Signs of Distress and How to Help

下面列出的是一些更普遍的痛苦迹象. This list is intended to provide basic information only.

1. 抑郁症: While we all may feel depressed from time to time, “正常的”抑郁症可能只有一到两个症状，通常在几天内消失. 临床抑郁的学生会在较长时间内表现出多种症状. Some of these symptoms are sleep disturbances, 注意力不集中, 食欲变化, loss of interest in pleasurable activities, 撤军, 糟糕的卫生, 丧失自尊, and preoccupation with death.
2. 激动或发泄: 这将代表一种偏离正常或社会适当行为的行为. It might include being disruptive, 不安, 或多动, 是敌对的, and increase alcohol and/or drug abuse.
3. 定向障碍: Some distressed students may seem "out of it.“你可能会看到他们对周围发生的事情的意识减弱, forgetting or losing things, misperception of facts or reality, rambling or disconnected speech, and behavior that seems out of context or bizarre.
4. 吸毒和酗酒: 在课堂上或与大学官员互动时出现醉酒的迹象表明存在需要注意的问题.
5. 自杀的念头: 大多数企图自杀的人都很早就表达了他们的痛苦. These messages can range from "I don't want to be here", to a series of vague "good-byes", to "I'm going to kill myself." Non-verbal messages could include giving away valued items, and putting legal financial, and University affairs in order. All of the above messages should be taken seriously.
6. 暴力和侵略: You may become aware of students who may be dangerous to others. This may be manifested by physically violent behavior, 口头威胁, threatening e-mail or letters, harassing or stalking behavior, and papers or exams that contain violent or threatening material.

Additional signs may include:

• Increased nervousness, agitation, or irritability
• Withdrawal from others (isolation)
• Sudden changes in academic performance
• Sudden changes in personal or classroom relationships
• Undue aggressive or abrasive behavior
• Infrequent class attendance
• Marked change in personal hygiene
• 恐惧
• 依赖性(e.g.(经常在你身边晃悠或想要见你的学生)
• Confusion - including bizarre, alarming, or dangerous behaviors

如果你决定接近一个学生，或者如果一个学生向你寻求帮助, here are some suggestions that might be useful.

• Talk to the student when both of you have time and are not rushed.
• Listen to thoughts and feelings in a sensitive, non-threatening way.
• 用具体的、非评判性的语言表达你的关心，反映出你对学生幸福的关心.
• 让学生知道你相信咨询中心的工作人员可能会有所帮助. 如果学生开始抵触，简单地重申你的担忧和建议.

由于各种原因，学生有时不愿意见辅导员. 如果学生不愿意, 采取以下步骤可以帮助缓解人们对咨询可能感到的一些焦虑.

• 向学生保证咨询是保密的，不会计入他们的学习成绩.
• 向学生保证，寻求帮助是一种力量而不是软弱的表现.
• 有时学生觉得他/她的问题太小了，顾不上辅导员. 向学生保证，辅导员会与学生讨论各种各样的问题，无论大小.
• 不情愿的学生知道他们可以和辅导员见一次面，这让他们松了一口气. 可能不需要在一段较长的时间内与辅导员见面，或者学生可以选择只与辅导员见面一次. For students who seem interested but reluctant to go for counseling, 一个有用的策略可能是建议他们尝试一次，看看效果如何.

当学生需要立即就诊时，我们会尽一切努力尽快见到他们. 打电话和前台沟通，告诉他们有一个学生有兴趣来咨询 needs to be seen right away. 如果学生在你面前预约，我们知道情况的紧迫性和细节是很重要的. 与咨询师谈谈你的转诊情况，并向咨询师描述导致你担忧的情况.

While it is important to be helpful to others, we cannot make their decisions for them, and counseling should always be a personal choice. 有时，即使你尽最大努力鼓励学生寻求咨询也会失败. 如果学生拒绝转介，而你对这种情况仍然感到不舒服, contact your department chair, 咨询中心, and/or the Dean of Students.

虽然不期望你成为一个“看门狗”或你提供一个彻底的评估, 你可能是遇到困难的学生的第一个联系人，并且可以问一些问题. 遵循这些指导方针可以为各方带来积极的结果.

1. 安全第一! 当你与陷入困境的学生互动时，一定要记住安全. Maintain a safe distance and a route of escape should you need it. 如果对您或学生的危险似乎迫在眉睫，请拨打911或OU警察(248)370-3333.
2. 避免升级: Distressed students can sometimes be easily provoked. Avoid threatening, humiliating, and intimidating responses. 除非你确定学生的心理健康状况，否则“抬举级别”和维护权威通常不是一个好主意. 苦恼的学生需要倾听、认可和支持. One can always remind them of rules at a later time.
3. 问直接的问题: Take a calm and matter-of-fact approach. 直接询问学生是否喝醉了、神志不清或是否想过伤害自己. You need not be afraid to ask these questions. You will not be "putting ideas in their heads" by doing so. 大多数苦恼的学生在知道有人注意到并正在关注时都松了一口气.
4. Do Not Assume You Are Being Manipulated: 然而，有些学生为了得到关注或逃避责任而显得痛苦是事实, only a thorough assessment can determine this. Attention-seekers can have serious problems and be in danger, too.
5. 了解自己的极限: 你将能够帮助许多陷入困境的学生通过简单地倾听和介绍他们进一步的帮助. Some students will, however, need much more than you can provide. 尊重你可能有的任何不舒服的感觉，并专注于为他们提供所需的帮助. You can do this by reinforcing them for confiding in you, being accepting and nonjudgmental, trying to identify the problem area, 表明寻求专业帮助是一件积极负责的事情，这需要很大的力量和勇气.

Some signs that you may have overextended yourself include:

• Feeling stressed out of overwhelmed by the situation
• Feeling angry at the student
• 感到害怕
• Having thoughts of "adopting" or otherwise rescuing the student
• "Reliving" similar experiences of your own