黑社区

Students sitting on the upper quad in Tommie gear, smiling

How Faculty and Staff Can Help

Faculty and staff members at St. Thomas, who see students daily, have the unique opportunity to engage directly with students and can often identify students who are experiencing challenges and may need additional support.

Stress is a natural part of life and no stranger to 黑社区 students. Most students cope successfully with the rigors of 黑社区 life. Those who don’t tend to show signs that they are struggling in some way. You may see these signs in the classroom or other areas on campus.

If you are concerned about a student, please do not ignore your concerns. We encourage you to talk to the student or contact the CARE Team for advice and support.

Not every student will be willing to accept your help, but by being available and ready to listen, you may play an important and timely role in helping students regain the balance needed to get back on track.

What To Look For

Marked changes in academic or personal performance

  • You find you’re spending more time with the student doing “counseling” rather than advising
  • Marked decrease in performance and/or preparation
  • Withdrawal from others
  • Excessive absence or tardiness
  • Repeated requests for special consideration
  • Excessively anxious when called upon in class
  • Dominates or avoids discussion
  • Problems with roommates or family
  • Exaggerated emotional response inappropriate to the situation

Unusual behavior or appearance

  • Depressed or lethargic mood
  • Marked increase or decrease in activity
  • Outbursts of anger
  • Unexplained crying
  • Conversations that do not make sense
  • Marked decline in personal hygiene
  • Dramatic weight loss or gain
  • Coming to class or events intoxicated or high/smelling of alcohol or drugs
  • Difficulty concentrating

References to suicide, homicide or death

  • If a student talks or writes about suicide or homicide ALWAYS take it seriously
  • Expressed thoughts of helplessness or hopelessness
  • Expressed plan for suicide/homicide
  • Isolation from friends and family
  • Giving away possessions
If you talk with a student you are concerned about, or if a student approaches you directly for help.

What You Can Do

  • Talk
  • Listen
  • Communicate
  • Give Hope
  • Maintain Boundaries
  • Refer
  • Talk

    Talk to the student in private when both of you have time and are not rushed or preoccupied.

    Give the student your undivided attention. Often a few minutes of effective listening may be enough to help the student feel cared about and more confident about what to do.

    If you feel anxious, keep your door open or meet the student in a public place.

    Listen

    Listen to the student's thoughts and feeling in a non-judgemental way.

    If you have initiated the contact, express your concerns in behavioral, non-judgmental terms. It is important for you to directly state the behaviors you are concerned about to the student. Your follow up statement should emphasize support and concern. For example “I’ve noticed you’ve been absent from class over the last two weeks and I’m concerned,” rather than “You keep skipping class. You’re going to fail if you don’t watch it.”

    Communicate

    Let the student talk. Your job is to listen.

    Communicate understanding by repeating back the essence of what the student told you.

    Try to include both content and feelings for example “It sounds like you haven’t made new friends since you’ve been here and are feeling lonely and worried.”

    Give Hope

    Assure the student that things can get better.

    It’s important to help them realize there are options and things won’t always seem hopeless.

    Suggest resources: family, friends, clergy or professionals on campus.

    Maintain Boundaries

    Maintain clear and consistent boundaries and expectations. You are the professor/advisor/etc., not their counselor, parent or friend.

    Refer

    Refer to other resources, such as the CARE Team or directly to the Center for Well-Being when:

    • The student asks for assistance with a problem that is outside your range of knowledge
    • You are very busy and don’t have the time to give the student the time they need
    • The problem is more serious than you feel comfortable handling
    • The support you’ve already provided doesn't seem to be enough
    • You feel overwhelmed, overly responsible for or worried about the student’s safety
    • You think your personal feelings about the student will interfere with your objectivity
    • The student admits there’s a problem but does’t want to talk about it
    • The student is disrupting others

    Talk

    Talk

    Talk to the student in private when both of you have time and are not rushed or preoccupied.

    Give the student your undivided attention. Often a few minutes of effective listening may be enough to help the student feel cared about and more confident about what to do.

    If you feel anxious, keep your door open or meet the student in a public place.

    Listen

    Listen

    Listen to the student's thoughts and feeling in a non-judgemental way.

    If you have initiated the contact, express your concerns in behavioral, non-judgmental terms. It is important for you to directly state the behaviors you are concerned about to the student. Your follow up statement should emphasize support and concern. For example “I’ve noticed you’ve been absent from class over the last two weeks and I’m concerned,” rather than “You keep skipping class. You’re going to fail if you don’t watch it.”

    Communicate

    Communicate

    Let the student talk. Your job is to listen.

    Communicate understanding by repeating back the essence of what the student told you.

    Try to include both content and feelings for example “It sounds like you haven’t made new friends since you’ve been here and are feeling lonely and worried.”

    Give Hope

    Give Hope

    Assure the student that things can get better.

    It’s important to help them realize there are options and things won’t always seem hopeless.

    Suggest resources: family, friends, clergy or professionals on campus.

    Maintain Boundaries

    Maintain Boundaries

    Maintain clear and consistent boundaries and expectations. You are the professor/advisor/etc., not their counselor, parent or friend.

    Refer

    Refer

    Refer to other resources, such as the CARE Team or directly to the Center for Well-Being when:

    • The student asks for assistance with a problem that is outside your range of knowledge
    • You are very busy and don’t have the time to give the student the time they need
    • The problem is more serious than you feel comfortable handling
    • The support you’ve already provided doesn't seem to be enough
    • You feel overwhelmed, overly responsible for or worried about the student’s safety
    • You think your personal feelings about the student will interfere with your objectivity
    • The student admits there’s a problem but does’t want to talk about it
    • The student is disrupting others