Assisting Students in Distress

Treatment Resources

Support Resources

Important Numbers To Have

Ohio University's Guide to Assist Students in Distress [PDF]

Examples of Disruptive Behavior

• Disruptive or dangerous
• Verbal or physical threats
• Active threats of suicide or homicide and resisting help
• Yelling or screaming
• Persistent and unreasonable demands for time and attention
• Words or actions that have the effect of intimidating or harassing another
• Words or actions that cause another to fear for their personal safety
• Threats of physical assault

Disruptive behavior should be documented. Write a factual, detailed account of what occurred. Use concrete terms. Share the documentation appropriately with the Office of the Dean of Students and your immediate supervisor or department head.

The Dos

• Listen through the anger. Use active listening.
• Acknowledge the feelings of the individual.
• Allow the person to vent and tell you what is upsetting them.
• Set limits. Explain clearly and directly what behaviors are acceptable “I will be willing to speak with you as soon as you lower your voice.”
• Be firm, steady, consistent, and honest.
• Focus on what you can do to help resolve the situation.
• Make personal referrals. Give the name of an individual when possible, and call ahead to brief the person.
• Report to Ohio University Police or the Office of the Dean of Students as appropriate.

The Don'ts

• Don’t interrupt, particularly during the first 20 to 30 seconds of peak anger.
• Don’t minimize the situation.
• Don’t get into an argument or shouting match.
• Don’t blame, ridicule, or use sarcasm.
• Don’t touch.
• Don’t ignore disruptive behavior. 

Examples of Distressed Behavior

• Troubled or confused
• Very sad, anxious, or irritable
• Lacks motivation
• Bizarre behavior
• Lacks concentration

Possible Signs of Distress

• Marked change in academic performance or behavior
• Excessive absence or tardiness
• Trouble eating and/or sleeping
• Disruptive behavior
• Disproportionate emotional response to the situation
• Depressed or lethargic mood
• Agitated or very rapid speech
• Marked change in personal hygiene
• Excessive confusion
• Dramatic weight loss or gain
• Dependency (individual hangs around or makes excessive appointments to see you)  
• Strange or bizarre behavior indicating loss of contact with reality
• Feelings of helplessness or hopelessness
• Verbal or written references to suicide
• Verbal or written references to homicide or assaultive behavior
• Isolation from friends, family, or classmates
• Gives away prized possessions

As a staff or faculty member, you are in a good position to identify someone who may be emotionally distressed. You may be able to be a resource in times of trouble. Your expression of interest and concern may be critical factors in helping the student. You should also be able to alert the university so that an appropriate intervention can be made.

The Dos

• Speak with the student privately.
• Let them know you are concerned about their welfare.
• Express your concern in behavioral, non-judgmental terms.
• Tell them you are willing to help.
• Listen carefully to what they are troubled about.
• Help them explore options.
• Suggest resources.
• Make referrals to the appropriate campus department.
• Point out that help is available and seeking such help is a sign of strength and courage, rather than weakness or failure.

The Don'ts

• Don't promise confidentiality.
• Don't judge or criticize.
• Don’t ignore the unusual behavior.
• Don't make the problem your own.
• Don't involve yourself beyond the limits of your time or skill.