Faculty/Staff Resources

Are you a faculty or staff member who is concerned about the emotional wellbeing of a student? Resources exist across campus to support the student, and also to support you in responding effectively. While you are encouraged to stay within your assigned campus role, here are some guidelines when encountering emotional concerns during a student interaction. (Click here for a condensed, printable version of these "Levels of Response" guidelines) You are always welcome to contact the Center for Counseling and Wellness for consultation regarding a student situation.

Responding to emotional distress

If you see something, say something! Remain calm, and tune your response to the level of the distress displayed by a student.

• Level 1: A student with uncomfortable emotions

  Overview: All people experience emotions, many of them uncomfortable. Students are expected to go through periods of sadness, anxiety and irritability. These feelings can be particularly prominent during times of transition or stress, of which there are many during the university experience. Difficult family or friend group issues can add to the natural challenges of emerging adulthood for some students.

  What to do: The most important response to students in emotional distress is active, reflective listening. Provide mirroring responses, empathize with the students’ emotions, and verbalize encouragement.

  A crucial source of support for students on campus is peer support. Encourage the student to connect with other students in healthy ways. Examples of peer support options include connection with Residence Life staff and activities, participation in student organizations, participation with the group fitness program on campus, and engagement with Center for Intercultural Student Development groups and peer mentoring. In addition, the Calvin Unmasked app provides students with 24/7 access to anonymous peer support from other Calvin students (including trained student moderators of the app).

  Directing students to other staff support through the Student Life division can also be very helpful for students who are feeling overwhelmed. The Center for Counseling and Wellness has a wealth of resources (both online and in person) for students who are seeking to build emotional resilience. Examples of other available supports on campus include:

  • Residence Life/Dean of Students—assist in connecting effectively with campus life
  • Campus Ministries—provide spiritual counseling and facilitate spiritual growth
  • Health Services—assess and treat physical concerns
  • Career Center—provide vocational counseling and guidance
  • Mentoring program—match students with a caring adult who can inspire and support
  • Center for Intercultural Student Development—create intercultural opportunities for student support
  • Center for Student Success—provide academic coaching, tutoring and disability accomodations
  • Rhetoric Center—coach students in strengthening writing skills

  Whenever you've connected with a student about emotional matters, it’s always good to check in again at a later point. This lets the student know that you care and that they are not alone in their struggles.

• Level 2: A student with intensely and/or chronically uncomfortable emotions

  Overview: People experience varying levels of intensity in their emotional experiences. Students with uncomfortable emotions that are intense and chronic may have difficulty controlling tearfulness or stress. They may experience strong bouts of anxiety, resulting in panic attack symptoms, and they may demonstrate difficulty concentrating. They may also exhibit outburst of frustration toward others. When students are struggling to manage such emotions, they may resort to behaviors such as social isolation, non-lethal self-harm (such as cutting), or suicidal thinking (without a suicide plan or intent to follow through) as ways of coping. While these are not healthy behaviors, there is no need to panic.

  What to do: Even when a student is experiencing significant emotional difficulty, the most important thing you can do is to listen well. So start with the tips above under Level 1, and then build on these with the following steps.

  Students with intensely and/or chronically uncomfortable emotions are sometimes having a transient experience that does not pose significant risk. They may know helpful coping skills that they can return to, and they may have a strong support network around them. At other times, such students are in the midst of a major mental health crisis that does pose significant risk. They may lack resources and supports. If you are unclear whether the student is considering acting on suicidal thoughts, ask directly: “Are you thinking about killing yourself?” If the answer is “yes,” or if the student is unable to provide a direct answer to clarify risk, the situation has moved to Level 3. If the student denies thoughts of self-harm, proceed with a Level 2 response.

  Ask the student whether they are receiving support from a counselor. If not, encourage them to schedule an appointment at the Center for Counseling and Wellness – you can help them make the call (616-526-6123) or complete the online request form. You can let them know that screening appointments are available for first-time students to talk over options, with no commitment required. A wide range of services are available (both online and in person), and all services are free. You can also assure them that the counseling center is widely used, with approximately one out of 5 Calvin students seeking services each year.

  Whether or not the student is willing to follow through with your referral, encourage them to connect with any other campus staff members that might be helpful. Consult the list under Level 1, and consider which resources could best support the student, based on their particular stressors and circumstances.

  For students who are experiencing some suicidal thinking without specific plan or intent, consider providing them with information regarding the Suicide Prevention Lifeline (800-273-8255). Remind them that crisis care is available throughout each business day at the Center for Counseling and Wellness, or from Residence Life staff or Campus Safety during off-hours. Encourage them to reach out to someone immediately if they become unable to keep themselves safe.

  To activate support systems for the student, complete a Student Concern report. The report will be reviewed by staff from the Center for Student Success who coordinate care for students, and will be routed to the appropriate individual or team for follow up.

  When you’ve supported a student at this level, document your actions and let your supervisor or department chair know about the situation. You are always welcome to call staff at the Center for Counseling and Wellness for consultation. Check in the with the student at a later point as you are able in order to express care and ongoing encouragement to seek treatment.

• Level 3: A student with evidence of danger to self or others
  Is there an emergency?

  Overview: When a student expresses evidence of danger to self or others, immediate action is required. Examples would be a student who states that they have been actively researching methods of suicide or a student who states that they are considering harming another person. Swift intervention is also important if a student has lost connection with reality and has become psychotic. In these situations, do not attempt to handle the situation on your own.

  What to do: Even in the most extreme situations, you are advised to maintain a calm demeanor and a listening posture toward the student. If a student is calm enough to have a conversation, ask them questions to further understand the situation. If it is clear that the student is at risk of harm, contact Campus Safety at 616-526-3333 (or another mental health first-responder) immediately. Work with the first responder to follow campus emergency protocol; do not attempt to manage the situation on your own. It is likely that the first responder will arrange for an assessment of the student at the Pine Rest Contact Center (800-678-5500) in order to ensure safety.

  As with Level 2, it is important to document your actions and let your supervisor or department chair know about the situation. It is also recommended that you inform the Center for Counseling and Wellness of the situation, in order to facilitate effective response and follow-up by the center.

How to talk about emotions

The most powerful treatment for emotional distress is a listening ear. Creating a safe, caring, supportive environment goes a long way in helping students calm emotions, focus thinking, and move forward. Here are some phrases that can be useful for listening well.

• Use open-ended questions

  “Can you tell me a bit about what’s going on?”
  “You seem upset. What’s up?”
  “How are you doing?”

• Reflect thoughts and feelings

  “You’re thinking that you don't have what it takes to get through this” (thought)
  “You’re feeling pretty frustrated.” (feeling)
  “You’re thinking that this is going to go badly for you.” (thought)
  “You’re feeling overwhelmed by all you have to do.” (feeling)

• Provide empathy and validation

  “I’ve been there too.”
  “It’s okay to be having a hard time–this is hard stuff.”
  “This is a really challenging time for you.”

• Highlight strengths and successes

  “You’ve made it through hard times before, and I know you can make it through this too.”
  “You can do this!”
  “Lots of people are on this journey with you.”

How to make a referral

When encouraging a student to schedule an appointment at the Center for Counseling and Wellness, approach the topic with compassion and understanding. Help to shape accurate expectations - the student will begin with a screening, and will leave that appointment with an action plan for engaging in the wellness services that will be most helpful to them (whether a group, a workshop, an online resource, a campus connection, or an individual follow-up appointment). Students are expected to make their own appointments at the Center for Counseling and Wellness, but you can support them by helping them make the initial phone call (616-526-6123) or complete the online appointment request form. You may also choose to submit a referral form to CCW staff ahead of time via confidential means, such as encrypted email or in-person delivery to office staff. Here are some phrases that can be useful for making a referral.

• Start with their thoughts and experiences

  “Have you thought about Counseling and Wellness services before?”
  “What’s been helpful for you in the past?”
  “What kinds of things have you heard about the Center for Counseling and Wellness?”

• Normalize the help-seeking experience

  “A lot of students find it helpful to talk to a counselor when they’re having these kinds of feelings.”
  “About 20% of students on campus utilize the Center for Counseling and Wellness every year. It’s quite normal.”
  “Everybody can benefit from talking with a counselor.”

• Explore reluctance

  “What has gotten in the way of you getting help?”
  “What would keep you from talking to a counselor about these things?”
  “Could it be worth taking this step even though it is difficult?”
  “There’s no need to commit to anything long-term – you can just schedule a screening appointment, see what they have to offer, and then go from there.”

• Provide hope and support

  “A lot of students use the Center for Counseling and Wellness and find it to be really helpful.”
  “I think the resources at Counseling and Wellness could be really beneficial for you.”
  “If you’d like, I can help you make the call to schedule an appointment.”