How to help a Student in Emotional Distress
How to help a Student in Emotional Distress
Working in an educational institute you might come across students who require emotional help, yet you may have felt unsure of how to handle the situation. It is often difficult to decide whether to intervene and how to intervene.
Observe:
The first step is to notice and become familiar with signs of distress in the student and their pattern and frequency of occurrence. Notice not only the direct communications but also the implied and covert emotions.
Contact:
Don’t brush unusual conversations as well as behaviors. Find a private space and talk to the student in an open, direct and straightforward manner. Expressing your concern so that appropriate intervention can help the student from developing serious problems.
Providing Support:
Use the most basic and essential tools, which are active listening, concern and interest in what they have to say, without judgment. Don’t negate the student’s narrative or criticize. At the end summarize what the student has told you to make sure you have understood what they have said correctly, provide them with hope and encouragement. Help them define the problem and create solutions or coping strategies. Help them identify other resources within their family, friends, and on campus.
Fixing it:
Know that it is not your responsibility to fix your students problems. Often while working with a distressed individual we may feel pressured to help the other solve the situation that is impacting them or becoming over involved. But know your role in this relationship dynamic, which is to express concern and empathy for their emotional and physical wellbeing only.
The following are some suggestions incase you approach a student or a student approaches you regarding their emotional health.
Privacy:Make sure to speak in a private setting so that you can minimize shame and embarrassment.
Time: Make sure to take out sufficient time in your schedule, as the meeting can run long. During this time provide the student with your full attention. This way the student will know that you genuinely care and want to help. Don’t rush the student.
Open communication: Mention the specific behaviors that have lead to your concern (you have missed your last few assignments or not done well on the exams). Express these concerns in a non-critical manner.
Understanding: repeat what the student has told to you to clarify any misunderstandings.
Language: Open body language as well as verbal language. So that the other person can be at ease. Avoid language that can be seem harsh.
Resources: Resources: Provide them with available resources on campus like the writing unit, academic advising, housing or CAPS that seem appropriate for the problem.
Boundaries: While being open it is important that boundaries of a professional relationship are maintained.
Suicide: Don’t be afraid to inquire the student about suicidal thoughts if you are worried about danger of self harm. Realize that your inquiry won't make them act in a manner that could be destructive. Such students often want to communicate how they are feeling. Asking questions about suicide may make you fell uncomfortable and anxious but know that you are not expected to actually change their thoughts or provide counseling. Rather you role is to only do an initial assessment by asking and then reach out to CAPS and connect the student to a counselor immediately. You can ask the student in a non judgmental manner like: “its seems like you are going through something really tough, do you ever feel that it would be better if you weren’t alive. ”
Incase you are not certain on how to proceed you or the student is nonresponsive, you can reach out to CAPS and get support on the particular situation from CAPS.
Don’t ignore or minimize the client’s problems.
Advice: Advice: don’t tell the student what they should do, identify solutions with the student and let them make a well thought out personal decision.
