常见问题的 | 护理范围 | 咨询中心 |迹象 & 症状 | Web资源 | vnsc威尼斯城 | Texoma资源
教师, 工作人员, 父母, and friends of students are often among the first to notice students who are encountering overwhelming amounts of stress in their lives. This stress can seriously disrupt academic progress, 人际关系, 享受日常生活. Below are some indications of students in distress and guidelines to follow if you are concerned about a student.
- Social isolation, withdrawal, lethargy.
- Inability to focus on a specific topic in a conversation or activity.
- 混乱的思维和言语, feelings that are inappropriate to the situation, 缺乏情感, or other evidence that student is “out of touch with reality.”
- Expression of feelings of persecution, strong mistrust of others.
- 迹象 of excessive alcohol or drug use.
- Expressions of general unhappiness over a period of several weeks.
- Frequent class absence or “disappearance” over extended periods of time.
- Gain or loss of significant amounts of weight.
- Abrupt change in manner, style, or personal hygiene.
- Marked anxiety, extreme restlessness, inability to concentrate or relax.
- Marked decrease or increase in appetite.
- Loss of interest in formerly pleasurable or meaningful activities such as classes, 社会生活, 亲密关系.
- Physical complaints without a medical cause, such as headache, stomach pains, etc.
- Unusual ritualistic or repetitive behavior.
- 情绪障碍史(e.g. depression, alcohol, drug abuse, eating disorder, anxiety, suicide attempts).
- Traumatic family event(s) such as recent separation or divorce of 父母, serious illness or death of family member, 物理, 情感, 或者在家里遭受性虐待.
- Recent loss of an important person (either by death or by separation/break-up).
Guidelines for responding to a student in distress:
- Share your interest and concern openly, directly, and with care.
- 不承诺保密. Rather inform a student that you will use discretion in seeking outside assistance. You may want to look at our confidentiality statement which all students read when they come in for counseling.
- 帮助学生讲述他或她的故事. Offer the opportunity to listen to whatever is on the student’s mind.
- Demonstrate an understanding of what the student discloses.
- Clarify vague, confusing, or disturbing student disclosures. 问:“你说……是什么意思?”?”
- Inquire how the student is attempting to respond to the problem. 共同制定应对方案.
- Consider with the student the consequences of “doing more of the same.”
- Consult with trustworthy individuals if you feel you need additional perspectives, before or after approaching the student.
- 建议转介到 咨询中心, 卫生服务, 学术技能中心, 职业服务, 大学牧师 或其他社区资源.
- 后续. 主动提供并接受进一步的联系.
- It is always a good idea to consult with peers, 辅导员, or others who might be able to give you feedback and suggestions for working with a student with problems.
- Often a referral is not necessary; approaching the student with your concerns can make an immediate impact on his or her behavior and/or performance.
- No one has the expertise to handle everything an individual may present to them, so we all need to be familiar with the process of asking for help or referring a problem to someone who has the training, 经验, 和职位来做最好的工作.
- The problems or requests made are beyond your level of competence.
- There are personality differences which interfere with your ability to work with this student.
- The boundaries of your role make it unwise to work with students on personal issues.
- A student expresses a preference (directly or indirectly) to speak with someone else about their concerns.
- After some time and effort, you feel like you are not making progress in helping this student.
- Consider helping the student make an appointment with the 咨询中心, perhaps by walking with the student to the office or encouraging the student to call the 咨询中心 (903.813.2247).
- After a referral, let the student volunteer information they want to share. It may not be necessary for you to have details of a student’s interaction with the counselor. In fact, at times the student may wish to stop talking to you about the problem altogether. Communicate continued concern and openness to help.
- 一旦转诊成功, communication between the student and the counseling 工作人员 member is often confidential. You may be curious and feel unfinished in your work with the student, but you may have to let it be that way as the student begins to work with someone else.
- 不要期待奇迹. 行为, 的态度, 感情需要时间来改变, and a student may show slow progress or, 一段时间, 一点也没有. Trust the process and, again, communicate your continued concern and availability.