Faculty and Staff Guidelines for Helping Students-at-Risk

The Campus Outreach and Resources Enhancement program (CORE) aims to educate BCC students about the potential harmful effects of alcohol and drug use, and encourages students to reflect on how their use may be inhibiting their ability to reach their academic and personal goals. For those at risk, who are identified by the use of standardized survey instruments, we offer a voluntary short-term counseling program, as well as the opportunity to participate in a study, which helps us take a more comprehensive look at trends relating to alcohol and substance abuse problems on campus.

To accomplish our goals, we seek to establish collaborative relationships with those who have frequent contact with and direct influence on our student population such as faculty, staff, advisors, and health care providers.

Recognizing Potential Problems
National and local studies suggest that substance abuse is a potent contributor to numerous campus problems, including, but not limited to: missed classes; academic difficulties, including failure, dropping out, or being dismissed from school; vandalism; sexual assault; relationship violence; and more.

Identifying warning signs is a key factor in linking students to the help they need so these types of problems can be avoided. Below, we offer a list of symptoms and behaviors that may be indicative of problematic alcohol or drug use.

Serious grade problems
Diminished interest in class content
Decline in class participation
Excessive procrastination
Excessive absenteeism or tardiness
Avoidance of professor or other students
Complaints from peers
Declining or lack of appreciation for values that used to be important
Sudden disregard for institutional policies
Unusual, exaggerated, or misdirected emotional responses; substantial mood swings
Inability to clearly communicate (e.g. rambling, garbled, slurred, or incoherent speech)
Use of abusive language or making inappropriate statements
Disorderly or disruptive behaviors (e.g. hostility, aggression, irritability)
Offering repeated excuses or blaming others for poor performance
Frequent requests for special consideration
Reported or observed periods of memory loss (e.g., blackouts)
Easily distracted
Lying
Impeded motor skills
Marked change in physical appearance (e.g. poor personal hygiene)
Alcohol odor on breath – perhaps masked by candy or mints, etc.
Marijuana odor on breath and/or clothing
Eyes are red or glassy; runny nose, but no allergies/cold
Enlarged or constricted pupils
Chronically fatigued or tired
Use of street drug terms

How to Make a Referral: Guidelines for helpful interactions
Here are a few tips on how to raise concerns with a student. Many of these involve common sense; however, they are worth mentioning:

Talk to him/her in private.
Ask permission before you begin. Example: “I’ve noticed that you’ve missed four classes in the past three weeks. Can we talk about what’s going on? “
Don’t generalize; express your concern using specific, factual examples in a direct, straightforward manner.
Refrain from using absolute terms such as never and always.
Of course, use good listening skills.
Avoid criticizing or sounding judgmental.
Avoid ultimatums or punitive language.
Express empathy and understanding of their situation.
Cite specific strengths you have observed — no matter how trivial they may sound to you; the student may rarely hear such statements from others.
Don’t make assumptions.
In problem-solving, don’t offer advice unless the student asks for it. If they do ask, try to offer a “menu” of options. Better yet, brainstorm a menu together. The student is much more likely to follow through if he or she is involved in the decision-making process.
Remember, the student has the right to accept, think over, or refuse your recommendations.
If s/he resists help and you are still concerned, it may be helpful for you to consult with us.

Working with the Ambivalent Student
Individuals often are understandably ambivalent about whether to see a counselor. You can help them think through their concerns.

Misinformation or Stereotypes. You don’t have to be crazy to see a counselor. Everyone has problems at different times and it can be helpful to talk to a counselor. Seeking help is a sign of strength, not weakness.
Confidentiality. What is disclosed, including the fact that the student is in counseling, is not revealed to anyone without the student’s permission. There are exceptions, but these usually involve life-threatening situations. Note: It is important for you not to promise absolute confidentiality. There may be issues (e.g. suicide, sexual harassment) where you will need to consult with others.
Set Appropriate Boundaries. Inform the student you are concerned and that you may not have the same training as counselors at CORE or the Counseling Center. Tell the student you appreciate his or her trust and are happy to help with academic problems; however, more personal issues are best handled by counselors at CORE.
Personalize Referrals. If you have had contact with CORE staff, personalize your referral. Tell the student you have referred others with similar problems and they have been happy with the help they have received. Encourage the student to try a single visit.
Immediate Assistance. If a student needs immediate help, offer to call CORE with the student present. If you do call, identify yourself and explain that you are assisting a student with making an appointment; then allow the student to arrange the appointment time.

Client confidentiality prohibits CORE from providing information about a student you have referred, but we encourage you to check with the student to see if he or she has followed through on your recommendation. This communicates your continued interest and concern.

Consultations. If you are concerned about a student or situation, but are not sure of how to proceed, call or email us. A counselor will assist you in determining an appropriate course of action. Another useful strategy is to address the issue of alcohol and drug use with your entire class. That’s where we can help. We offer fun, interactive educational workshops for students, including CORE Jeopardy! Contact us for more information.

Do you have questions or comments about this material or our services? If so, we’d love to hear from you! Call us at ext. 2760, e-mail us, or visit us in G221.