Faculty & Staff
As a faculty or staff member at Niagara, you may be one of the first to become aware of personal difficulties affecting a student's academic performance.
The following information is designed to help you determine when to refer a student for counseling and how to do so.
Consider referring a student if you notice:
- Marked changes in a student’s functioning, appearance or habits. For example, deterioration in grooming, hygiene, dramatic weight loss, marked withdrawal in a normally outgoing person, accelerated activity or speech in a normally reserved person, or marked change in academic performance.
- You are doing more “personal counseling”, than “academic counseling” with a student.
- A student seems to be “perpetually” tired, anxious, depressed, irritable, angry, or sad.
- Poor classroom attendance.
- Indications of hopelessness or helplessness.
- A student’s use of alcohol or substances interferes with his/her relationships or work.
- A student’s thoughts or actions appear unusual to you or others.
Inform the student of your concern in a straightforward manner. Be specific regarding the behavior patterns that you have observed. Suggest that he/she consider personal counseling and refer the student to Counseling Services.
If the student agrees to the referral, you may:
- Facilitate the referral by having the student call us from your office to arrange an appointment.
- Agree that the student will contact Counseling Services on his/her own.
Except in emergencies, the option should be left open for the student to accept or refuse a referral for counseling.
Community Advisors/Resident Life Staff
- Be Available – Let residents know NOW that you are a person they can come to.
- Be Aware – Are there behavior changes? Talk with roommate to confirm changes. Talk with resident to understand what is happening.
- Take Problems Seriously – Even if those problems seem unimportant to you (e.g., failing grades, relationship breakup, etc.).
- Listen – Be willing to spend some time with residents. Ask directly if they have thought of harming themselves.
- Explain Options – Let students know that help is available and that you will provide support for them as they seek that help (e.g., Dean of Students, Counseling Services, etc.).
- Do not try to shock or challenge. (“Go ahead and do it;” “Yeah, right”)
- Do not analyze the person’s motives. (“You just feel bad because…”)
- Do not argue or try to reason. (You can’t kill yourself because…”)
- Do not use guilt. (“Do you know how bad your folks would feel?”)
- Do not console WITHOUT listening. (“I know how you feel. I flunked chemistry too, but everything worked out.”)
Note: For on-campus emergencies that occur after hours and on weekends, please contact Campus Safety at 716.286.8111 (Ext. 8111). Students may also contact their CA to access the residence director on call or access the RD on call themselves. Students may also directly contact Niagara County Crisis Services at 716.285.3515.
- Approach student in calm, warm and understanding manner.
- Express your concerns clearly, giving examples of observable changes which you have noticed in their behavior, work, academics, relationships, or life situations. State these as observations, not judgments.
- Reassure the student that help is available and explain what services are offered at Counseling Services, how to access them and inform the student that counseling is confidential.
- If the student is not in crisis, you can indicate to them that it is ok to take time to think about going to counseling and that rejecting counseling does not mean that they are rejecting you or your assistance.
- If the student is in crisis, explain that you are concerned for their welfare and want to consult with someone who is better able to assist the student. Then, contact Counseling Services (Ext. 8536, Monday -Friday 8:30 a.m.-12 p.m. and 1-4:30 p.m.).
Parents & Families
The transition from high school to college and adolescence to adulthood can sometimes be stressful for students and their parents. Finding healthy ways to manage the various stressors you, as a parent, are facing when helping your student prepare for this transition will assist everyone in your family adjust to the changes that lie ahead.
Recognize and experience your emotions
It is normal for family members to feel many confusing and conflicting emotions when a child leaves home, including: sadness, guilt, relief, joy, apprehension, etc. Whatever you are feeling, there is little benefit in pretending these feelings are not there. A healthier approach is to talk about these feelings with family, friends, religious or spiritual support, or some other listener.
Keep yourself healthy
Especially during stressful times, adequate amounts of sleep, proper nutrition, and regular exercise can be very useful. Spending time doing things that you enjoy or discovering new interests can be an important step toward your own well-being.
Maintain regular communication
It is important for the students to become more independent and begin making adult decisions. However, it is also crucial for him/her to know that you are still available for support. They need you to discuss both difficult issues and normal life occurrences. Email is a great way to keep in touch, but a written message may not convey a complete picture of how your child is really doing. Try to talk on the phone occasionally, too, so you can hear how your child sounds.
Allow the student to structure some of your conversations
While it is good for you to show an interest in their classes, grades, friendships, etc., your student is more likely to ask for the help or support that they need if there is room in the conversation to do so.
Have realistic academic expectations
Adjusting to university life is a difficult transition, and this may at times be reflected in a student’s academic performance. Not every “A” student in high school will be an “A” student in college. Be supportive and focus on your son or daughter’s development, rather than performance, as long as they are meeting the basic academic requirements.
Know where to call if you need help
If your student does experience difficulties, encourage him or her to take advantage of the many resources available to Niagara students by emphasizing that it is not only okay, but a sign of strength, to recognize problems early and to seek assistance in handling them constructively.
If your student is involved with Counseling Services, it is important for you to understand that confidentiality is crucial to the process. We cannot provide any information to you about their treatment, except in emergencies where we are concerned for their safety. If you have information about your student you think would be helpful and wish to share it with us, we would welcome communication from you. However, as prescribed by mental health law we cannot talk about your student, even to confirm that we are in contact with your son or daughter without his/her written consent.