Identifying the High Risk Student

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Identifying the High Risk Student

• Presented by
• Ed Derr LPC, NCC
• Director of Counseling
• FSC 116 - 873.7457
• September 24, 2008

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Presentation Agenda

• The Numbers Game
• The Reality Nationwide
• Suicide Risk
• Risk for Violence
• Tips for Staff and Questions

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The Reality Nationwide(National College Health
Assessment, 2007)

• Number of students entering college with a prior
  
• psychiatric history or a documented disability
  continues
• to increase
• Many chronic psychiatric disorders present for
  the first
• time in late adolescence and early adulthood
• Faculty and staff struggle with issues related
  to
• support and career preparation. What is
  appropriate?
• When is it too much or not enough?

4
Suicide Prevention Basics (CDC Data, 2004 Suicide
Fact Sheet)

• 31,000 people died by suicide last year
• "Gay youth are 2 to 3 times more likely to
  attempt suicide than
• other young people."  United States Department
  of Health and
• Human Services.
• 11th leading cause of death ahead of homicide or
• HIV
• Third leading cause of death ages 15-24 and
• second leading cause of death for those 25-34
• Males 4 times more likely to die by suicide but
• females attempt more

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Suicide Prevention Basics (CDC Data, 2004 Suicide
Fact Sheet)

• 50 of those that die by suicide had
• major depression
• Those with major depression have eight
• times the suicide rate of the general
• population
• Abuse of alcohol and drugs further
• increases risk

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Warning Signs Suicide Risk ( ulifeline.com)

• Prior attempts and lethality of past attempt
• Intent and plan
• Family history of suicide
• Talking/writing about suicide/watching
• violent movies, etc.
• Giving away possessions

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Warning Signs Suicide Risk ( Ulifeline.com)

• Sudden change in behavior
• Withdrawal/social isolation
• Increased absences or tardiness
• Change in physical appearance
• No reason for living/hopelessness/lack of
• purpose

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Warning Signs Suicide Risk (ulifeline.com)

• Coming to your office, class, work
  intoxicated
• Decreased concentration
• Sudden change in class/work performance
• Increased disorganization
• Recent loss/ history of multiple losses

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Risk for Campus Violence (American Academy of
Experts in Traumatic Stress, 2004)

• FBI data not conclusive as number of incidents
• so small
• No consistent profile
• American Academy of Experts in Traumatic
• Stress- Signs Symptoms of students who
• may need intervention (brochure)
• Greater number of indicators increased risk

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Risk for Campus Violence (American Academy of
Experts in Traumatic Stress, 2004)

• Usually not impulsive act. Retrospective
• studies show a visible process of planning
• Attackers have usually told someone of plan
• Prior history of depression or suicide gestures
• Revenge for bullying in 2/3 cases

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Early Warning SignsViolent Behavior (American
Academy of Experts in Traumatic Stress, 2004)

• Destructive or threatening statements
• Past history of destructive behavior
• Specific plans to harm self/others
• Appears withdrawn
• May bully others
• Family stressors

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Early Warning Signs Violent Behavior (American
Academy of Experts in Traumatic Stress, 2004)

• Significant change in mood
• Poor impulse control
• Experienced past trauma/abuse victim
• Substance abuse
• Has been tormented/teased by others
• Seen by peers as different

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Early Warning Signs Violent Behavior (American
Academy of Experts in Traumatic Stress, 2004)

• Art/poems/writings violent themes
• Low frustration tolerance
• Externalizes blame for problems
• Preoccupation with guns/weapons/inappropriate
• use
• Frequent disciplinary problems
• Recent loss/or history of multiple losses

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Early Warning Signs Violence (American Academy
of Experts in Traumatic Stress, 2004)

• Expressed feelings of hopelessness
• Sleep and eating disturbances
• Gang involvement
• Preoccupation with television
• Poor academic performance
• Decreased motivation

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Biopsychosocial Model Violence Assessment
(Meloy,2000)

• Individual/Psychological- Male, age 15-24, Past
• history of violence, paranoia, below average
• intelligence, anger/ fear/ impulse control
  problems
• Social/Environmental- Family of origin and/or
  peer
• group violence, economic instability or
  poverty,
• weapon history or skill, interest
• Biological- prior head traumas, CNS problems,
• mental disorder

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Early Intervention Referrals Why?

• A student is depressed
• A student is unable to control emotions and/or
  behavior
• A students weight and/or eating behavior is of
  concern
• A students substance use is of concern
• A student appears to be in an abusive
  relationship
• A student is having difficulty grieving a loss
• Whenever you are concerned about a student,
• even if you are unclear about what is going on
  
• with the student and/or what your specific
• concerns are

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How to Talk to Students About Your Concerns
(non-emergency)

• Privacy Talk in private when you and the
  student
• have time and are not preoccupied.
• Honesty Be frank about your concerns, sharing
• what you observe without judging.
• Limits Be clear about the limits of your
  ability to
• help. It is not your role or responsibility to
• counsel students, but you can help them get the
  
• support they need.

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How to Talk to Students About Your Concerns
(continued)

• Sounds like you are really struggling
  with________
• Many people find it helpful to talk with
  someone
• in confidence who is outside of the
  situation.
• I want to help you get the help you need and
  deserve
• Give Counseling Services a try. You have
  nothing to
• lose.
• Meeting with a counselor is confidential and
  will not go
• on your academic record.
• These are services your tuition pays for take
• advantage of them.

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How to Talk to Students About Your Concerns
(continued)

• Suggest that a student seek help instead of
  telling or
• ordering them to.
• Inform the student of Counseling Services and
  tell them
• that students visit Counseling Services for a
  variety of
• reasons.
• Timing If a student is receptive to seeing a
  counselor
• provide them with Counseling Services phone
  number,
• offer them access to your phone so they can
  make an
• appointment, or accompany them to Counseling
  Services.

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Tips for Staff Prevention

• Model and expect students to utilize good
  stress
• management skills ( adequate sleep, eating
  healthy, etc.)
• Have available in your offices info on stress
  and anxiety, responsible drinking, testing
  taking tips, relationships, etc.
• Counseling Services would be happy to help
• Phrase feedback positively whenever possible
• Understand that some students lack basic life
  skills
• and are playing catch up in many areas

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Tips for Staff Prevention

• Refer students to time management and study
• skills
• Check in with students regularly and create
• a climate where it is safe for students to
  come to
• you if they are getting overwhelmed
• Encourage use of prof office hours and help
  sessions
• Consult with a counselor as needed for
  feedback-
• we are here to support you and the student!

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Tips for Staff Prevention

• Create opportunities for connections on campus
  
• and work to engage the withdrawn or socially
  isolated
• student
• Encourage student involvement events and campus
  clubs
• Encourage students with disabilities to
  self-identify and
• utilize accommodations

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Tips for Staff Possible Emergencies

• Make referrals to Counseling Services
• ( now have 2FT! Paige Buschling)
• If this has not been successful-ask counselor to
  
• outreach student before or after class
• For URGENT after hours concerns, dial Security
  at
• 873.7911 or phone Ed Derr at home 877.0992
• Call Security at 7911 or 911 if you are ever
  feeling
• unsafe or unsure of how to respond
• Refer behavioral concerns to Dean of Students

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• Thank you. Any questions?