Signs of Distress

​​​​​​Psychological Signs

• Self-disclosure of personal distress such as family problems, financial difficulties, depression, grief, or thoughts of suicide
• Excessive worry, tearfulness, panic reactions, irritability, or unusual apathy
• Unusual/disproportional emotional response to events
• Delusions and paranoia
• Verbal abuse (e.g., taunting, badgering, intimidation)
• Expressions of concern about the studen​​t by his/her peers

Academic Signs

• Sudden decline in quality of work and grades
• Repeated absences
• Continuous classroom disruptions
• Multiple requests for extensions
• Disturbing content in writing or presentations (e.g. violence, death themes)
• Overly demanding of faculty and staff time and attention
• You find yourself focusing more on personal topics, rather than academic, during office hours

Physical/Behavioral Signs

• Marked changes in physical appearance including deterioration in grooming, hygiene, or weight loss/gain
• Excessive fatigue/severe sleep disturbance
• Abandonment of previously enjoyed activities, social withdrawal
• Intoxication, hangovers, or smelling of alcohol
• Drug use or abuse
• Inappropriate or complete lack of emotion
• Disoriented or appearing “out of it”

Safety Risk Signs

• Suicidal thoughts
• Unprovoked anger or hostility
• Physical violence
• Making implied or direct threats to harm self or others
• Academic assignments dominated by themes of extreme hopelessness, rage, worthlessness, isolation, despair, acting out, suicidal ideations/violent  behaviors—a “cry for help”
• Stalking or harassing behavior
• Communicating threats via email, social media, texting, phone calls, or other correspondence

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Facts About Aggression

Facts About Anxiety

​What You Can Do

What You Should Avoid Doing

Facts about Psychotic Thinking:

What You Can Do

What You Should Avoid Doing

Facts About Depression:

• Depression is a common mental health problem that varies in severity and duration.
• In its less serious form, depression is a temporary reaction to loss, stress, or life challenges. It can be alleviated through the passage of time and/or the natural healing effects of social strategies like finding personal purpose and meaning through regular exercise, a healthy diet, hobbies, and social engagement.
• Severe or chronic depression usually requires professional help.
• Research shows that depression can be highly responsive to both therapy and medication.
• Symptoms of depression can include:
  • Feelings of emptiness, hopelessness, helplessness, and worthlessness
  • A deep sense of sadness
  • An inability to experience pleasure
  • Irregular eating and sleeping
  • Difficulties with concentration, memory, and decision-making
  • Fatigue and social withdrawal
  • Sometimes depression includes irritation, anxiety, and anger.
  • In its most serious form, depression can be accompanied by self-destructive thoughts and intentions as a way to escape from the emotional pain.

What You Can Do

• Talk to the student in private.
• Listen carefully and validate the student’s feelings and experiences.
• Be supportive and express your concern about the situation.
• Discuss clearly and concisely an action plan such as having the student immediately call for a counseling appointment.
• Refer the student to Personal Counseling 401.865.2343.
• Be willing to consider or offer flexible arrangements to alleviate the student’s stress and instill hope.
• Ask student if he/she has thoughts of suicide. If so, do not leave student alone. Walk him/her over to Personal Counseling. If it is after 4:30pm, or on the weekend, access emergency services by calling 401.865.2222.
• Call the Office of Public Safety for assistance at 401.865.2222, 24/7.​​​​​

What You Should Avoid Doing

• Downplaying the situation.
• Arguing with the student or disputing that the student is feeling depressed.
• Providing too much information for the student to process.
• Expecting the student to stop feeling depressed without intervention.
• Assuming the family knows about the student’s depression.

Facts About Eating Disorders:

• Eating disorders are not necessarily about food, but food is the substance that people with eating disorders abuse.  Eating disorders have both physical and psychological symptoms.  They are characterized by problematic attitudes and feelings about food, insecurity regarding weight and body image, a disruption in eating behaviors and weight management, and intense anxiety about body weight and size.
• Eating disorders usually refer to Anorexia Nervosa, Bulimia Nervosa and/or Binge Eating Behavior.
  • Anorexia Nervosa is characterized by restricted eating, self-starvation and excessive weight loss.
  • Bulimia Nervosa is characterized by recurrent episodes of overeating large amounts of food in a short period of time (the binge) followed by some form of purging.
  • Binge Eating Disorder is characterized by recurrent episodes of binge eating that are not followed by inappropriate compensatory behaviors (purging/use of laxatives) to prevent weight gain.

What You Can Do

• Select a time to talk to the student when you are not rushed and won’t be interrupted.
• In a direct and non-punitive manner, indicate to the student all the specific observations that have aroused your concern.
• Your responsibility is not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps the student find understanding, support, and the proper therapeutic resources.
• If the information you receive is compelling, communicate to the student your concern as well as your conviction that the matter clearly needs to be evaluated.
• Contact the Student Health Center for advice or information at 401.865.2422

What You Should Avoid Doing

• Avoid conflicts or a battle of the wills with the student.
• Avoid placing shame, blame, or guilt ​​on the student regarding her/his actions or attitudes.
• Avoid giving simple solutions. For example, “If you’d just stop, then everything would be fine!”

Facts About Students Who are Demanding to an Unreasonable Degree:

What You Can Do

What You Should Avoid Doing

​​​​​​​​​​​​​​​​Signs That a Student May Have an Alcohol Problem:

Facts About Suicide:

• Although suicide is a rare event, it is the second leading cause of death among college students.
• Suicidal states are often associated with major depression, a combination of acute anxiety and depression, post-traumatic stress disorder, and bipolar disorder.
• People who are suicidal often tell people about their thought or give clues to others about their feelings.
• Students who are at high risk usually have a specific plan, have a means that is lethal (e.g., medication, knife, gun), and tend to be or feel isolated.
• Some factors associated with suicide risk are:
  • Suicidal thoughts
  • Pessimistic view of the future
  • Intense feelings of hopelessness, especially when combined with anxiety/feelings of alienation and isolation
  • Viewing death as a means of escape from distress
  • Previous suicide attempts
  • Personal or family history of suicide attempts
  • Substance abuse​​
  • History of self-mutilation
• ​​A student who is suicidal and who confides in someone is often ambivalent about suicide and open to discussion.​​

What You Can Do

• Call 911 if the student is behaving in a way that poses an immediate danger to him/herself.
• Talk to the student in private.
• Remain calm and take the lead by asking the student directly about feelings and plans.
• Do not be afraid to ask about suicide. Asking a student if he/she is suicidal will not put the idea in his/her head if it isn’t there already.
• Take a student’s disclosure as a serious plea for help.
• Express care and concern, and assure the student that you will help him or her reach a professional.
• If the incident occurs during business hours, call or escort the student to Personal Counseling located in lower Bedford Hall next to Student Health Services.
• Call the Office of Public Safety​ at 401.865.2222 for assistance 24/7.

What You Should Avoid Doing

• Minimizing the situation. All threats must be considered potentially lethal.
• Arguing with the student about merits of living.
• Allowing friends to assume responsibility for the student without getting input from a professional.
• Assuming the family knows that the student has suicidal thoughts.