教职员工
大学生通常会遇到很大的压力.e., academic, social, family, work, and financial) during the course of their education experience. 然而，大多数学生成功地应付了大学生活的要求, 对一些人来说，压力会变得势不可挡、难以控制. Students with difficulties have a number of resources available to them. 这些资源包括亲密的朋友、亲戚、神职人员和教练. In fact, anyone who is seen as caring and trustworthy may be a potential resource in time of trouble.
在你作为教职员工的角色中, students may perceive you as someone who can lend a helping hand or be a good listener. Your expression of interest and concern may be a critical factor in helping a struggling student find appropriate assistance.
什么时候联系咨询中心
虽然并不详尽, the following questions may point out a few instances and reasons for faculty and staff to consult with staff in the Counseling Center:
- 你关心学生的心理健康吗?
- 你有没有发现某个学生很吓人?
- 你在课堂上遇到过学生的反对和干扰吗?
- 其他学生是否会被其他学生的行为吓倒?
- Have you ever been concerned that a student might hurt him/herself or someone else?
- 你是否担心学生的攻击行为?
If you have questions about our services and/or you want to consult with us about a student, 请不要犹豫给我们打电话.
教员/员工协商
如果你选择了和一个学生坚持到底, you may still have some questions about how best to handle the situation. 咨询中心的工作人员很乐意帮助您:
- 评估情况、严重性和转诊的可能性.
- 了解资源, 无论是校内还是校外, so that you can suggest the most appropriate help available when talking with the student.
- 如果合适的话，找到最好的推荐方式.
- Clarify your own feelings about the student and consider the ways you can be most effective.
去咨询中心咨询, 您可以拨打(248)370-3465, or stop by the 葛培理健康中心 during regular working hours and let the receptionist know you want a faculty or staff consultation.
All of us at some time in our lives have days where we may feel sad, depressed, and/or upset. However, significant distress experienced over a period of time may suggest a more serious problem.
轻度问题学生 may exhibit behaviors which do not disrupt others but may indicate something is wrong and that assistance is needed. 行为可能包括:
- Serious grade problems or a change from consistently passing grades to unaccountably poor performance.
- Excessive absences, especially if the student has previously demonstrated consistent attendance.
- 不寻常的或显著改变的互动模式.e., avoidance of participation, excessive anxiety when called upon, domination of discussions, 等.
- Other characteristics that suggest the student is having trouble managing stress successfully e.g., 低迷的, lethargic mood; very rapid speech; swollen, red eyes; marked change in personal dress and hygiene; falling asleep during class.
中度问题学生 可能表现出严重情绪困扰的行为. They may also be reluctant or unable to acknowledge a need for personal help. 行为可能包括:
- 一再要求给予特别考虑, 比如截止日期的延长, especially if the student appears uncomfortable or highly emotional while disclosing the circumstances prompting the request.
- New or repeated behavior which pushes the limits of decorum and which interferes with effective management of the immediate environment.
- Unusual or exaggerated emotional responses which are obviously inappropriate to the situation.
有严重问题/捣乱的学生 exhibit behaviors that signify an obvious crisis and that necessitate emergency care. 这些问题是最容易识别的. 例子包括:
- 高度破坏性行为(如.g.敌意、侵略、暴力等.).
- 不能清楚地交流(混乱), slurred speech; unconnected, 脱节的, 或胡思乱想).
- Loss of contact with reality (seeing or hearing things which others cannot see or hear; beliefs or actions greatly at odds with reality or probability).
- 跟踪行为.
- Inappropriate communications (including threatening letters, e-mail messages, harassment).
- Overtly suicidal thoughts (including referring to suicide as a current option or in a written assignment).
- 威胁伤害他人.
一旦你发现有学生需要帮助, follow the suggested steps below to ensure the student gets the help that they need.
如果学生想说话:
- 接受并尊重别人所说的话.
- 帮助确定需要做什么或改变什么.
- 试着把注意力集中在问题的可控方面.
- 避免给出建议、判断、评价和批评.
- 避免简单的回答，比如，“一切都会好起来的。."
- 帮助确定改进事物所需的资源.
- Help the person recall constructive methods used in the past to cope; get the person to agree to do something constructive to change things.
- Offer yourself as a caring person until professional assistance has been obtained.
- 相信你的直觉和反应.
- 让别人知道你的担忧.
- 尝试解决患者的需求并寻求适当的资源.
- Avoid contributing unnecessarily to the person's guilt or sense of failure.
- 不要发誓保密或向对方提供保密信息.
- 鼓励对方寻求帮助.
- 尊重学生的价值体系，即使你不同意.
- When called for, let the person know you are worried about their safety.
- If you are concerned the student may be feeling hopeless and thinking about ending their life, 问她/他是否在考虑自杀. It is important to remember that talking about suicide is a cry for help and is not to be ignored.
- After the student leaves your office, make some notes documenting your interactions.
- 向别人请教你的经验.
For these behaviors or problems you can choose to handle them in the following ways:
- 根据课堂规定直接处理行为/问题.
- 在更私人的层面上解决这个问题.
- 咨询同事, 部门主管, 专业教务处处长, 或者是校园咨询专家.
向学生推荐适当的大学资源.
For these behaviors or problems you can choose to handle them in the following ways:
- 保持冷静，并知道在必要时向谁求助. Find someone to stay with the student while calls to the appropriate resources are made (i.e. 学生主任、校园警察、心理咨询中心).
- Remember that it is NOT your responsibility to provide the professional help needed for a severely troubled/disruptive student. 你只需要打个必要的电话，请求帮助.
- 当学生对自己或他人表达直接威胁时, 或者行为怪异, 非常不理性或破坏性的方式, 调用 十大菠菜台子警察局 at (248) 370-3333.
Some signs that suggest problems for which the student should be referred for assessment are if the student:
- Manifests a change in personality (goes from being actively involved to quiet and withdrawn, 或者从安静变得更激动或要求更高).
- Begins to display aggressive or abusive behavior to self or others; exhibits excessive risk-taking.
- 有失忆的迹象.
- 表现出松散或不连贯的思维模式, 难以集中思想, 或者表现出荒谬的对话模式.
- 表现出不适合情境的行为或情绪.
- Displays extreme suspiciousness or irrational fears of persecution; withdraws, does not allow others to be close; believes she/he is being watched, 之后, 等.
- 表现出多动的迹象(不能坐着不动), 难以保持专注, 给人“太快”的印象,看起来很激动。).
- 表现出抑郁的迹象(没有明显的情绪或感觉), 看起来昏昏欲睡, 减肥, 看起来很疲惫，抱怨睡眠不好, 表现出毫无价值或自我憎恨的感觉, 或者对以前的兴趣漠不关心).
- Talks about unusual patterns of eating, not eating, or excessively eating.
- 有自我伤害、割伤、瘀伤或扭伤的迹象.
- Experiences deteriorating academic performance (incapacitating test anxiety, 偶尔上课, 或长时间缺课).
- 开始或增加酒精或其他药物的使用.
- Makes statements regarding suicide, homicide, feelings of hopelessness, or helplessness.
检查流程 如何转介.