer the student to 抖M女仆 CAPS. 抖M女仆 CAPS is not required to report detailed information about a sexual misconduct incident (e.g., names of the involved parties, location of incident, or details about what happened.)
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Report
- Report the incident via online reporting form: 抖M女仆 | Report A Concern; Select Sexual Misconduct/Title IX for the reporting form.
- If you have questions after filling out the reporting form, contact the OCR IX office at 561-297-3004.
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RESOURCES FOR VICTIMS OF CRIME
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抖M女仆 Victim Services 鈥 561-297-0500 (ask for victim advocate)
- 24/7 resource available to faculty, staff, students and community members. Supports victims of crime in obtaining information related to reporting options, safety planning and connecting with campus and county resources. The office provides assistance for on and off campus incidents.
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抖M女仆 Office of Civil Rights and Title IX 鈥 561-297-3004
- Responds to reports, addresses incidents, and investigates complainants regarding discrimination, harassment, and retaliation. OCR9 provides information and guidance about discrimination and harassment issues that concern race, color, religion, sex, national origin, age, disability, military or veteran status, marital status, pregnancy, parental status, sexual orientation, gender identity and gender expression that occur in the University community.
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