Assessing Emotional Distress in Students

1. Assessing Emotional Distress in Students Charletta Sims Evans, M. Ed. Associate Director Student Development Services NC Community College System

2. Purpose • Heighten awareness when sensing the safety and well-being of a student are in jeopardy. • Share ideas, resources, interventions and strategies to assist students experiencing emotional distress.

3. What is Emotional Distress? • A physical and psychological reaction to issues and events emanating from one's environment. • Perceived obstacles to goal achievement, environmental change, life challenges and periods of significant transition are common stress triggers for college students. • For some students these difficulties can become overpowering and unmanageable.

4. relationship problems/break-ups family problems grief and loss divorce loneliness academic pressure or failure serious illness or injury difficulty adjusting to college life anxiety eating disorders sexual or physical abuse or assault identity confusion/sexual or racial depression drug/alcohol abuse career indecision loss of goal or dream low self-esteem Common Causes of Emotional Distress

5. Recognizing Emotional Distress in Students • At one time or another, everyone feels depressed or upset. • However, there are 3 levels of student distress which, when present over a period of time, suggest that the problems are more than the "normal" ones.

6. Level 1 Behaviors • Although a student is not disruptive to others in your class or elsewhere, the following behaviors may indicate that something is wrong and that help may be needed.

7. Level 1 Behaviors • Serious grade problems • Unaccountable change from good to poor performance • Change from frequent attendance to excessive absences

8. Level 1 Behaviors • Change in pattern of interaction • Marked change in mood, motor activity, or speech • Marked change in physical appearance

9. Level 2 Behaviors • The following behaviors may indicate: • significant emotional distress, or • reluctance or an inability to acknowledge a need for personal help.

10. Repeated request for special consideration New or regularly occurring behavior which pushes the limits and may interfere with class management or be disruptive to others Unusual or exaggerated emotional response Inability to get along with others Complaints from other students Level 2 Behaviors

11. Level 3 Behaviors • Highly disruptive behavior (hostility, aggression, etc.) • Inability to communicate clearly (garbled, slurred speech, disjointed thoughts) • Frequently tearfullness

12. Level 3 Behaviors • Loss of contact with reality (seeing/hearing things that are not there, beliefs or actions at odds with reality) • Overt suicidal thoughts (suicide is a current option) • Physically harming themseleves • Homicidal threats

13. Emotional Distressed Scenarios • 1. Student turns in a writing assignment that indicates they are out-of-touch with reality. They share experiences from their past that are improbable. They imagine strange events working against them both at school and home. • 2. Student breaks down in a faculty person's office and is totally out of control. • 3. Student sends an angry email to a faculty/staff member [or their supervisor], raging about the ill-treatment they feel they have received and how the person has ruined their life. • 4. Student hears voices and is talking to himself in class, making instructor and classmates uncomfortable.

14. Responding to Emotional Distress • A faculty or staff member is often the first person to recognize when a student is in distress and to reach out to that student. • Faculty and staff are not expected to provide personal counseling to students. • Rather, faculty and staff play an important role in encouraging students to use campus resources, including facilitating a referral to the Counseling Center.

15. Responding to Emotional Distress • There is no one correct way to deal with a student in distress. • Each person has his or her own style of approaching others and differing capacities to deal with problems. • It is important to know your personal abilities and limits. • If you decide you want to intervene and try to help a distressed student, or if a student approaches you to talk about personal problems, here are some suggestions:

16. Suggestions: • Request to see the student in private. • Briefly acknowledge your observations and perceptions of their situation and express your concerns directly and honestly. • Listen carefully to what the student is troubled about and try to see the issue from his/her point of view without agreeing or disagreeing. • Strange and inappropriate behavior should not be ignored.

17. Suggestions: • Your receptivity to an alienated student will allow him/her to respond more effectively to your concerns. • Help the student identify options for action and explore possible consequences. • Be open about the limits on your ability to help them. • If the student appears to be in imminent danger of hurting self or others, consult the Dean of Students, the Counseling Center or the campus police immediately. • Do not promise to keep threats to self or others secret. Know your campus resources.

18. Signs That You May Have Over Extended Yourself • Feeling stressed out or overwhelmed by the situation  • Feeling angry at the student  • Feeling afraid  • Having thoughts of "adopting" or otherwise rescuing the student  • Reliving similar experiences of your own • Adapted from Towson University Counseling Center and Central Michigan University

19. Q and A Contact information: Charletta Sims Evans simsc@nccommunitycolleges.edu (919) 807-7106