Identifying the High
Risk Student
Presented by:
Ed Derr LPC, NCC
Director of Counseling
FSC 116 - 873.7457
September 24, 2008
Presentation Agenda
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“The Numbers Game”
The Reality Nationwide
Suicide Risk
Risk for Violence
Tips for Staff and Questions
The Reality Nationwide
(National College Health Assessment, 2007)
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Number of students entering college with a prior
psychiatric history or a documented disability continues
to increase
Many chronic psychiatric disorders present for the first
time in late adolescence and early adulthood
Faculty and staff struggle with issues related to
“support” and career preparation. What is appropriate?
When is it too much or not enough?
Suicide Prevention
Basics
(CDC Data, 2004 Suicide Fact Sheet)
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31,000 people died by suicide last year
"Gay youth are 2 to 3 times more likely to attempt suicide than
other young people." United States Department of Health and
Human Services.
11th leading cause of death ahead of homicide or
HIV
Third leading cause of death ages 15-24 and
second leading cause of death for those 25-34
Males 4 times more likely to die by suicide but
females attempt more
Suicide Prevention
Basics
(CDC Data, 2004 Suicide Fact Sheet)
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50% of those that die by suicide had
major depression
Those with major depression have eight
times the suicide rate of the general
population
Abuse of alcohol and drugs further
increases risk
Warning Signs: Suicide
Risk
( ulifeline.com)
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Prior attempts and lethality of past attempt
Intent and plan
Family history of suicide
Talking/writing about suicide/watching
violent movies, etc.
Giving away possessions
Warning Signs: Suicide
Risk
( Ulifeline.com)
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Sudden change in behavior
Withdrawal/social isolation
Increased absences or tardiness
Change in physical appearance
No reason for living/hopelessness/lack of
purpose
Warning Signs: Suicide
Risk (ulifeline.com)
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Coming to your office, class, work
intoxicated
Decreased concentration
Sudden change in class/work performance
Increased disorganization
Recent loss/ history of multiple losses
Risk for Campus Violence
(American Academy of Experts in Traumatic Stress, 2004)
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FBI data not conclusive as number of incidents
so small
No consistent “profile”
American Academy of Experts in Traumatic
Stress- “Signs & Symptoms” of students who
may need intervention (brochure)
Greater number of indicators = increased risk
Risk for Campus Violence
(American Academy of Experts in Traumatic Stress, 2004)
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Usually not impulsive act. Retrospective
studies show a visible process of planning
Attackers have usually told someone of plan
Prior history of depression or suicide gestures
Revenge for bullying in 2/3 cases
Early Warning Signs:
Violent Behavior
(American Academy of Experts in Traumatic Stress, 2004)
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Destructive or threatening statements
Past history of destructive behavior
Specific plans to harm self/others
Appears withdrawn
May “bully” others
Family stressors
Early Warning Signs:
Violent Behavior
(American Academy of Experts in Traumatic Stress, 2004)
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Significant change in mood
Poor impulse control
Experienced past trauma/abuse victim
Substance abuse
Has been tormented/teased by others
Seen by peers as “different”
Early Warning Signs:
Violent Behavior
(American Academy of Experts in Traumatic Stress, 2004)
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Art/poems/writings violent themes
Low frustration tolerance
Externalizes blame for problems
Preoccupation with guns/weapons/inappropriate
use
Frequent disciplinary problems
Recent loss/or history of multiple losses
Early Warning Signs:
Violence
(American Academy of Experts in Traumatic Stress, 2004)
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Expressed feelings of hopelessness
Sleep and eating disturbances
Gang involvement
Preoccupation with television
Poor academic performance
Decreased motivation
Biopsychosocial Model:
Violence Assessment
(Meloy,2000)
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Individual/Psychological- Male, age 15-24, Past
history of violence, paranoia, below average
intelligence, anger/ fear/ impulse control problems
Social/Environmental- Family of origin and/or peer
group violence, economic instability or poverty,
weapon history or skill, interest
Biological- prior head trauma’s, CNS problems,
mental disorder
Early Intervention
Referrals: Why?
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A
A
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A
A
A
student is depressed
student is unable to control emotions and/or behavior
student’s weight and/or eating behavior is of concern
student’s substance use is of concern
student appears to be in an abusive relationship
student is having difficulty grieving a loss
Whenever you are concerned about a student,
even if you are unclear about what is going on
with the student and/or what your specific
concerns are
How to Talk to Students
About Your Concerns (non-emergency)
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Privacy – Talk in private when you and the student
have time and are not preoccupied.
Honesty – Be frank about your concerns, sharing
what you observe without judging.
Limits – Be clear about the limits of your ability to
help. It is not your role or responsibility to
counsel students, but you can help them get the
support they need.
How to Talk to Students
About Your Concerns (continued)
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“Sounds like you are really struggling with________”
Many people find it helpful to talk with someone
in confidence who is outside of the situation.”
“I want to help you get the help you need and deserve”
“Give Counseling Services a try. You have nothing to
lose.”
“Meeting with a counselor is confidential and will not go
on your academic record.”
“These are services your tuition pays for; take
advantage of them.”
How to Talk to Students
About Your Concerns (continued)
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Suggest that a student seek help instead of telling or
ordering them to.
Inform the student of Counseling Services and tell them
that students visit Counseling Services for a variety of
reasons.
Timing – If a student is receptive to seeing a counselor
provide them with Counseling Services’ phone number,
offer them access to your phone so they can make an
appointment, or accompany them to Counseling Services.
Tips for Staff: Prevention
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Model and expect students to utilize good stress
management skills ( adequate sleep, eating healthy, etc.)
Have available in your offices info on stress and anxiety, responsible
drinking, testing taking tips, relationships, etc.
Counseling Services would be happy to help
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Phrase feedback positively whenever possible
Understand that some students lack basic “life skills”
and are playing “catch up” in many areas
Tips for Staff: Prevention
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Refer students to time management and study
skills
Check in with students regularly and create
a climate where it is safe for students to come to
you if they are getting “overwhelmed”
Encourage use of prof office hours and help sessions
Consult with a counselor as needed for feedbackwe are here to support you and the student!
Tips for Staff: Prevention
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Create opportunities for “connections” on campus
and work to engage the withdrawn or socially isolated
student
Encourage student involvement events and campus clubs
Encourage students with disabilities to self-identify and
utilize accommodations
Tips for Staff:
Possible Emergencies
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Make referrals to Counseling Services
( now have 2FT! Paige Buschling)
If this has not been successful-ask counselor to
“outreach” student before or after class
For URGENT after hours concerns, dial Security at
873.7911 or phone Ed Derr at home – 877.0992
Call Security at 7911 or 911 if you are ever feeling
unsafe or unsure of how to respond
Refer behavioral concerns to Dean of Students
Thank you. Any questions?