Faculty and Staff
While most students cope successfully with demands of college
life, for some, the pressures can become overwhelming and
unmanageable. There is powerful rationale for faculty/staff to
intervene when they encounter distressed students: the inability to
cope effectively with emotional stress poses a serious threat to
students' learning ability. As a faculty/staff member, your
expression of interest and concern may be a critical factor in
helping a struggling student reestablish the emotional equilibrium
necessary for a fulfilling university experience.
There will likely come a time when you notice a friend
struggling to cope and do not know how to help. Providing another
student with the available campus resources may be the best way to
assist him or her.
These guidelines may help you assess what can sometimes be a
difficult situation and give you some specific ideas about what you
can do when confronted with students who are distressed.
The following behaviors may
indicate that something is wrong and a referral may be
- Serious grade problems or a change from consistently good
grades to unaccountably poor performance.
- Excessive absences, especially if the student has previously
demonstrated good, consistent class attendance.
- Unusual or exaggerated emotional response which is obviously
inappropriate to the situation.
- Other characteristics that suggest the student having trouble
managing stress include:
- A depressed, lethargic mood.
- Being excessively active and talkative (very rapid
- Swollen, red eyes.
- Marked change in personal dress and hygiene.
- Sweaty (when room is not hot).
- Falling asleep inappropriately.
The following behaviors are often
present in students in extreme crisis needing immediate
- Highly disruptive behavior (hostile, aggressive, violent).
- Inability to communicate clearly (garbled, slurred speech;
unconnected or disjointed thoughts).
- Loss of contact with reality (seeing/hearing things which
"aren't there," beliefs or actions greatly at odds with reality or
- Overtly suicidal thoughts (referring to suicide as a current
- Homicidal threats.
Assistance and Emergency Referrals
Call university police at (317)
940-9396 who will, if appropriate, contact the CCS.
What Can You Do?
If you choose to approach a student you're concerned about, here
are some suggestions that might make the situation more comfortable
for you and helpful for the student:
- Talk to the student in private when both of you have time and
are not rushed or preoccupied. If you are pressed for time, set up
another time to talk with the student.
- Describe the behavior that concerns you.
- Listen to the student. Communicate understanding by restating
what you heard them say. Try to include both content and
- Avoid judging, evaluating, and criticizing.
- Work with the student to specify options they can consider
(i.e. talk with family, friends, clergy, counselor, coach,
- Regard the information the student gives you as
When Should You Make a Referral?
There are circumstances that may require the use of other
resources. Examples include:
- The problem is one you do not feel qualified to handle.
- You believe that personality differences will interfere with
your ability to help.
- You know the student personally (as a friend, neighbor, friend
of a friend) and think you could not be objective enough to
- The student acknowledges the problem but is reluctant to
discuss it with you.
- You are feeling overwhelmed, pressed for time, or otherwise at
a high level of stress yourself.
You are not deserting the student when you make a referral,
often it is the best help you can give. This prevents dual
relationships that can be confusing for both you and the
This referral guide was developed
by the Butler University Counseling Center Staff. Special thanks to
the following counseling centers for providing helpful information:
SUNY-Buffalo, Southwest Missouri State, University of Ottawa,
University of Wisconsin-Platteville, Alfred University, University
of Pittsburgh, Grand Valley State University, and University of