Embry-Riddle Aeronautical University
RESOURCE GUIDE
Mental Health Initiative | College of Aviation
Introduction
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What are Counseling Services
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Cultural Considerations
How Do I Promote Student Mental Health & Well- Being?
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How Do I Build a More Inclusive Classroom Community?
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How Do I Incorporate Mindfulness & Stress Reduction?
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How Do I Foster Resilience & Self-Compassion?
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How Do I Encourage a Growth Mindset?
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How Do I Identify a Student in Distress?
How Do I Make a Referral or Schedule a Consultation with Counseling Services?
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How Do You Follow Up with a Student?
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What Do I Need to Know About Confidentiality?
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What Else Should I Consider?
References
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Introduction
We hope this resource will serve as a valuable guide in the following ways: 1. Helping you create a classroom environment that is supportive of student mental health. 2. Providing you with tips on how to identify and help a student who may be struggling with their mental health. The strategies included in this guide are based on research, as well as ideas, techniques, and tips that University of Michigan faculty and students have found to be effective in supporting student mental health and well-being. However, not all strategies will be the “right fit” for everyone. Think of this resource as you would a toolkit—it provides a variety of strategies and ideas from which to pick and choose. When considering the tools you would like to try, consider your professional role, how you typically interact with students, and other factors that might influence what is most useful for you. Acknowledgements Thanks to the CAPS Student Advisory Board, a diverse group of undergraduate and graduate/professional students passionate about mental health. The CAPS SAB met over the course of an academic year and shared their student voices to provide vital content suggestions. We are grateful to the students, faculty, GSIs, and instructors who participated in focus groups and provided invaluable feedback and guidance in developing this resource. Thank you to the Michigan Community Scholars Program (MCSP) and the Center for Research on Learning and Teaching (please refer to their Occasional Paper “Supporting Students Facing Mental Health Challenges” for valuable information on proactively supporting student mental well-being: http://crlt.umich.edu/sites/default/files/resource_files /CRLT_no38.pdf). Special thanks to U-M School of Social Work alum, Carolyn Scorpio, for her time and dedication as Project Manager and to U-M Stamps School 6 of Art and Design student, Jude Boudon, for their creativity and artistic talent with the illustrations. CAPS would also like to thank the University of Texas at Austin “Wellbeing in Learning Environments” Project for providing a model for this toolkit. For this second printing (October 2019), we are also grateful for the additional support given by the Office of Diversity, Equity and Inclusion, University Health Service, the Medical School, and the Sommers Family. U-M CAPS would like to acknowledge and thank the Baldwin Foundation for their generous support for this project. We are so thankful for your support of college student mental health and your commitment to a community of caring. Without you, this Faculty Toolkit would not be possible.
Credit: University of Michigan
The origination of the idea/design of this Faculty Toolkit comes from the University of Michigan Counseling and Psychological Services. Adaptations were made with permission by the University of Michigan’s Counseling and Psychological Services. The following Introduction is present at the request of The University of Michigan Counseling and Psychological Services (CAPS) and the CAPS Student Advisory Board (CAPS SAB) to recognize and honor the work completed by these teams. Introduction The University of Michigan Counseling and Psychological Services (CAPS) and the CAPS Student Advisory Board (CAPS SAB) recognize that many of the conversations around student mental health take place outside of CAPS—between students and professors, graduate student instructors (GSIs), and lecturers. As faculty and instructors, you have an essential role in supporting student mental health on campus. A brief conversation between a student and a faculty member that encourages the student to get help can make all the difference in the world; an instructor who knows the resources on campus and shares that knowledge with a student can be the “tipping point” for that student to get the help they need; and emphasizing CAPS information on course syllabi as well as other communications with students can normalize help-seeking and help students not feel alone. These are just a few ways to help—there are countless others. How Do I Use This Toolkit? Thank you for what you do every day to support our students, and thank you for considering the resources and suggestions contained in this toolkit. This Faculty Toolkit was developed after conducting multiple focus groups and meetings with University of Michigan students, faculty, GSIs, and others, in which there was an expressed desire to provide faculty and other instructors with additional resources, creative ideas, 5 and best practices for supporting student mental health on campus.
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What are Counseling Services? Counseling Services provides free and confidential services for currently enrolled Embry- Riddle Aeronautical University students. We strive to provide the following services in an atmosphere that is welcoming, comfortable, and multi- culturally sensitive for all students: • Brief, Solution-Focused Individual Counseling • Group Counseling • Couples Counseling • Drop-in Workshops • Consultations • Urgent/Crisis Services • Case Management and Referrals • Community Engagement & Outreach
After Hours: Campus Safety: 386-226-6480 Crisis Hotline:
800-273-TALK (8255) Crisis Text Line: Text HELLO to 741-741 MySSP: Download through Google Play or Apple store.
Website: https://ernie.erau.edu/Departments/counseling center-daytona/Pages/Default.aspx Urgent/Crisis Walk-In Services: Available for students who are in crisis or have an urgent need to be seen. Hours vary depending on the semester.
Counseling Services located: Wellness Center #502
H ours of operation: Fall/Spring Hours Monday - Friday 8am-5pm Summer Hours Monday – Thursday 7am-5pm
Phone: 386-226-6035
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Cultural Considerations
Cultural differences around mental health and help-seeking behaviors may impact your interactions with students experiencing a mental health issue. Some students may not feel comfortable discussing mental health due to stigma, language, family messages or cultural barriers, or other factors, whereas other students may feel very comfortable doing so. Classroom size will also impact the ways in which faculty and other instructors are able to address student mental health concerns, as it is likely easier to build community and get to know students in small discussion sections or classes as compared to large lectures. Additionally, it is important to remember that each unit/department on campus is different, and will have a different culture, expectations of success, resources, etc. our professional. Your professional role impacts your interactions with students and your ability to address their concerns, whether you are a faculty member, lecturer, or staff person. Reflecting on your own experiences and how your background and multiple social identities affect interactions with students can be helpful. Acknowledge your role in student interactions and reflect on how it may impact your relationship with the student and your ability to help.
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How Do I Promote Student Mental Health & Well-Being?
Creating an academic environment supportive of student mental health may include open and regular conversations about mental health, reframing what success looks like, and being intentional about course design. Incorporating these practices into your teaching can help alleviate stress for students, and be particularly helpful for students experiencing mental health concerns. The instructional practices used in the classroom will vary based on a number of factors, including, but not limited to, the material and subject matter taught and the size of the classroom (i.e. discussion section or large lecture).
Illustration: Jude Boudon
Include information about student mental health resources in your syllabus. Consider adding a statement encouraging students to use available resources.
Student Mental Health and Wellbeing - Counseling Services The mission of ERAU Counseling Services is to enhance the emotional well-being of our students. The Counseling Center believes that good mental health is a key part of overall health, and good health is essential to academic success! The Counseling Center supports students' academic experience by providing brief mental health counseling and consultation services that help students identify barriers, improve coping, and achieve personal and academic goals. To access services, simply call: 386-226-6035 to set up an appointment or stop-by the Wellness Center Bldg. #502 to set up a time. 6
The following practices may be helpful to further support student mental health and well-being: • Acknowledge mental health openly throughout the semester to destigmatize it, e.g., “We are approaching midterms, which can be a stressful time. Please make sure you take care of yourself and know that we have an array of mental health services available on campus.”
• Check in during stressful times, such as midterms and finals, or during national, global, or campus events that may increase students’ stress.
• Design a flexible syllabus, e.g. allowing a certain number of absences (some colleges/programs have required hours (e.g. FAA) that must be adhered to) without an impact on participation grades, granting extensions, or providing the opportunity to drop the lowest exam grade or make corrections. Allowing for mistakes and flexibility can keep students stay motivated even if they fall behind or miss class due to health or personal issues. When you know that the student needs an absence verification, please encourage them to submit the form on the Dean of Students Office ERNIE site. • Acknowledge and celebrate multiple forms of learning by incorporating smaller discussion groups or partner sharing, including a variety of content to accommodate visual and auditory learners, allowing participation points geared toward both introverted and extroverted students, and assigning coursework that incorporates a variety of different learning styles. • Create community guidelines during the first class session, deciding as a class what an inclusive classroom means to them and establishing norms for respectful dialogue, especially around challenging subjects. • Prioritize accessibility for all students, e.g. putting captions on videos shown in class, image descriptions on presentations, setting up the classroom in an accessible way, etc. • Close each class with something positive, for example have students share something they learned or something they are interested in learning more about in the next class. 7
How Do I Build a More Inclusive Classroom Community?
Send an email or survey to students before the first day of class to get to know them. Ask about their backgrounds, interests, strengths, needs, and other topics, and try to adjust the classroom and course content accordingly. • Learn the names of students and encourage them to get to know each other by using name tags and/or an icebreaker to begin class sessions. • Incorporate “Welcoming Rituals” at the start of class, such as playing music, light check ins with students to ask how they are doing, or ask students to share something (if they choose) that happened to them that week. • Encourage social connections by visiting discussion sections and planning outside events to encourage students to make connections with each other and the instructor. • Share personal anecdotes and personal connections to course content, including areas where you’ve struggled, concepts you were surprised to learn, etc. to help students better relate to the course material and make real-world connections to the course material. • Promote small group work throughout the semester and encourage students to share contact information (if they wish) on the first day in order to build a supportive network throughout the semester. • Reduce power dynamics by sitting at the same level as your students, arranging desks or chairs in a circle (class size permitting), and/or encouraging students to lead class discussions. • Connect or refer students to Disability Student Services (DSS) as needed to ensure that you are meeting the needs of all students and providing support and accommodations. Ph: 386-226-7916 Email: dbdss@erau.edu 8
Illustration: Jude Boudon
Social support can have a direct impact on student health and well-being, with students with higher quality social support being less likely to experience mental health concerns (Hefner & Eisenberg, 2009). Social connectedness can also impact college student retention (Allen, Robbins, Casillas, & Oh, 2008), and has been shown to be positively correlated with achievement motivation (Walton, Cohen, Cwir, & Spencer, 2012). You can help your students’ mental health and well-being, as well as their academic performance, by helping to foster connection, encourage inclusivity, and build community.
How Do I Incorporate Mindfulness & Stress Reduction?
Take a “Brain Break” during class sessions and encourage students to take a break from the class content, interact with classmates, stretch or engage in movement, or practice a breathing exercise. Having a consistent break time each class session helps students be aware there is a break coming and focus more intently during class. • Provide a “Mindful Minute” at the beginning of class or before exams in which you allow students to optionally engage in deep breathing techniques or a short meditation. • Encourage quick periods of movement for students to stretch, move around, or take a brief walk outside before resuming the material. • Incorporate mindfulness activities during highly stressful times, such as before an exam or during midterms or final exams, for example with a Counseling Center mindfulness workshop, or by encouraging students to visit a museum or a quiet space outdoors. • Give students advance notice about which assignments may be more challenging or take longer to complete in order to reduce last- minute stress and help students plan ahead. • Consider granting an extension on an assignment to the entire class if one or more students have asked for one. If one student is overwhelmed and asks for an extension, it is likely that others feel the same way but might
Illustration: Jude Boudon
Mindfulness is the practice of being fully present and attentive to one’s inner thoughts and surroundings in an open, non- judgmental way (Kabat-Zinn, 2015). Mindfulness has been linked to many aspects of well-being, from improving memory and testing performance, reducing stress, and encouraging better physical health (Bonamo, Legerski, & Thomas, 2015; Kerrigan et al., 2017). Mindfulness practices 16 have also been shown to assist in the adjustment and reduction of physiological stress levels in first-year college students (Ramler, Tennison, Lynch, & Murphy, 2016) and to be associated with greater psychological health and self-compassion among college students (Bergen-Cico, Possemato, & Cheon, 2013
not feel comfortable asking for one. • Encourage student to self-care when discussing sensitive topics. It might be helpful to let students know ahead of time if you will address areas that may be challenging or traumatic. Encourage students to take classroom breaks as needed to take care of themselves.
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How Do I Foster Resilience & Self- Compassion? Talk about times you have failed, and how you worked through those failures. Help your students
see how they can use mistakes and failures as learning opportunities for growth and resilience. • Use exams and other assignments as teaching tools, rather than the “end” of learning. For example, instead of handing out grades to students, go over the exam or assignment and discuss areas of common struggle so students can learn from them. • Consider allowing students to correct mistakes and/or redo assignments or assessments to demonstrate continued learning and mastery of course content. • Model how you practice compassion for yourself and others, for example sharing the strategies you use to show compassion towards yourself and colleagues (e.g. engaging with self-kindness as opposed to self-judgment). • Share common experiences with your students, for example if a student is struggling, share about a time when you had a similar experience and learned from it. • Be flexible, taking into consideration students’ lives outside of class and academics, including their families, children, jobs and internships, health, financial situation, other classes, etc. • Share ways that you practice self-care in your daily life, and have students regularly share how they practice it as well. Encourage practices in the classroom to practice self-care, 20 including allowing students to take care of their needs during class (e.g. drinking water, going to the restroom, taking regular breaks). • Remind students that they deserve to be here at ERAU. Students may be experiencing impostor syndrome and/or selfdoubt due to pressure from classes and competitive academic programs. Hearing this from a faculty member or instructor can help students remember that they do belong and are able to succeed. 10
Illustration: Jude Boudon
Resilience is the ability to recover from stress, despite challenging life events that would otherwise overwhelm one’s coping ability (Smith et al., 2008). More resilient students tend to have better mental health, wellness, and academic outcomes (Johnson, Taasoobshirazi, Kestler, & Cordova, 2015). Self- compassion is the practice of treating yourself as 19 you would a friend, by accepting your personal shortcomings, but also holding oneself accountable to grow and learn from failure (Neff, 2003). Research suggests that individuals who practice self-compassion may be better able to consider failure as a learning opportunity (Neff, Hsieh, & Dejitterat, 2005).
How Do I Encourage a Growth Mindset?
Normalize failure by letting your students see that you make mistakes too, and modeling how they can use those mistakes to learn and grow. • Provide space for students to struggle with concepts as a class, and encourage them to work collaboratively to work through the process. • Focus more on learning and mastery of material, as opposed to competition and performance. Examples include: explaining what the grading curve means; being mindful that students’ perceptions of the curve can increase a sense of competition; consider allowing students to retake exams or parts of exams to learn from mistakes; having students take exams both individually and in groups; and giving students choices in how they demonstrate knowledge/mastery of content. • Consider building in multiple ways for students to demonstrate that they have learned the course content. Examples include assigning a variety of assignment types— exams, papers, presentations, videos, etc.; allowing students to choose how they demonstrate their learning within individual assignments (e.g. multimedia/video, writing a paper, giving a presentation); allowing students to choose whether they work on assignments individually, in groups, or with partners.
Illustration: Jude Boudon
A “growth mindset” is the belief that talent and intellectual ability can be developed through working hard, trying new strategies, and receiving input from others—rather than being inherent characteristics (Dweck, 2016). Individuals with a growth mindset tend to achieve more than those with a “fixed mindset,” as they typically put more energy into learning (Dweck, 2016). Having a growth mindset has been shown to be positively correlated with student achievement scores (Bostwick, Collie, Martin, & Durksen, 2017) and their ability to bounce back after academic setbacks (Aditomo, 2015).
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How Do I Identify a Student in Distress?
their level of distress, the nature of your relationship, t the type of setting you are in, and your comfort level. How you go about helping a student will depend on several factors:
The following includes the continuum of distress, warning signs, and suggestions on how to help. The Dean of Students Office has provided this Refer an Eagle guide to all faculty. While similar, there are a few differences in terminology that can provide another perspective. When you feel there is a concern for a student in any area of their health, mental well-being, and life and/or may need referral to resources, please submit the Student of Concern Form - https://cm.maxient.com/reportingform.php?EmbryRiddleDaytona&lay out_id=2.
This initiates actions from key staff to address the student situation. The form is monitored 24-7, although not meant for use during emergencies.
Guidelines for talking with a student with any level of distress:
Accept and respect what is said. Try to focus on an aspect of the problem that is manageable. Avoid easy answers such as "Everything will be alright." Help identify resources needed to improve things. Help the student recall constructive methods used in the past to cope; get the person to agree to do something constructive to change things. Trust your insight and reactions. Let others know your concerns. Attempt to address the student's needs and seek appropriate resources. Do not promise secrecy or offer confidentiality. Encourage the student to seek help. Respect the student's value system, even if you don't agree.
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Severe Distress Students may exhibit behaviors that signify an obvious crisis and that necessitate emergency care. Examples include: • Highly disruptive behavior (e.g. hostility, aggression, violence, etc.). • Inability to communicate clearly (garbled, slurred speech; unconnected, disjointed, or rambling thoughts). • Loss of contact with reality (seeing or hearing things which others cannot see or hear; beliefs or actions greatly at odds with reality or probability). • Stalking behaviors. • Inappropriate communications (including threatening letters, e-mail messages, harassment). • Overtly suicidal thoughts (including referring to suicide as a current option or in a written assignment). • Threatens to harm others. How to help students in severe distress: • Remain calm and know whom to call for help, if necessary. Find someone to stay with the student while calls to the appropriate resources are made. See referral information in next section. • Remember that it is NOT your responsibility to provide the professional help needed for a severely troubled/disruptive student. You need only to make the necessary call and request assistance. • When a student expresses a direct threat to themselves or others, or acts in a bizarre, highly irrational or disruptive way, call 911 or Campus Safety: (386) 226-7233 (SAFE) Follow up with the Dean of Students Office to share what happened: 386- 226-6326. If you are worried about a student's safety: • When called for, let the person know you are worried about their safety and describe the behavior or situation that is worrisome to you. • If you are concerned the student may be feeling hopeless and thinking about ending their life, ask if they are contemplating suicide. It is important to remember that talking about suicide should be taken seriously and not ignored. • Offer yourself as a caring person until professional assistance has been obtained. • After the student leaves your office, make some notes documenting your interactions. • Consult with others on your experience. 13
Warning signs for when to refer a student for further assistance:
Manifests a change in personality (goes from being actively involved to quiet and withdrawn, or goes from being quiet to agitated or demanding). Begins to display aggressive or abusive behavior to self or others; exhibits excessive risk-taking. Shows signs of memory loss. Shows loose or incoherent thought patterns, has difficulty focusing thoughts, or displays nonsensical conversation patterns. Exhibits behaviors or emotions that is inappropriate to the situation. Displays extreme suspiciousness or irrational fears of persecution; withdraws, does not allow others to be close; believes they are being watched, followed, etc. Exhibits signs of hyperactivity (unable to sit still, difficulty maintaining focus, gives the impression of going "too fast," appears agitated). Shows signs of depression (no visible emotions or feelings, appears lethargic, weight loss, looks exhausted and complains of sleeping poorly, displays feelings of worthlessness or self-hatred, or is apathetic about previous interests). Talks about unusual patterns of eating, not eating, or excessive eating. Shows signs of injury to self, cuts, bruises, or sprains. Experiences deteriorating academic performance (extended absences from class, incapacitating test anxiety, sporadic class attendance). Begins or increases alcohol or other drug use. Makes statements regarding suicide, homicide, feelings of hopelessness, or helplessness.
If you are worried about a student's safety:
When called for, let the person know you are worried about their safety and describe the behavior or situation that is worrisome to you. If you are concerned the student may be feeling hopeless and thinking about ending their life, ask if they are contemplating suicide. It is important to remember that talking about suicide should be taken seriously and not ignored. Offer yourself as a caring person until professional assistance has been obtained. After the student leaves your office, make some notes documenting your interactions. Consult with others on your experience.
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How Do I Make a Referral or Schedule a Consultation with Counseling Services? Are You Concerned about a Student? Often, you will be one of the first to find out that a student is having personal problems that are interfering with their academic success or daily life. The student may come to you for academic advising, visit during office hours, send you an email, and share personal concerns with you. How Do You Refer a Student to Counseling Services? While many students seek help on their own, your exposure to students increases the likelihood you will identify signs or behaviors of distress in a student, or that a student will ask you for help. If this occurs, you can make a referral to Counseling Services or other resources using the following tips: Actively listen and validate your student's experiences. In addition to Counseling Services, know about other campus resources and encourage your student to seek them out (e.g., Dean of Students Office, Health Services, and Disability Student Services). Encourage a recommendation to Counseling Services if they are experiencing mental health distress, and reassure them that it is an act of strength to seek help. Remind them that campus counseling resources are free and confidential. Mental health stigma can be a factor and your student may be ambivalent about seeking help. Exploring the Counseling Services website together can be helpful. Sometimes students need extra support in making the next step. Ask your student if it would be helpful to walk with them to Counseling Services to make an appointment.
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Please note: We are unable to call students who are not actively seeking ongoing services with us. Per our code of ethics, this is considered solicitation and is not allowed. Students interested in services must reach out on their own. If a student appears reluctant or unwilling to, you can always make a Student of Concern report with the Dean of Students office. The Dean’s Office are able to reach out to students and check in regarding needs and support. https://cm.maxient.com/reportingform.php?EmbryRiddleDaytona&lay out_id=2 What to Expect After Your Student Arrives at Counseling Services. A front desk receptionist will greet them. Students will be asked to fill out brief computer paperwork and will be scheduled for the first available Initial Assessment. If the student is in crisis and needs to see someone on the same day, efforts will be made to get them scheduled that day. What Happens at an Initial Assessment? The clinician will learn more about what concerns the student has and will work together to determine best next steps (e.g., brief, solution focused individual, group therapy, workshop or a referral to a resource on campus or in the community). How Do I Make a Referral or Schedule a Consultation with Counseling Services? It is important for members of the campus community to understand that the meetings conducted with students at Counseling Services are confidential. Information or content of those sessions cannot be released or discussed without the student’s written permission. The staff adheres very strictly to ethical and legal parameters of confidentiality. Read more about student confidentiality in the next section. 16
How Do You Follow Up with a Student? Depending on your role and the nature of your relationship with your student, it can be helpful to check in with them after making a referral to Counseling Services. Check in with your student to find out how they are doing through a follow up email, or by speaking with them after class. Be supportive and compassionate while remembering to maintain healthy boundaries with your student. If your student decided not to pursue help at this time, remind them that there are resources available to them in the future and encourage them to seek them out.
Depending on your role, you may want to consider flexible arrangements that may be supportive to your student (e.g. extensions on assignments or exams).
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What Do I Need to Know About Confidentiality? As someone who cares about students and their well-being, it is completely understandable that you may want to know specifics regarding the services that a student might be participating in at Counseling Services. However, as mental health-care providers, Counseling Services is legally and ethically required to uphold standards of confidentiality and the laws regarding privileged communications. Treating information confidentially means that Counseling Services cannot release any protected and privileged information to professors, advisers, parents, or concerned friends without the student’s consent. Confidentiality also prohibits the Counseling Services staff from confirming that a student has made an appointment or attended sessions at Counseling Services without the student’s explicit permission. Our staff recognizes that this may be difficult for those concerned about a student; however, our duty is first and foremost to our student clients, and we must maintain confidentiality consistent with our professional guidelines and mental health laws. The practices and operations regarding confidentiality utilized by Counseling Services staff are informed and guided by law (the Florida Mental Health Code), and by our ethical standards within mental health, marriage and family counseling as well as social work (via our accrediting bodies).
Without confidentiality, the therapeutic process has little chance of being effective.
There are narrow exceptions to when confidentiality must be “broken” including when we consider the student-client to be a threat to self or others; in order to protect children or minors from current potential abuse; or if court ordered by a judge in a current proceeding. 18
What Do I Need to Know About Confidentiality? • Check in with the student. If you have concerns about a student’s health, well-being, and/or participation in therapy, one of the ways to communicate your concern is to follow up with them. Most students consider this helpful, supportive, and caring. A simple “check in” (e.g., how is it going, did you ever have a chance to connect with someone at Counseling Services?”) can be very supportive. • Reach out to other campus resources, such as connecting with Dean of Students staff, to express your concerns about a student. They may not be able to provide details but can listen to you and support the. What Else Should I Consider? Understanding a student’s background (e.g., culture, family, academic track, multiple social identities) and developmental stage in their academic career can help bolster awareness of what students may be experiencing in the classroom, increase empathy, and help build community. Students’ comfort level in terms of disclosing may vary, which may impact their access to resources. As some students may be more or less comfortable sharing, let them know that you are supportive of them getting the help they need. While each student is unique, below are some examples of what students may be experiencing. (Continued)
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What Else Should I Consider?
(Continued)
First-Year Student: New geographic location, roommate relationships, transition to college, navigating independence, living on their own for the first time. Graduate/Professional Student: Additional responsibilities, autonomy, financial considerations, impostor syndrome, isolation, parenting and caregiving. Non-Traditional Student: Readjustment to academic setting, finances, worry about succeeding, developing an ERAU community. Transfer Student: Adjusting to rigor of ERAU, transition to a new setting, building community, feelings of belonging. Student Veteran/Military-Connected: Adjustment to civilian life, experiences of trauma, stigma around help-seeking. Athletics, ROTC, Flight: Experience additional external pressures that other students may not have to contend with. First-Generation Student: Culture shock, possible lack of support or understanding from family, pressure to succeed. International Student: Cost of tuition, uncertainty around jobs and visa situation, culture shock, language barriers, homesickness, challenges or inability to return home for the holidays. Low SES Student: Lack of fallback option or safety net, financial considerations, guilt associated with attending school, travel costs during breaks/holidays. Students of Color: Lack of representation and diversity on campus. Feeling like the “only one” in the classroom which may increase pressure to represent an entire group and be the group’s spokesperson. Impact of micro-aggressions and macro- aggressions. Students with Diverse Religious/Spiritual Beliefs: Navigating the academic calendar with religious holidays, lack of representation, micro-aggressions and macro-
aggressions, not knowing if there are safe spaces to practice/express beliefs. Gender Non-Conforming, Non-Binary, Trans Students : Navigating use of pronouns and names, self-expression, establishing community and support, micro-aggressions and macro-aggressions. Students with Diverse Sexual Orientations: Development of identity while navigating academic and life demands, self expression, establishing community and support, microaggressions and macro-aggressions. Undocumented Students: Stress over immigration status and impact of political events and decisions. Students with Visible and Invisible Disabilities: Navigating campus and classroom environments that may not accommodate neurodiversity (e.g., ADHD, autism spectrum, learning disabilities, etc.); sensory, psychological and emotional challenges; physical disabilities; chronic health conditions.
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