Identifying and Supporting
Students in Distress
Advisors as Campus Collaborators
NACADA National Conference
October 10, 2014
Melissa Bazley, Associate Director
Beth Howland, Associate Director
Engineering Advising, Cornell University
Agenda
• Gain an understanding of Cornell University--Campus
Environment & Student Population
• Learn the value of a Public Health Approach and “Shared
Language” with campus partners
• Identifying campus partners
• Consider various communication mechanisms
• Recognize limitations/empower others
• Case Studies
Agenda
• Gain an understanding of Cornell University--Campus
Environment & Student Population
• Learn the value of a Public Health Approach and “Shared
Language” with campus partners
• Identifying campus partners
• Consider various communication mechanisms
• Recognize limitations/empower others
• Case Studies
Cornell University
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Founded in 1865 in Ithaca, NY
Federal Land Grant Institution
Both Private and Public
7 Undergraduate Colleges
4 Graduate/Professional Schools
14,000+ Undergraduates
7,000 Grad/Professional Students
Highly Selective Admissions
Decentralized
Cornell University
Agenda
• Gain an understanding of Cornell University--Campus
Environment & Student Population
• Learn the value of a Public Health Approach and “Shared
Language” with campus partners
• Identifying campus partners
• Consider various communication mechanisms
• Recognize limitations/empower others
• Case Studies
Cornell University
Public Health Approach to student mental health
• Many eyes and ears
• See something...say something
• Think of it as a relay team for prevention.
Shared Language
• Created to provide a more organized approach to practices
already in place
• Defined Three “Levels of Distress”
• “Concern”
• “Urgent”
• “Emergency”
Signs of Distress-Academic
• Deterioration in quality/quantity of work
• Missed assignments/exams
• Repeated absences from class, lab, etc.
• Continual seeking of special provisions or extensions
• Essays or creative work that indicate extremes of
hopelessness, rage, fear, despair, etc.
Signs of DistressEmotional and Physical
• Deterioration of personal appearance/hygiene
• Unprovoked anger or hostility
• Visible changes in weight
• Excessive tearfulness
• Expressions of hopelessness, fear or worthlessness
• Direct statements of distress, family problems, etc.
Agenda
• Gain an understanding of Cornell University--Campus
Environment & Student Population
• Learn the value of a Public Health Approach and “Shared
Language” with campus partners
• Identifying campus partners
• Consider various communication mechanisms
• Recognize limitations/empower others
• Case Studies
Identifying Campus Partners…
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Faculty
Health Center (Counseling and Psych Services)
University Crisis Managers
Residence Life
Campus Police
University Alert Team
Judicial Administrator
Diversity Programs Office
International Students and Scholars Office
Student Disability Services Office
Staff and students
Agenda
• Gain an understanding of Cornell University--Campus
Environment & Student Population
• Learn the value of a Public Health Approach and “Shared
Language” with campus partners
• Identifying campus partners
• Consider various communication mechanisms
• Recognize limitations/empower others
• Case Studies
Outreach Protocol
• How do we respond? Depending on the situation…
• Solicit feedback from instructors
Sample Email to Faculty:
Dear Instructors/Advisors:
We have received information indicating that Ima Student (1234567) has
not been attending at least one of her classes regularly this term. We are
hoping to determine if this is an isolated situation, or if the problem is
more widespread. Please check your records and let me know if Ima has
been attending your class, handing in work, sitting for exams, etc. Any
information you can provide will be helpful and very much appreciated.
Ima is enrolled in the following courses this term:
MATH 1920
PHYS 1112
CS 1110
ENGL 1290
PE 1432
Thank you, in advance, for your assistance. Feel free to contact me if you
have questions or concerns.
Outreach Protocol
• How do we respond? Depending on the situation…
• Solicit feedback from instructors
• Reach out directly to students (email, phone, etc.)
Sample Abridged Email
Dear Chris:
One of your faculty members contacted us today because
he/she was concerned that you have not responded to emails
and have been falling behind in the coursework. Please reply to
this email so that we know that you are ok and get in touch with
any faculty members who have been trying to contact you. If
you are having difficulty managing your course load, our office is
always a resource if you would like to talk about it.
If we do not hear from you in 24 hours, we will be forced to
contact your family and potentially report you as a missing
person to the Cornell Police. We don’t want to cause
unnecessary alarm, so please get in touch.
Outreach Protocol
• How do we respond? Depending on the situation…
• Solicit feedback from instructors
• Reach out directly to students (email, phone, etc.)
• Check in with campus partners to see if there is a pattern
Outreach Protocol
• How do we respond? Depending on the situation…
• Solicit feedback from instructors
• Reach out directly to students (email, phone, etc.)
• Check in with campus partners to see if there is a pattern
• Notify faculty/advisors and request academic consideration
Sample Abridged Email
Dear Instructors/Advisors:
I write today on behalf of Engineering student, Ida Best, to
request academic consideration. Ida has been receiving ongoing
treatment at Gannett Health Center since October 3, and may
need additional time to complete course work, projects, exams,
etc. Please offer her any accommodations that you feel are fair
and reasonable given the situation.
Ida is enrolled in the following courses…
It is Ida’s responsibility to contact you to make arrangements
about how to make up work, etc.
……….
Outreach Protocol
• How do we respond? Depending on the situation…
• Solicit feedback from instructors
• Reach out directly to students (email, phone, etc.)
• Check in with campus partners to see if there is a pattern
• Notify faculty/advisors and request academic consideration
• Provide referrals to appropriate resources
Additional tools, programs
• Advising Unit
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Early Intervention program
Internal note system, shared among advisors
Re-tooled “Request to Rejoin” form and process
Admissions Application
Peer Advising Training
• Campus-wide mental health education efforts
• “Notice and Respond”
• “Friend 2 Friend”
• Alternative Means to Access Support Services
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Let’s Talk sites
Community Consultation and Intervention Unit
EARS
Cornell University Religious Works
Parent Protocol
• Depending on the situation…
• FERPA
• Provide referrals to appropriate resources
Managing Follow-Up
Agenda
• Gain an understanding of Cornell University--Campus
Environment & Student Population
• Learn the value of a Public Health Approach and “Shared
Language” with campus partners
• Identifying campus partners
• Consider various communication mechanisms
• Recognize limitations/empower others
• Case Studies
Limitations and Roles
• Provide training/education
• Determine who should make contact
with the student (who has a
relationship)
• We have a shared responsibility,
regardless of job title
• No two situations are the same; be
willing to brainstorm an appropriate
course of action
Pause for Questions?
Thanks for coming!
Questions?
Melissa Bazley, Associate Director, mh265@cornell.edu
Beth A. Howland, Associate Director, bah18@cornell.edu
Cornell University
Engineering Advising
Olin 167
Ithaca, NY 14850
607-255-7414