Northeastern Association of Graduate
Schools
Electronic Warning System, Suicide Prevention
Mr. Dennis Gornic
Associate Dean
Graduate Education
Rensselaer Polytechnic Institute
The roles and responsibilities
The TA’s Role
•
Know the signs for depression, stress and anxiety
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Observe student behavior & performance in your
labs, recitation and office hours
•
Notify professor of your concerns early in the
semester and as often as necessary
•
Refer students when necessary to ALAC,
Counseling Center, OFYE, DOSO, Health Center
The Instructor’s Role
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Know the signs for depression, stress, and anxiety
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Observe student behavior & performance in class
and ask for TA feedback
•
Report concerns on EWS
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Follow-up with TA and student
•
Refer students when necessary to ALAC,
Counseling Center, OFYE, DOSO, and Health
Center
Advisor’s Role
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Follow-up with student by e -mailing or calling
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Advise student on next steps
•
Refer students to support services when necessary
The Electronic Warning System
faculty
staff
advisor
Working together for student success
The Electronic Warning System (EWS) is an
electronic alert system for instructors to notify
students of concerns and problems before they
receive poor grades. The student’s academic
advisor and support services will also be notified so
they may assist students to be more successful at
Rensselaer .
EWS is easy to use :
•Go to the class list on SIS
•Click on EWS for a specific student
•Pull down a menu that displays concerns
•Pick a concern
•Submit the concern
•The warning is dated and logged
The Electronic Warning Process
Advising & Learning Center contacts professors
Professor reports concerns on specific students
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E-mail message is sent to student, the
academic advisor, ALAC and Office of the
First-Year Experience (OFYE)
OFYE or DOSO and advisor follow up
with student
Based on situation, OFYE & advisor might refer
student to another service or office
OFYE or ALAC will follow - up on referral.
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Reported concerns on EWS
Irregular Attendance
Assignments not handed in
Poor performance on quizzes, tests & projects
Poor math skills
Weak writing skills
Other: special situations/behavioral/emotional issues
(Message is sent to advisor, ALAC, and OFYE.
ALAC would customize response based on
situation)
Possible reasons for students experiencing
difficulty
Weak understanding of content material
Poor time management/ study skills
Over committed/social time & working
Lack of motivation/interest in course
Personal issues w/family or other relationships
Adjusting to new living environment
Lack of sleep or not eating regularly
Change in medication
Depression/stress/anxiety
SUICIDE PREVENTION
American College Health Association Survey:
Too Depressed to Function in last year: 42% @ least once
“Many college students experience depression.... we are looking at ways to educate the entire campus
community about this issue, and create a space where people feel comfortable enough to talk about their
problems.…. estimated that between 20 and 30 percent of college students are experiencing a mental
illness. When students begin talking openly ….they will discover that they are not alone, and there is help
available.” Dr. Leslie Lawrence, Medical Director of the RPI Student Health Center.
“Most of us have had, or will have, fleeting thoughts of death as a means of escaping from an unpleasant
situation at some time in our lives. It is when the thoughts are more than just fleeting that there is a need
for concern. Life can be tough, and students need to understand that it’s normal to go through some
rough times. However, the more we talk about it, and offer students options for help, we let them know
that in addition to their family members there are many people within the Rensselaer community who
care and want to help.” Dr. Joe Albert, Director of the RPI Counseling Center
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Rensselaer was selected as one of 22 schools nationwide to receive a Campus Suicide-Prevention
Grant from the United States Department of Health and Human Services’ Substance Abuse and
Mental Health Services Administration (SAMSHA).
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$225,000 in new federal funding to expand its suicide prevention efforts. To enhance training and
education programs for students, faculty, staff, and parents to recognize suicidal symptoms.
Programs Developed or Expanded Under the Grant
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QPR Training: Question/Persuade/Refer (www.qprinstitute.com )
Groups trained: Students, Faculty, Staff (~350 to date)
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QPR Overview
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Psychological and Physical Signs to Look For:
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Deterioration in physical presence or hygiene
Exaggerated behaviors or personality traits, such as agitation, withdrawal, or blunted affect
Normal emotions displayed at an extreme level or prolonged period of time, such as irritability, anxiety, or tearful
behavior
Unwarranted anger, hostility, or outbursts
Significant changes in concentration or motivation
Evidence of alcohol or other drug dependence or abuse
Visible increases or decreases in weight
Extreme fatigue or sleepiness in class
Evidence of "cutting" behavior, such as knife-like cuts on arms
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The following recommendations can be used if a student approaches you with a problem and/or if you decide to
approach a student about some of the signs listed above.
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Talk privately to the student about your concerns.
Listen carefully to what the student has to say.
Be non-judgmental in expressing your concerns.
Repeat back what the student has said to you to make sure you understand the essence of what is going on for them.
Refer them to the Counseling Center and discuss the referral with the student.
Resources, Services & Outreach
• Counseling Center staffing; on call; urgent hours; intake hours,
• Psychiatrist, four staff psychologists, one health educator, student population 6500,
• Online QPR for new employees,
• Tie-in of suicide prevention with Electronic Warning System,
• Include in undergraduate & graduate orientations,
• Teaching Assistant Training Program sessions in EWS & suicide prevention,
• Staff and faculty training in QPR.
• Intervention Team.
I Understand and Agree With the Purpose of the 'Early Warning System' and Feel the Training Was
Useful"
Valid
Missing
Strongly Agree
Number of
Respondents
29
Percent
18.5
Valid Percent
18.6
Cumulative
Percent
18.6
Agree
71
45.2
45.5
64.1
Neither Agree or
Disagree
39
24.8
25.0
89.1
Disagree
12
7.6
7.7
96.8
Strongly Disagree
5
3.2
3.2
100.0
Total
156
99.4
100.0
System
1
.6
157
100.0
Total
"The Session on Suicide Awareness and Prevention Better Prepared Me to Identify Signs and Take
Appropriate Action When a Person May Be in Danger of Taking His or Her Own Life"
QUESTION 5
3.21%
7.69%
Valid
Question 5
18.59%
Strongly Agree
Agree
Neither Agree or Disagree
Strongly Agree
Number of
Respondents
18
Percent
11.5
Valid Percent
11.5
Cumulative
Percent
11.5
Agree
78
49.7
50.0
61.5
Neither Agree or
Disagree
33
21.0
21.2
82.7
Disagree
21
13.4
13.5
96.2
Strongly Disagree
6
3.8
3.8
100.0
Total
156
99.4
100.0
System
1
.6
157
100.0
Missing
Disagree
Strongly Disagree
Total
Pies show counts
25.00%
45.51%
QUESTION 6
3.85%
Question 6
11.54%
Strongly Agree
13.46%
Agree
Neither Agree or Disagree
Disagree
Strongly Disagree
Pies show counts
21.15%
50.00%