RED FOLDER

RECOGNIZE

RESPOND

REFER

Responding to Students in Distress

RESPONSE PROTOCOL

Follow the chart below to best determine who to contact when faced with a distressed or disruptive student.


Is the student a danger to self or others, or does the student need immediate assistance for any reason?

Yes

The student’s conduct is clearly and imminently reckless, disorderly, dangerous or threatening, including self harm or medical emergency.
More Info

Call 9-1-1 Or Public Safety (215.951.1300)

After speaking with the police or Public Safety, file a Standard Incident Report.

Not Sure

The student shows signs of distress, but I am unsure how serious it is. My interaction has left me feeling uneasy and/or concerned.
More Info

During Business Hours
Call the Students of Concern Case Manager (215.951.1048) Or file a Students of Concern Report.

After Hours and Holidays
Call the Student Counseling Center for 24/7 counseling assistance at (215.951.1355).

No

I’m not concerned for the student’s immediate safety, but s/he is having personal or academic issues and could use more support/resources.
More Info

Call the Students of Concern Case Manager (215.951.1048), file a Students of Concern Report, or refer the student to an appropriate campus resource.

LEVELS OF DISTRESS

Level One
These behaviors usually indicate that the student is in crisis and needs emergency care immediately.

 

Level Two
These behaviors may indicate significant emotional distress, reluctance, or an inability to acknowledge a need for personal help.

  • Repeated request for special consideration
  • New or regularly occurring behavior which pushes the limit and may interfere with class management
  • Unusual or exaggerated emotional response (Mental and Emotional Health Issues)
    • Marked change in mood, motor activity, or speech
    • Marked change in social interactions
    • Erratic or irresponsible behaviors
    • Marked change in physical appearance
    • Signs of Depression
    • Anxiety Disorders

 

Level Three
Although the student is not disruptive to others in class, behavior may indicate that something is wrong and that help may be needed.

Academic issues

  • Declining grades
  • Unaccountable change from good to poor performance
  • Change from frequent attendance to excessive absences
  • Change in pattern of interaction

Mental Health Issues

  • Marked change in mood, motor activity, or speech
  • Marked change in social interactions
  • Erratic or irresponsible behaviors
  • Marked change in physical appearance
  • Signs of Depression
  • Anxiety Disorders

HELPING STUDENTS IN DISTRESS

OVERVIEW OF RECOGNIZE, RESPOND, REFER

A student’s behavior, especially if it changes over time, may be an indicator of distress or a “cry for help.” You may be the first person to recognize signs of distress in a student. If you recognize distress, learn how to properly respond and refer the person to the appropriate sources for help. Trust your instinct if a student leaves you feeling worried, alarmed, or threatened.

RECOGNIZE
La Salle faculty and staff are in a unique position to demonstrate compassion for students in distress. Both undergraduate and graduate students may feel alone, isolated, and even hopeless when faced with academic and life challenges. These feelings can easily disrupt academic performance and may lead to difficulties coping and other serious consequences. You may be the first person to SEE SOMETHING distressing in your students since you have frequent and prolonged contact with them.  Explorers We Care requests that you act with compassion when assisting students.

RESPOND
Students exhibiting troubling behaviors in your presence are likely having difficulties in various settings including the classroom, with roommates, with family, and even in social settings. Trust your instincts and SAY SOMETHING if a student leaves you feeling worried, alarmed, or threatened! It’s important that La Salle faculty and staff know how to adequately and effectively respond to a student in distress.

REFER
Sometimes students cannot or will not turn to family or friends, so DO SOMETHING! Your expression of concern may be a critical factor in saving a student’s academic career or even their life. The purpose is to help you recognize symptoms of student distress and identify appropriate referrals to campus resources.

Making a Referral
  • Be frank with the student about the limits of your time, ability, expertise, and/or objectivity. AS FACULTY AND STAFF, YOU ARE NOT EXPECTED TO PROVIDE COUNSELING.
  • Let the student know that you think he/she should get assistance from another source.
  • Assure them that many students seek help over the course of their college career.
  • Assist the student in choosing the best resource.
  • Try to help the student know what to expect if he/she follows through on the referral.

DISTRESS CATEGORIES

MEDICAL ISSUES

RECOGNIZE
  • Unresponsiveness, sudden change in behavior, or inappropriate response
  • Shortness of breath or chest pain
  • Bleeding or severe swelling
  • Sudden onset pain
  • Seizures
  • Vomiting
  • Obvious physical injury

RESPOND

  • Do not move an injured person (unless in immediate danger)
  • Immediately call for help
  • Check for medical alert information
  • Reassure and attempt to calm the injured/ill party
  • Stay with person until help arrives
  • If person is vomiting or having a seizure, place the person on their side to help keep airways clear

REFER

  • Urgent Response: Public Safety (215.951.1300)
  • Call 9-1-1
  • Student Health Center (215.951.1565)

Report

 

MISCONDUCT/SAFETY ISSUES

RECOGNIZE
Harassment

  • Unwanted personal contact, phone calls, text messages, or any type of communication continued after the person has requested it to stop.

Disorderly Conduct

  • Inappropriate outbursts or persistent interruptions
  • Any behavior inappropriate for the classroom

Disruptive or Threatening Conduct

  • Throwing items in anger
  • Bullying; making threats
  • Refusing to leave the classroom
  • Refusing others the option to leave
  • Brandishing a weapon

RESPOND
Ensure your safety in the environment

  • Use a calm, non-confrontational approach
  • Ask the student to meet with you outside the classroom
  • Explain the impact of the behavior on the class
  • Express your concern for the student
  • Help student explore options and alternatives and outline your expectations
  • Threatening behaviors (such as brandishing a weapon) require immediate call to Public Safety

REFER

  • Consult with Residence Life, Department Chair, or Dean
  • Urgent Response, including threatening behaviors:  Public Safety (215.951.1300)

Report

 

CRIME VICTIMIZATION

RECOGNIZE

  • Crying and/or leaving the classroom when sexual violence, domestic violence, stalking, or child abuse is the topic
  • Visible bruises on face, throat, arms, and legs
  • Appearing to be afraid of another student in the same class
  • Sudden changes in academic performance
  • Sudden changes in demeanor (for example, a formerly assertive student becomes withdrawn, or formerly easy going student appears angry all the time)

RESPOND

  • Listen sensitively and carefully and believe what the student tells you
  • Do not minimize what happened
  • Do not blame the student
  • Help them to resources
  • Encourage the student to report the crime

REFER

  • Urgent Response: Public Safety (215.951.1300)
  • Title IX Advocate/Educator (215.951.1387)

 

ACADEMIC ISSUES

RECOGNIZE

  • Declining grades and/or quality of work
  • Unaccountable change from good to poor performance
  • Change from frequent attendance to excessive absences
  • Change in pattern of interaction
  • Reference to suicide or hopelessness in conversations and writing. Some of the Warning Signs of Suicide
  • Consistently comes to office hours to talk about personal problems
  • Disturbing content in paper/email

RESPOND

  • Ask the student to meet with you outside the classroom
  • Express your concern for the student
  • Ask about the student’s preparation and time management skills. Suggest useful study strategies and exam preparation techniques
  • Go over homework, quizzes, and exams with the student so that the student understands his/her performance and what caused the errors
  • Recommend tutoring if the student does not understand the course material

REFER

 

MENTAL AND EMOTIONAL HEALTH ISSUES

RECOGNIZE
Self Destructive Behavior

  • Suicidal or self-destructive ideation
  • A conversation or written communication that includes the how, when, and where of a suicide plan (this warrants an IMMEDIATE referral to the Counseling Center)
  • Self destructive behaviors (repeatedly missing assignments, frequent absences, taking excessive risks, alienating others, loss of future/career focus, long term depression)

Marked Change in Social Interactions

  • Withdrawing socially
  • Having continual friction with fellow students
  • Declining interest in extracurricular activities
  • Exhibiting behaviors indicating confusion and distress

Erratic or Irresponsible Behavior

  • Dramatic drop in grades or sudden change in academic performance
  • repeated absences from class
  • procrastination, lying, cheating, defiance of authority, fits of anger, fights, rule breaking

Marked Change in Appearance

  • Dramatic change in weight (loss or gain)
  • Poor personal hygiene

Signs of Depression

  • Expressions of self reproach
  • Low energy level
  • Tearfulness
  • Insomnia
  • Poor appetite
  • Fatigue
  • Decreased attention and ability to concentrate
  • Restriction in involvement of pleasurable activities

Anxiety Disorders

  • Irrational or excessive fear or worry
  • Panic attacks
  • Phobias
  • Obsessive compulsive behaviors

RESPOND

  • Safety First: threatening behaviors require immediate action
  •  Trust your instincts
  • Listen sensitively and carefully
  • Don’t be afraid to ask students directly if they are under the influence of drugs, alcohol, feeling confused, or are having thoughts of harming themselves or others
  • Support and use a non-confrontational approach, a calm voice, and words that highlight your desire to help
  •  Report serious or persistent troubling behaviors to appropriate campus departments or offices that have the necessary expertise and personnel to help

REFER
Support and Referral

THE DO’S AND DON’TS IN RESPONDING TO A STUDENT IN DISTRESS

  • DO show that you take the student’s feeling seriously.
  • DO let the student know that you want to help.
  • DO listen attentively and empathize.
  • Do reassure that with help he/she will recover.
  • DO stay close until help is available or risk has passed.
  • DON’T try to shock or challenge the student.
  • DON’T analyze the student’s motives
  • DON’T become argumentative.
  • DON’T react with shock or disdain at the student’s thoughts or feelings.

If you have additional questions about responding to a student in distress, contact the Student Counseling Center (link) who can help with the following:

  • Consultation regarding your concerns and how to proceed
  • Assessing the seriousness of the situation
  • Suggesting potential resources
  • Finding the best ways to make a referral
  • Clarifying your own feelings about the student and the situation

WARNING SIGNS OF SUICIDE

If someone you know is showing one or more of the following behaviors, he or she may be thinking about suicide. Don’t ignore these warning signs. Get help immediately.

  • Talking about wanting to die or to kill oneself
  • Looking for a way to kill oneself
  • Talking about feeling hopeless or having no reason to live
  • Talking about feeling trapped or in unbearable pain
  • Talking about being a burden to others
  • Increasing the use of alcohol or drugs
  • Acting anxious or agitated; behaving recklessly
  • Sleeping too little or too much
  • Withdrawing or feeling isolated
  • Showing rage or talking about seeking revenge
  • Displaying extreme mood swings

QPR SUICIDE PREVENTION: QUESTION, PERSUADE, AND REFER

QPR is an approach to confronting someone about their possible thoughts of suicide. It is not intended to be a form of counseling or treatment, instead it is a means to offer hope through positive action. Faculty and staff will have the opportunity to be trained on QPR. Similar to Recognize, Respond, and Refer, faculty and staff will: 1) learn how to RECOGNIZE the signs and ASK the right questions about a student’s thoughts and feelings about suicide; 2) learn how to RESPOND appropriately and PERSUADE the student to get help; and 3) REFER the student to on and off-campus resources that can support them.
If you suspect that a student is experiencing suicidal ideations, remember to……….

  • Reach out. Asking the suicide question DOES NOT increase the risk
  • Listen. Talking things out can save a life
  • Don't try to do everything yourself
  • Don't promise secrecy and don't worry about being disloyal
  • Refer to help by contacting the following:
    •  Call Public Safety (215.951.1300)
    • Call Student Health Center (215-951-1565) or Student Counseling Center (215.951.1355)
    • National Suicide Prevention Lifeline (1.800.273.TALK [8255])

STUDENTS OF CONCERN

Students of Concern was created to work with members of the La Salle community who are concerned about a student who may be a threat to themselves and others. The team provides action and support to address the needs of students who are distressed while assuring a safe and secure campus for the entire La Salle community.

MEMBERS

Academic Support Programs and Services

School of Arts and Sciences
Location: Holroyd Hall
Phone: 215.951.1042

School of Business
Location: Founders Hall
Phone: 215.951.1104

School of Nursing and Health Sciences
Location: St. Benilde Tower
Phone: 215.951.1646

Sexual Misconduct
Phone: 215.951.1357

Student Counseling Center
Phone: 215.951.1355

Student Health Center
Phone: 215.951.1565

Substance Abuse and Violence Education (SAVE) Center
Phone: 215.951.1357

Student of Concern Case Manager
Phone: 215.951.1048

Public Safety
Phone: 215.951.1300 or 215.951.2111

Student Conduct

Residence Life & Community Development
Phone: 215.951.1370        
Living on Campus
Living Off Campus and Commuters

University Ministry, Services, and Support
Phone: 215.951.1048

ABOUT

GARRETT L. SMITH CAMPUS SUICIDE PREVENTION GRANT

Suicide is the 2nd leading cause of death among college students, with approximately 1,100 suicides occurring at colleges every year in the United States. In addition, many students experience some form of psychological distress such as anxiety, depression, and panic disorders. To address this issue, La Salle University was awarded the Garrett Lee Smith Suicide Prevention Grant funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) to develop comprehensive, collaborative, and well coordinated suicide prevention and mental health services.

The primary purpose of the La Salle University Garrett Lee Smith Suicide Prevention Project is to reduce the potential for deaths of students due to suicide or alcohol/drug overdose by: 1) increasing outreach to our most vulnerable students; 2) enhancing mental health services and resources for all college students including those at risk for school failure; 3) establishing a critical mass of trained gate keepers; 4) promoting help seeking behaviors by students in need; and 5) improving the identification and treatment of at risk college students.

Innovative strategies to support mental health include the following:

QPR Training is an emergency health intervention for suicidal persons. The intent to help faculty and staff identify students who are experiencing suicidal ideations and psychological distress and direct them to proper care.

ProtoCall is a 24 hour, 7 days a week telephonic behavioral health service. Masters level clinical professionals respond to callers to provide immediate support, crisis intervention and stabilization. The service supports care coordination and risk management for undergraduate students. Students are referred to the Student Counseling Center and other resources on and off campus.

Kognito is an interactive role play simulation for students that builds awareness, knowledge and skills about mental health and suicide prevention and prepares them to lead real-life conversations with fellow students in distress and connect them with support.

FERPA AND CONFIDENTIALITY

The Family Rights and Privacy Act Privacy Act (FERPA) permits communication about a student of concern in connection with a health and safety emergency. Observations of a student's conduct or statements made by a student are not FERPA protected. Such information should be shared with appropriate consideration for student privacy.

Very few faculty and staff can offer confidentiality; therefore never promise confidentiality to a student. What you can promise is that information shared will be handled within a respectful and private matter.

CONTACT US

For more information about the grant, contact Serita M Reels, at sreels@lasalle.edu or Brother Robert Kinzler, at kinzler@lasalle.edu.

This website was developed [in part] under grant no. 1H79SM080077-01, from the Substance Abuse and Mental Health Services Administration, Department of Health and Human Services, Garrett Lee Smith Campus Suicide Prevention Grant.