Faculty and Staff Assistance Program

Faculty and Staff Referral Guide

The purpose of this guide is to provide information to help in identifying symptoms for student distress and how to refer them for assistance.

It is not uncommon for university students to experience issues and problems during their academic careers. This stems from academic, social, family, financial and career pressures. While most students are able to make a successful transition into the university, others find it overwhelming to balance the demands they encounter. This, in turn, can interfere with academic success as well as result in loneliness, a feeling of helplessness and an increase in harmful behaviors such as substance abuse, eating concerns, and attempted suicides. Faculty and staff are often the first to recognize students who are in trouble. By communicating a sense of concern to students whom you recognize as having difficulty, you may be able to play a significant role in helping that student avert further problems and continue on a successful academic and personal path. While many of the problems experienced by college students are developmental in nature, it is important to remember that many of the major mental illnesses often initially manifest themselves when individuals are in their 20's.

When A Student May Need Referral

A student referral for assistance should be considered when the student's problems and concerns are beyond what you believe are your own experience and expertise – or when you become uncomfortable helping a student resolve an issue. It is prudent to look for a cluster of signs or signals that appear within a similar time frame. The following more easily recognizable indicators that a student may be experiencing more stress than they can cope with include:

1. A Stated Need for Help. A stated desire for assistance is an indication that the student may be aware her/his concerns are interfering with academics or personal life and that he/she may be ready to accept help.
2. Changes in Mood, Appearance or Behavior. When a student's mood, behavior and appearance have changed or is inconsistent with your previous observations, this may be an indicator the student is having problems. Such things as withdrawal, sudden crying, unexplained anger or unusual irritability may be symptoms of a larger problem.
3. Declining Academics. When a student's academic performance declines to a significant degree s/he may be experiencing debilitating stress in other areas of his/her life. Failures to complete assignments, unexpected poor performance on exams or an inability to concentrate are all signs of possible problems.
4. Reference to Suicide. If a student alludes to details of where, when, how s/he may be thinking of suicide, immediate referral is necessary. Regardless of the circumstances, any reference to suicide should be taken seriously. Do not conclude that reference to suicide is a ‘bid for attention' but rather interpret it as a ‘cry for help' and always refer the student to mental health services or consult with a professional counselor/psychologist about the seriousness of the suicidal thought.
5. Career Problems. It is not unusual for college students to experience times of career choice indecision such as dissatisfaction with a major and confusion with respect to interests, abilities, values, etc…. When the indecision persists, it can interfere with academic and personal functioning.
6. Drug and Alcohol Use/Abuse. Excessive drinking, drug use or drug dependence are almost always indicative of underlying psychological problems. When a student comes to class smelling of alcohol, drunk or ‘high', it is a sign of serious use or abuse. Often, students will use alcohol or drugs to cope with excessive stress – and discover that the substance use becomes a problem in itself causing further decline in academic performance and social functioning. Do not underestimate suspected signs of alcohol or drug use since addiction is a problem for the student population.
7. Identity and Acculturation Concerns. Students making the transition into the University environment may begin to experience concerns related to an acceptance, understanding and gaining insight into the various dimensions of their own identity. Specifically concerns related to racial and ethnic identity and affectional preferences often arise.
8. Marked Changes in Personal Relationships. Students are often under extreme stress when they experience a marked change in their personal lives. The death of a family member or close friend, the termination of an important relationship, divorce, changes in family responsibilities all have the capacity to overwhelm the individual and affect the ability to cope.

Making the Referral

When you have determined that a student might benefit from a referral to one of the agencies listed later, it is important to consider the following:

1. Introduce the possibility of a referral by summarizing your observations of the student's behavior or emotional responses –– along with an expression of concern. Explain what you see would be the benefits derived from the referral.  Behavior that may be strange or inappropriate should not be ignored but commented on. Be honest and direct.
2. Talk with the student in a private setting – this will help ensure acceptance of the referral.
3. Ask if the student is talking with anyone – friends, family, and/or a professional about the problem. There is a tendency for students to not disclose concerns or problems they have, creating an even more difficult situation.
4.  Listen to the student in an interested, non-judgmental way as s/he talks about the concerns.
5. Do not discuss your concerns with other students.
6. Help the student determine what agency might be most appropriate for an initial referral.
7. Offer to let the student call from your office to make an appointment.
8. Offer to accompany the student to the agency and provide any information that may be helpful.

Some students may be ambivalent about accepting the referral. Coercing a student to seek help is not likely to have positive results. In most instances, unless there is immediate concern for the student's welfare or welfare of others, it is best to try to maintain a relationship with the student, allowing you to address your concern for her/him at a later date.

Consultation Services

The Faculty and Staff Assistance Program (located in Rooms 220-223 of Willard Hall; Telephone Number 303-492-3020), provides consultation services to faculty and staff on the Boulder campus. We would be happy to answer any questions you may have about a student and referral options. Feel free to call and discuss your concerns regarding a student and if necessary, ways to effect a referral.

Campus Referral Resources

The campus referral resources listed below are not exhaustive but represent offices on campus that have a primary responsibility for providing services to students.

• Campus Mental Health Services
  • Counseling and Psychological Services, A multicultural Center (free and confidential psychological counseling) – (303)-492-6766
  • Wardenburg Psychological Health and Psychiatry, (303)-492-5654
  • Raimy Clinic, (303)-492-5177
  • Center for Multicultural Affairs, (303)-492-5667
  • Office of Victim Assistance, (303)-492-8858

• CU Police Department, (303)-492-6666
• Academic Advising, College of Arts and Sciences, (303)-492-5558
• Career Services, (303)-492-6541